WEEK 8

GRADE 3
Date of planning: 26/10/2024

Unit 2: LOOK AT MY TOYS

Lesson 7 – Story

I. Requirements: By the end of the lesson, students will be able to:

1. Knowledge:
- Review words of toys and structures of Unit 2 in a fun context
- Retell the main ideas of the story in simple language.
- Act out the story in small groups.
2. Competences:
Teamwork to dub the story
3. Attitude: - Express love with story.
II. Teaching aids
Audio files: Tracks 2.18 & 2.19
III. Teaching and learning activities

CONTENT PROCEDURE
I. Warm-up - Ss stand up and look at the screen.
Greet the class. - Play the video song for students to listen and sing
Let’s dance and Review: along. Tell Ss to clap their hands when they hear a
Mystery Box Song toy word from the song. (Whole class)
II. BEFORE STORY - Ss look at the pictures on the Pptx slides of new
Goal: To pre-teach new vocabulary & phrases
words/phrases in the story. - Ask Ss some questions about those pictures.
To introduce story elements - Show the words/phrases, have students listen to
and lead into the lesson. the pronunciation and repeat several times.
- Ss to open their book and explore the page of
Unit 2 story with their partners.
-Show the story and have students identify the
story title, story frames and characters by
answering the questions:
1. What’s the story title (name)?
2. How many story frames (pictures)?
3. How many characters (people, friends) are in
the story?
-Provide the answer using Pptx slide
III. WHILE STORY - Ss open their books, look at the pictures and ask
Activity 1. question: What can you see in the workshop?
Watch or listen and read. - Ss listen and read the story in pair to find the
Goal: To help students read answer for the question.
and understand simple - Invite students to give their answer and locate
cartoon stories. where they can find that information.
To prepare students for gist KEY: Answer B – Toys
and detailed comprehension - Ask Ss to listen one more time. Pause at each
tasks. line for Ss to read aloud.
- Ask Ss to find the toys in the story frames and
count how many toys they can find.
- Tell the whole class to point in the picture and
say together.
- Ask Ss to say aloud the toys and guess what the
toy in frame #5 is. Use the Pptx to support for Step
4.
Activity 2. - Ss open their books, look at the task and say
Look at the story. Read aloud the directions. Check comprehension.
and circle. - Ss look at the pictures words of the exercise and
Goal: To look at the picture say the possible answer.
and choose the correct - Give Ss a time limit to complete the exercise.
words. - Check for the whole class.
IV. AFTER STORY - Ss look at the task and say aloud the directions.
Activity 3: Watch or listen Check comprehension.
again. Dub the story. - Divide students into small groups, tell them to
Goal: To help students act choose their role in the story in Activity 1 and
out the story in small practise them.
groups. - Play the audio track 2.18 and pause at each
section for each group to say their part after they
hear it.
- Have the groups perform in front of class without
the audio.
- Give each group feedback.
Homework: Assign unfinished exercises in Pupil’s Book or
Activity Book to students as homework.
IV. Adjustments
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 Unit 2: LOOK AT MY TOYS
Lesson 8 – PROJECT

I. Requirements: By the end of the lesson, students will be able to:

1. Knowledge:
- Review words of toys and colours
- Make a poster of a toy museum
2. Competences:
Make a poster of a toy museum.
3. Attitude:
- Express love with story.
II. Teaching aids
- Computer and slides.
III. Teaching and learning activities

CONTENT PROCEDURE
I. Warm-up - Ss stand up and look at the screen.
Greet the class. - Ss listen to the video song and sing along. Tell Ss to
Let’s dance and Review: clap their hands when they hear a toy word from the
Mystery Box Song song. (Whole class)
II. Project Time - Ss work in small groups
Activity 1: See – Think - - Ss look at the pictures of a poster on the slide.
Wonder - Ss answer 3 orientation questions: (whole class.)
Goal: To present the 1. What do you see? => a poster of toys
project and explore the 2. What do you need to make it? => I need some
materials paper, crayons, pencils and a rubber.
To discuss and make plan 3. What are the steps to make a poster? => Pupil’s
before doing the project Book page 29
product - Use realia when facilitate this step.
- Have students open their Pupil’s Book page 29
- Tell Ss to work in group again, explore the page
and tell the steps of making a poster.
- Check Ss answer and encourage Ss to read aloud all
steps to remember.
- Provide explanation or translation if needed.

