Kế hoạch bài dạy Khối 1 - Tuần 3 - Năm học 2022-2023 - Lê Thị Ánh

 Week 3
 GRADE 1
 Date of teaching: 1A (26/9/2022 ) 
 Period 3 
 Unit 1: Family
 Lesson 2
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 - Recognize the letter A/a and make the /ổ/ sound.
 - Recognize the letter B/b and the sound /b/ in words and produce them individually. 
 - identify the situations for introducing the word and sentence contained the sound.
 B. LANGUAGE FOCUS
 Vocabulary : Aa, ant. Bb, boy
 Sentence patterns
 “I can see an (ant)”.
 “I can see a (boy)”.
 C. INSTRUCTIONAL RESOURCES
 - Student’s book, p.10,11
 - CD1
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
1. Listen and repeat. Trace Observation
 actions
 Student’s interaction Observation
2. Listen and repeat. 
 and performance
3. Show positive attitudes and appropriate 
 Student’s talk and Observation, Questions & 
 gestures and intonation to introduce family 
 interaction answers
 members. 
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Activity 1: Warm-up 
 Sing. 
 Play audio Part C in Lesson 1 and have students sing the song.. 
 Activity 2: The alphabet (5’)
 - Play the alphabet song and have students listen. 
 - Play audio again and sing the song. 
 - Put the flashcards on the board for the letters in red (a and b). 
 - Point to each flashcard, call out the letter's name, and have students repeat.
 Letter A, B
 1. Listen and repeat. Trace. 
 Listen and repeat:
 - Have students look at the letter.
 - Play audio. Have students listen and repeat all together and individually. Correct student’s 
 pronunciation if necessary.
 - Have some students demonstrate the activity in front of the class.
 Trace:
 - Have students call out the letter sound.
 - Demonstrate the steps of tracing the letters with your finger.
 - Have students trace the letters with their fingers.
 - Have some students demonstrate the activity in front of the class.
 Activity 3: Listen and repeat:
 - Have students look at the picture, letter and word.
 - Play audio. Have students listen and repeat a, a, ant.
 - Have students listen and repeat all together and individually. Correct student’s pronunciation if 
 necessary.
 - Have some students demonstrate the activity in front of the class.
 Activity 4: Wrap-up & Assignments
 1. What have you learnt from the lesson today? 
 (Recognize the /ổ/ sound /b/ sounds)
 2. What’re the core value of the lesson? 
 ( Show their responsibility and respect for each other while taking part in activities and positive 
 attitudes, appropriate gestures and intonation in saying the letter and sound)
D. ADJUSTMENT.
 GRADE 2
 Date of teaching:2A,2B (26/9/2022 ) 
 Period 3 
 Unit 1: Feelings
 Lesson 2 
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to: 
 -Recognize the letter N/n and make the /n/ sound.
 -Recognize the letter O/o and the sound /ɒ/ in words and produce them individually.
 - identify the situations for introducing the word and sentence contained the sound.
 B. LANGUAGE FOCUS
 Vocabulary 
 nut, nose 
 octopus, orange 
 Sentence patterns
 Revise “This is .
 C. INSTRUCTIONAL RESOURCES
 - Student’s book, p.12,13
 - CD1
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
1. Listen and repeat. Trace. Observation
 actions
 Observation
2. Listen and repeat. Write. Student’s answers
 Questions & answers
3. show positive attitudes and appropriate 
 Student’s talk and Observation, Questions & 
 gestures and intonation in asking answering 
 interaction answers
 about feelings
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Activity 1: Warm-up 
 “Pass the balls” game
 - Give two different colored balls to two students, a red ball (ask: “How are you?”) and a yellow 
 ball (answer: “I’m (happy).”)
 - Have students listen to music and pass the balls.
 - Stop music suddenly.
 - Have the student with the red ball ask question and their peer with the yellow ball answer. 
 - E.g Student with the red ball will ask “How are you?” The child with the yellow ball will 
 answer his/ her friend’s question “I’m happy.” Activity 2: Listen and repeat. Trace.
. 1. Presentation
- Introduce letter N/n and its sound.
- Play audio. Have students listen and repeat. Use Student’s book and DCR.
- Ask students to demonstrate tracing the letters N/n with their finger. 
- Have students work in pairs, one traces the word and one guesses.
. 2. Practice
- Have some students demonstrate the activity in class.
- Give feedback if necessary.
Activity 3: Listen and repeat. Write. 
. 1. Presentation
- Introduce the words that begin with letter n. Use Student’s book and DCR.
- Play audio and have students look at the pictures.
- Demonstrate the activity by pointing to the new vocabulary items.
- Play audio. Have students listen and repeat. 
. 2. Practice
- Ask students to write the letter n, then write the words in B.
- Give feedback if necessary.
Activity 4: Wrap-up & Assignments
 1. What have you learnt from the lesson today ? 
 (Recognize the /n/ sound / ɒ / sounds)
 2. What’re the core value of the lesson? 
 (Show their responsibility and respect for each other while taking part in activities and positive 
 attitudes, appropriate gestures and intonation in saying the letter and sound)
D. ADJUSTMENT.
 ...
Date of teaching: 3A ( 26/9/2022) 
Period 9
 UNIT 1: MY FRIENDS
 Lesson 1.3
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and 
Competence).
1. Spell their names correctly.
2. Point, ask and answer.
3. Ask their friends how to spell and write their names. 4. Play the Chain game.
 5. Show how to spell names correctly and fluently. 
 B. LANGUAGE FOCUS
 Vocabulary: Alfie, Tom, Mai, Nick, Ben, Sue.