- Deliver the project materials and tell students to

check if they have all needed things.
III. Project Time -Set up the tables and chairs for class craft time.
Hands-on: Making the - Ss sit around their assigned place.
poster -Moderate the Hands-on time slowly and into small
Goal: To create the poster. section.
To develop the 4Cs skills: - Use the Pptx slides as the time marker and content
Communication, Creativity, reminder.
Critical thinking, Step 1 & 2: Students work individually
Collaboration when doing a Step 3 & 4: Students work in groups: making
project. agreement on the poster design, lay-outs, task
owners, choosing crayons and other decoration for
the poster.
Step 5: Students present in front of the class.
IV. Project Time - Invite class students to be polite audience for group
Evaluation presentations by doing the following things
Goal: To practice => Welcome the presenters
presenting a product => Give your classmates an applause after each
To think and give feedback presentation
positively => Give nice feedback or commands
To review and refine the - Encourage Ss to vote for their favourite posters.
team product Encourage each group to review and refine their
product.
- Exhibit the posters at the class English corner.
Note: The final poster can be completed after the
lesson if Ss do not have enough time.
Homework: Continue the project if Ss haven’t complete at class.
Assign unfinished exercises in Pupil’s Book or
Activity Book to students as homework.
IV. Adjustments
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 Unit 2: LOOK AT MY TOYS
Lesson 9 – REVIEW

I. Requirements: By the end of the lesson, students will be able to:

1. Knowledge:
- Use the words of toys: car, plane, puzzle, building set & dinosaur, yoyo, doll,
ball, robot, teddy, kite, bike, slide, scooter, swing
- Ask and answer about toys using the structures What’s this? It’s a _____, Is it a
____? Yes, it is. / No, it isn’t.
2. Competences:
do excersice
3. Attitude: - Express love with story.
II. Teaching aids
- Computer and slides.
III. Teaching and learning activities

CONTENT PROCEDURE
I. Warm-up - Ss stand up and look at the screen.
Greet the class. - Ss listen to the video song and sing along. Tell
Let’s dance and Review: Ss to clap their hands when they hear a toy word
Mystery Box Song from the song. (Whole class)
II. Pracitce - Ss open their books, look at the task and say
Activity 1: Match. Then aloud the directions. Check comprehension.
ask and answer. - Tell Ss to explore the pictures in the exercise,
Goal: recall the words they remember.
To enhance the correct use of - Ss look at the picture, read the sentences.
vocabulary and structures Encourage them to say their possible answer for
through exercises. each questions.
-Set a time limit for Ss to do the exercise
individualy
- Ss work in pair to share and compare their
answers by asking and answering the questions.
KEY:
2. It’s a scooter. 3. It’s a swing.
 -Ss look at the task and say aloud the directions.
Activity 2: Look and circle. Check comprehension.
- Ss work in pairs. Give a time limit for Ss to
complete the activity and check with their
partner.
- Check the answer for the whole class.
KEY:
2. No, it isn’t. 3. No, it isn’t. 4. Yes, it is.

-Ss look at the task and say aloud the directions.

Activity 3: Look at the Check comprehension.
- Ss work in pairs. T give a time limit for Ss to
pictures. Write the words.
complete the activity and check with their
partner.
-Check the answer for the whole class.
KEY:
2. puzzle / 3. slide / 4. dinosaur
I. Production Step 1: Have students open their books, look at
Activity 4: Look at the the task and say aloud the directions. Check
pictures. Write the words. comprehension.
Goal: To review the words - Tell Ss to explore the pictures in the exercise,
and sentences. recall the words they remember.
Step 2: Play the audio track the 1st time for
students to do put the ticks.
Step 3: Play the audio track again for Ss to check
the answers with their parter.
Step 4: Check the answer for the whole class
Homework: Assign unfinished exercises in Pupil’s Book or
Activity Book to students as homework.
IV. Adjustments
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 Unit 3: WHERE’S MY PEN?
Lesson 1A – Vocabulary and Grammar 1

I. Requirements: By the end of the lesson, students will be able to:

1. Knowledge:
- Look at the classroom objects and say the words bag, pencil case, pen, ruler,
rubber.
- Point and say sentences about classroom objects using the models: This is my …...
That is my ___.
2. Competences:
- Using the models: This is my ___. That is my ___. To talk about classroom
objects.
3. Attitude: - Express love with classroom objects.
II. Teaching aids
- Audio files: Track 3.01.
III. Teaching and learning activities
CONTENT PROCEDURE
I. Warm-up - Ss stand up and look at the screen.
Greet the class. - Ss listen to the video song, sing and dance along
Listen and sing along: with the characters in the video. (Whole class)
School Supplies Song
II. Presentation - Ss look at the lead-in picture. Ask students to
Activity 1: Listen, point name the toys they can see.
and say - Lead in the lesson. Apart from toys, there are
some other objects too. Encourage Ss to look again
Goal: To introduce the and say.
classroom objects bag, - Ss look at a picture of a bag. Drill the model the
pencil case, pen, ruler, question “What’s this?” and have them answer
rubber “This is my bag.”
To ask and answer -Show the word and play the audio for students to
questions about classroom listen. Then have students spell the word and repeat
objects. the answer 3-4 times.
-Ask the question and have students say aloud the
answer in teams and individually.
-Repeat the 4 steps above with the remaining
pictures.

To introduce the structures - Set the scene: Have students look at the 2
This is my ___. That is my characters Lucy and Ben, tell students that Lucy is
____ asking Ben about one of Ben’s classroom objects.
To ask and answer about - Show the speech bubbles and have Ss say aloud.
classroom objects. - Direct Ss’ attention to the size and position of the
pencil case. Ask them the questions:
+ Is the pencil case big or small?
+ Look at the big pencil case. Is it near or far from
 Lucy and Ben? => Near.
+ Look at the small pencil case. Is it near or far
from Lucy and Ben? => Far.
- Elicit the use of THIS and THAT
+ When it’s near, does Ben say, “This is my pencil
case.” or “That is my pencil case?” => This is
___.
+ When it’s far, does Ben say, “This is my pencil
case.” or “That is my pencil case?” => That is
___.
- Drill the model sentences and provide more
explanations
-Ss work in pairs, practice Lucy and Ben dialogues.
III. Practice - Ss look at the task and say aloud the directions.
Activity1: Listen, point Check comprehension.
and say. - Ss listen the audio track 3.01, point and say the
Goal: To promote words of classroom objects.
students' acquisition of toy - Ss work in pairs, ss 1 point to a picture, ask
words and their spelling. “What’s this?” and the other student answer “This is
my___.”
IV. Production - Ss check their school bag and choose one
Show and tell classroom object to introduce.
Goal: To apply the new - Use Pptx slide or flashcard to drill the model
vocabulary and structures prompts This is my … (classroom object) It’s ….
in a communicative task. (colour)
- Ss work in pair to introduce their objects. Then tell
Ss to swap pairs and practice with a new partner.
- Invite some students to introduce their objects in
front of the class.
- Provide feedback or check pronunciation if needed
Homework: Assign unfinished exercises in Pupil’s Book or
Activity Book to students as homework.
IV. Adjustments
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WEEK 8
GRADE 5
Date of planning: 26/10/2024

UNIT 2 – PICNIC TIME!

Lesson 6 – Review
I. Objectives
By the end of the lesson, students will be able to:
1. Knowledge:
- To review the vocabulary of food and drinks.
- To use the structure: “Can I help you? – Can I have …, please? – Sure. Here you
are. Anything else? – I’d like…, please. – No, that’s it, thanks –
Right…That’s…dong”.
2. Skills:
- Develop listening, speaking, reading and writing skills.
3. Attribute:
- Show their love of cooking and food by using intonation when asking and
answering about the picnic time.
4. Competence:
+ Core competencies: self-control and independent learning: do listening and
reading tasks in the Pupils’ Book, teamwork: Warm-up Activity: Order The
Phrases, communication: Activity: Choose The Correct Word, Pre – Listening
Activity
+ 21st Century skills: collaboration and communication, group work and pair work.
II. Language focus
- Vocabulary: a can of lemonade, a bottle of water, a bowl of soup, a cup of coffee,
a glass of milk, a plate of sandwiches, a box of cereal, a bag of fruit.
III. Instructional resources
- Textbooks: Tiếng Anh 5 English Discovery
- Audio files: Track 2.12
- Computer and slides
IV. Procedures:
 1. Organization
2. Warm-up: (Time: 5 minutes)
- Aim: Create a familiar and friendly atmosphere.
Time Teacher’s activities Students’ activities Note

5 minutes Greet the class. - Greet the students.

Warm-up Activity:
Order The Phrases
- Divide students into pairs.
Each pair takes out a sheet of - Take out a sheet of
paper. paper.
- Write on the board or show
these words on the slide.
- Look at the board.
1. box/a/cereal/of
2. lemonade/a/of/can
3. a/soup/of/bowl
4. bottle/water/a/of
5. of/a/coffee/cup
6. of/milk/a/glass
7. plate/of/sandwiches/a
8. bag/a/of/fruit
- Students look at these - Look at these words
words and write them into and write them into the
the correct phrases. correct phrases.

- After finishing, students - Raise the paper to

raise their papers to check. check.

- The 5 first pairs with all the

correct answers receive 2
points.
- Output: Students are happy and ready for the new lesson.
3. New lesson:
3.1. Review Vocabulary. (Time: 8 minutes)
 - Aim: To review the vocabulary used to describe the qualities of food and
drink.
Time Teacher’s activities Students’ activities Note
5 minutes Activity: Choose The
Correct Word
- Divide the class into groups
- Take out 6 pieces of
of 4. Each group takes out 6
paper.
pieces of paper.
- The teacher reads aloud one
by one word and each member - Listen and write a
of the group takes turns word on each piece of
writing each word on each paper.
piece.
Words: sandwiches, a bottle
of water, cereal, vegetables, a
cup of coffee.
- The teacher shows one by
one sentence on the slide,
students look at, choose and
raise the correct word for each - Look at the sentence,
sentence. choose and raise the
correct word.
- The fastest group with the
correct answer receives a
point.

- Check the answers

Activity 1. Write the food and receive points.
and drink.
(Pupils’ Book p.27)
- Have students open their
books and look at the task.
- Open the book and
- Students work individually to look at the task.
3 minutes
write each word to fill in the
blank. - Write a word to fill in
the blank.
- Show the answers to check.
- Check the answers.
 - Output: Students know how to do task 1 in Pupils’ book with reading and
writing skills.
3.2. Review Grammar. (Time: 15 minutes)
- Aim: Help students to practice listening and reading skills.
Time Teacher’s activities Students’ activities Note
3 minutes Pre – Listening:
Activity: Ask and Answer.
- Put students into pairs.
Students look at the questions - Look at the
and answers. questions and answers.
- One student asks the
questions and one student
guesses and says the answers. - Work with the
partner to guess and
- Then they switch roles. say the answers.
- Students look at the example
bubbles and read.
- Look at the example
bubbles and read.
Activity 2. Listen and circle.
(Pupils’ Book p.27)
- Have students open their
books and look at the task.
3 minutes - Open the book and
- Play the audio, students listen look at the task.
and circle the answers.
- Listen and circle the
- Play the audio again, students answers.
listen and check the answers.
- Listen and check the
- Check the answers with the answers.
whole class.
Activity: Read and
Underline
- Have students open their
books and read the text on - Open the book and
page 27. read the text.
 - Ask students to read and
underline the names of food
- Read and underline
which are in the text.
the names of food.
- Check the answers with the
- Check the answers.
3 minutes whole class.
Activity 3. Read the text and
write Yes or No.
(Pupils’ Book p.27)
- Have students read the text
again and write Yes or No for
each sentence.
- Read the text again
- Put students in pairs. and write Yes or No
Students share the answers for each sentence.
with their partners.
- Share the answers
- Then, the teacher shows the with the partner.
answers to check.
- Check the answers.
Activity: Then ask and
3 minutes answer how to make
sandwiches.
- Put students to work in pairs.
Each pair takes out a sheet of
paper. - Take out a sheet of
paper.
- Students read, discuss and
write the steps of making
sandwiches. - Read, discuss and
- They raise their papers to write steps of making
check the answers. sandwiches.

3 minutes - Check the answers with the - Raise the paper to

whole class. check.
- Check the answers.
- Output: Students improve their listening and reading skills through the tasks.
3.3. Produce – Vocabulary and Grammar (Time: 5 minutes)
- Aim: Help students to use the structures to ask and answer in the conversation.
- Input: Slides
 Time Teacher’s activities Students’ activities Note

5 minutes Activity 4. Role-play. Your

class is having a picnic at the
park. You go to the shop to
buy some food and drink for
the picnic.
- Ask students to take out a
sheet of paper.
- Ask students to think of a list
of food and drink that they - Take out a sheet of
want to buy for the picnic. Ex: paper.
a bag of oranges, a bottle of - Think of a list of
water, two cans of lemonade, food and drink that
…… you will buy for the
- Put students into pairs. One picnic.
student takes on the role of a
shop assistant and one student
- Practice the
takes on the role of a
conversation with the
customer.
partner.
- Then, they switch roles.
- Output: Students can thoroughly use the structure to ask and answer the
questions by themselves.
V. Homework. (Time: 1 minute)
- Ask students to do exercises in the Activity Book (page 23).
 UNIT 2 – PICNIC TIME!
Lesson 7A – Story
I. Objectives
By the end of the lesson, students will be able to:
1. Knowledge:
- Review words and structures of food and flavour.
- Understand a simple cartoon story.
2. Skills:
- Develop listening, speaking, reading and writing skills
3. Attribute:
- Show their love of cooking and food by using intonation when asking and
answering about the picnic time.
4. Competence:
+ Core competencies: self-control and independent learning: do reading and
listening tasks in the Pupils’ Book
+ Teamwork: Warm-up activity
+ Communication: Activity 1
+ 21st Century skills: collaboration and communication, group work and pair work.
II. Language focus
- Vocabulary: Food and Flavour.
III. Instructional resources
- Textbooks: Tiếng Anh 5 English Discovery
- Audio files: Track 2.13
- Computer and slides
IV. Procedures:
1. Organization
2. Warm-up - Review: (Time: 6 minutes)
- Aim: Create a familiar and friendly atmosphere and review vocabulary with
the structures.
 Time Teacher’s activities Students’ activities Note

Greet the class. - Greet the teacher.

6 minutes Review Vocabulary and

Grammar:
Activity: Write The Answer
- Ask students to take out a - Take out a mini-
mini-board. board.
- Show a picture with a - Look at a picture with
question or a sentence with a a question or a sentence
blank, students look at it and with a blank and write
write the answer on the board. the answer on the board.
- After finishing, students
raise their boards to check the
answers. - Raise the board to
check the answers.
- The 5 fastest students with
the correct answers receive 2
points.
- Have the whole class say the - Repeat the answers.
answer again.
- Output: Students are ready for the new lesson and remember the words and
structures of food and flavor.
3. New lesson:
3.1. Present – Story (Time: 10 minutes)
- Aim: Introduce the story.
Time Teacher’s activities Students’ activities Note

(3 minutes) Introduction:
- Show the story and have - Look at the questions.
students identify the story
title, story frames and
characters by answering these
questions:
1. What’s the story title
(name)?
 2. How many story frames
(pictures)?
3. How many characters
(people, friends) are in the
story?
- Ask students to open their
books and explore the page of
the Unit 2 story with their
partners to answer the
questions.
- Provide the answer using the
slide.
- Open the books and
Activity: Watch a video answer the questions.
- Play the video, students
3 minutes listen to and watch the story.
Activity: Listen and point
- Watch the story.
- Play the recording 2.13,
4 minutes students look at the story and
listen. - Listen to the story.
- Output: Students can read the story.
3.2. Practice - Story (Time: 14 minutes)
- Aim: To help students read and understand a simple cartoon story
Time Teacher’s activities Students’ activities Note
5 minutes Listen and read:
- Have students look at the
story’s card on the slide.
- Look at the picture
- Click on each number of the
character. Students listen and
read aloud.
- Play the audio, students - Listen and read aloud.
listen and read again.
- Put students in groups. - Listen and read.
Students practice acting out
 the story.
Activity 1. Number the
pictures in the correct order.
- Practice the story.
- Ask students to close their
books and take out a sheet of
4 minutes paper.
- Put students into pairs.
Students look at the slide and
number the pictures in the
correct order.
- They write the answers on
the paper. Ex: 1 – a, 2 – b…. - Close their books and
- Give them a minute to look take out a sheet of
at the story again to check paper.
their answers. - Look at the slide and
- Check the answers with the number the pictures in
whole class. the correct order.

- Ask students to open their

books on page 30. - Write the answers on
- Students look at and write the paper.
the number for each picture in - Read the story again
the correct order. and check.
Practice Activity: Play With
Mario
- Put the class into groups of
4. Each pair takes out a mini- - Open the book.
board.
- The teacher clicks on each - Write the number for
star, and students look at the each picture in the
questions with 3 answers and correct order.
choose the correct answer by
writing it on the board. Each
member takes turns writing. - Take out a mini-board.
- After finishing, they raise the
board to check the answers.
- Look at the question
5 minutes - The pairs with the correct with 3 answers and
answer receive a point. choose the correct
answer.
- Write the answer on
the board.
- Output: Students can read and understand a simple cartoon story.
3.3. Produce – Story (Time: 3 minutes)
- Aim: Enhance student’s understanding of the story.
Time Teacher’s activities Students’ activities Note

3 minutes Activity 3. Read again and

answer the questions with
NO MORE THAN THREE
WORDS.
- Ask students to open their - Open the books and
books and look at task 3 on look at the task.
page 30.
- Students read the story again - Read the story and
and write the answer on each write the answer words.
line with no more than three
words.
- Check answers with the - Check the answers
whole class. with other members.

- Output: Students can understand a simple cartoon story and do the task.
V. Homework. (Time: 1 minute)
- Ask students to do exercise 1 in the Activity Book (page 24).
 UNIT 2 – PICNIC TIME!
Lesson 7B – Story
I. Objectives
By the end of the lesson, students will be able to:
1. Knowledge:
- Understand a simple cartoon story.
2. Skills:
- Develop listening, speaking, reading and writing skills
3. Attribute:
- Show their love of cooking and food by using intonation when asking and
answering about the picnic time.
II. Language focus
- Vocabulary: Food.
III. Instructional resources
- Textbooks: Tiếng Anh 5 English Discovery.
- Audio files: Track 2.13
- Computer and slides
IV. Procedures:
1. Organization
2. Warm-up (Time: 6 minutes)
- Aim: Create a familiar and friendly atmosphere
- Input: Slides
- Procedures:
Time Teacher’s activities Students’ activities Note
Greet the class. - Greet the teacher.
6 minutes Warm-up activity:
Which scene is it? - Take out a pen or a
ruler and put it in the
- Put students into groups of 4.
middle of the group.
Each group takes out a pen or
 a ruler and puts it in the
middle of each group.
- Look at the sentence,
- Show a sentence in the story, discuss and choose the
students discuss and choose correct answer.
the correct answer A, B, or C
for the correct scene of that
sentence. - Raise the pen or ruler to
get a chance to say the
- Students raise their pens or
answer.
rulers to get a chance to say
the answer.
- The fastest group with the
correct answer receives 2
points.
- Repeat the answers.
- Have the whole class repeat
the answers.
- Output: Students are happy and ready for the new lesson.
3. New lesson:
3.1. Present – Review Story (Time: 8 minutes)
- Aim: Review the story.
Time Teacher’s activities Students’ activities Note
3 minutes Activity. Listen and read
(Pupil’s Book p.29)
- Have students open their - Open the books and
books and look at the story on look at the story.
page 29.
- Play recording 2.13, students
- Listen and read aloud
listen and read aloud.
the story.
Practice Activity:
5 minutes True or False
- Put the class into pairs. Each
- Take out 2 pieces of
pair takes out 2 pieces of
paper.
paper.
- Students write True and
- Write True and False
 False for each piece. for each piece.
- Show a sentence, students - Look at the sentence,
look at, choose and raise their choose and raise the
answer: True or False. answer: True or False.
- The fastest pair with the
correct answer receives 2
points.
- Output: Students can remember the characters and lyrics in the story.
3.2. Practice - Story (Time: 10 minutes)
- Aim: Help students to act out the story and do the tasks.
Time Teacher’s activities Students’ activities Note
3 minutes Activity 4. Read and circle
True or False.
- Open the book and look
- Ask students to open their at the task.
books and look at task 4 on
page 30.
- Read the story again
- Students read the story again
and circle the correct
and circle True or False for
answer for each sentence.
each sentence.
- Check the answers.
- Check the answers with the
whole class.
Activity: Dub out the story. - Listen to the teacher’s
instructions.
- Divide students into small
groups.
- Ask students to choose the - Act out the story
character and act out the story
7 minutes
- Give students a little time to - Perform the story.
practice ( from 3 – 5 minutes)
- Have groups perform in front
of the class without the audio. - Listen to the teacher.
- Give feedback.
- Output: Students can act out the story and do personal tasks.
3.3. Produce – Story (Time: 8 minutes)
- Aim: Help students to remember and retell the story.
Time Teacher’s activities Students’ activities Note
8 minutes Activity 5. Work in pairs.
Re-tell the story.
(Pupils’ Book p.30) - Listen to the teacher.
- Put students into groups of 4. - Work with other
members of the group to
- Students think about the story
remember and retell the
and each member of the group
story.
retells the story. Students look
at the pictures in Activity 1 and
the information in Activity 3
on page 30.
- Show the example for the
class. - Look at the examples
and read.
- Call out some groups to
present in front of the class. - Watch and listen to the
friends perform.
- Give feedback.
- Output: Students can retell the story.
V. Homework. (Time: 1 minute)
- Ask students to do exercises in the Activity Book (page 24).
 UNIT 2 – PICNIC TIME!
Lesson 8 – Project
I. Objectives
By the end of the lesson, students will be able to:
1. Knowledge:
- To write a recipe.
2. Skills:
- Develop listening, speaking, reading and writing skills
3. Attribute:
- Show their knowledge and their love of food.
II. Language focus
- Vocabulary: Food and drinks, verbs used in cooking
III. Instructional resources
- Textbooks: Tiếng Anh 5 English Discovery 5
- A4 Papers
- Computer and slides
IV. Procedures:
1. Organization
2. Warm-up (Time: 6 minutes)
- Aim: Create a familiar and friendly atmosphere
- Input: Slides.
- Procedures:
Time Teacher’s activities Students’ activities Note

Greet the class. - Greet the teacher.

6 minutes Warm-up Activity:

Answer the Question
- Put students into groups of - Take out a pen or a
4. Each group takes out a ruler and put it in the
pen or a ruler and puts it in middle of the group.
 the middle of each group.
- Show the text and give 2 - Look at the text and
minutes for students to read read the information.
the information.
- Ask the questions, students
- Listen, find the
listen, find the information
information in the text
in the picture and raise their
and raise the pen or
pens or ruler to get a chance
ruler to get a chance to
to say the answer.
say the answer.
- The fastest group with the
correct information receives
2 points.
- Output: Students are happy and ready for the new lesson.
3. New lesson:
3.1. Present – Project (Time: 14 minutes)
- Aim: Help students to discuss and know the steps of creating a recipe.
Time Teacher’s activities Students’ activities Note

4 minutes Activity 1. Read and circle.

Which ingredient is not in
the recipe?
- Have students open their
books and read the text again. - Open the book and
Students read and choose read the text.
which ingredient is not in the - Choose and circle the
recipe. Then, they circle the correct answers.
word.
- Check the answers with the
whole class.
Activity: Make Your Recipe - Check the answers.

- Put students into groups of 4.

10 minutes Each group takes out a sheet - Take out a sheet of
of paper. Students in the group paper.
discuss and write the answer
- Discuss and write the
for each question.
answer for each
- Each member takes turns
 writing the answer. question.
- Show the example answers.
Students look and read them.
- Next, students in the group
- Look at the example
discuss how to make their
answers and read them
food.
aloud.
- They write the steps of
- Discuss how to make
making their food on the
the food.
paper.
- Show the example steps.
Students look and read aloud. - Write the steps of
making their food on
- After students finish their
the paper.
work, they raise their papers to
check. - Look at the examples
and read aloud.
- Call out each group to
present their recipe in front of - Raise the paper to
the class. check after finishing.
- Give points. - Watch and listen to
the performs.

- Output: Students know and understand the steps of making the food.
3.2. Practice – Project (Time: 5 minutes)
- Aim: Help students to create and write their recipe.
Time Teacher’s activities Students’ activities Note
5 minutes Activity 2. Write a recipe.
- Ask students to look at task 2 - Look at the task.
on page 31.
- Students use the prompts and - Use the prompts and
write their recipes in their write the recipe in the
books. book.
- After finishing, they say - Say Bingo after
Bingo. The teacher reads and finishing and give the
checks students’ work. paper to the teacher to
check.
 - Output: Students can use the prompts and write a recipe.
3.3. Produce – Project (Time: 7 minutes)
- Aim: Help students to practice asking and answering the questions about their
favorite recipe.
Time Teacher’s activities Students’ activities Note

7 minutes Activity 3. Ask and answer Teamwork

about your favorite recipe.
- Ask students to look at the
bubbles questions. Students ask
the questions and the teacher - Look at the bubble
answers. questions and ask the
teacher.
- Students will get the ideas
and know how to answer the
questions. - Get the ideas.
- Put students into pairs and
have them practice the
dialogue using the clues in - Practice the dialogue
their work in Activity 2. with the partner using
the clues in activity 2.
- Call out some pairs to present
in front of the class. - Watch and listen to
the performs.
- Output: Students can talk about their favorite recipe with friends.
V. Homework. (Time: 1 minute)
- Ask students to do exercises in the Activity Book (page 25).

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