 The sentence patterns: How do you spell “Alfie”?/ A-L-F-I-E.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 12, Eduhome.vn, Teacher’s 
 guide.
 - Flashcards for Unit 1
 - Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation 
 1. Point, ask and answer. Student's speech
 Observation / key
 2. Ask their friends how to spell and write their Student’s interaction 
 names. and performance
 Student’s interaction Observation 
 3. Play the Chain game.
 and performance
 4. Use positive attitudes, appropriate gestures Student’s interaction and Observation
 and intonation to spell names correctly and 
 performance
 fluently.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Greeting and Play the Name spelling game.
 - Divide the class into four groups and ask them to stand in two lines facing the board. 
 - Draw four columns on the board for Teams A, B, C, and D.
 - Give a marker to the first student of each team.
 - Spell out a person’s name and then the students run to the board quickly to write a name on it. 
 Next, the students pass the markers to the next friends and join back of the line.
 The team with the most correct names wins.
 - Lead students to the new lesson.
 Activity 1: Language input (Activity E)
 1. Point, ask and answer
- Use DCR on Eduhome to show to the class the sentence structure on Part E, page 12 in their 
 Student’s Book.
- Give the students enough time to look at the target sentence structure and have them read it 
 silently.
- Ask some pairs to ask and answer the question.
- Control the class and give them help if needed.
- 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.
- Give feedback
 2. Now, ask your friend how to spell their name. Write their name.
 - Give model
 - (Teacher shows the flashcard “Lucy” and says: My friend’s name is Lucy.)
 S1 “How do you spell “Lucy”?
 S2 : “L-U-C-Y.”
 - Call three sts to repeat the model
 - Ask sts to do in groups of three
 - Give feedback
 Activity 2: Full Controlled & less controlled (Activity F) Play the Chain game with your 
 friends’ names.
 - Use DCR on Eduhome to show the examples to the whole class.
 - Give the students enough time to look at the examples and read them silently.
 - Divide the class into groups of four.
 - Have the students stand up.
 - Have the student A turn to the student B and ask the question, then have the student B answer.
 - Next, have the student B turn to the student C and ask the question, then have the student C 
 answer.
 - Have some students 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? 
 (Spell names.)
 2. What’re the core values of the lesson? 
 (Show how to spell names correctly and fluently.)
 - Remind students to prepare for the lesson 2- A,B
 D. ADJUSTMENT.
 Date of teaching: 3A( 27/9/2022)
 Period 10
 UNIT 1: MY FRIENDS
 Lesson 2: A,B
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and 
 Competence).
 1. Ask where people are from.
 2. Listen and point. Repeat.
 3. Play Guess 
 4. Listen and practice
 5. Fill in the blank
 6. Show loving people and countries
 B. LANGUAGE FOCUS
 Vocabulary: the USA, the UK, Italy, India, Japan, Alpha. 
 The sentence patterns: Where are you from?/ I’m from the USA./ Where’s she from?/ She’s 
 from Japan.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 13, Eduhome.vn, Teacher’s 
 guide.
 - Flashcards 
 - Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation 
1. Listen and point. Repeat Student’s speech
 Student’s interaction and Observation/ key
2. Play guess
 performance
 Student’s interaction Observation 
3. Listen and practice
 and performance
 Student’s interaction and Observation/ key
4. Fill in the blank . Practice
 performance
5. Use positive attitudes, appropriate gestures and 
 Student’s interaction and Observation
intonation to ask and answer about the countries 
 performance
people are from.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Draw the alphabet.
 - Divide the class into two teams.
 - Invite the first two students of each group to come to the front of the class.
 - Ask the second student to draw a letter on the back of the first student so that they can guess the 
 letter.
 - The first student to get the correct letter wins a point for their team.
 - Continue this activity with the next pairs.
 Lead in the new lesson.
 Activity 1: Language input (Activity A: Listen and point. Repeat) - Arrange the flashcards (the USA, the UK, Italy, India, Japan, Alpha) on the board.
 - Ask the students to listen and pay their attention.
 - Use DCR on Eduhome to play the audio and point to each flashcard. 
 - Then play the audio again and have them point to the pictures in their Student’s Books.
 - Play the audio and require them to listen and repeat.
 - Help them with their pronunciation if necessary.
 - Have the class work in pairs. One student randomly points to the pictures in their book, and the 
 other one says the words. Then have them swap roles and continue this activity.
 - Walk round the class and support them if needed 
 Activity 2: Language input (Activity B: Listen and practice)
- Use DCR to show the useful language and have students look and read the useful language 
 silently.
- Explain that we use this to ask where a person comes from. It can be used for countries, cities, 
 provinces, or other areas.
- Play the audio and have them look at the useful language.
- Ask them to work in pairs and practice the useful language.
- Require them to use the vocabulary from Part A.
- Go around the class and support them if necessary.
- Activity 3: Full Controlled & less controlled 
 1. Play guess
- Arrange the flashcards on the board and write a number under each card.
- Have the students look at the flashcards for the count of ten.
- Turn the flashcards over to face the board when the students are not looking.
- Call out a number and have the students take turns guessing the face-down card. Turn the card 
 over after each guess.
 2. Fill in the blanks . Practice
- Demonstrate the activity using the example. 
- Have the students read and fill in the blanks.
- Divide the class into pairs and have them check each other’s work.
- Use DCR to check the answers as a whole class.
- Have pairs practice saying the sentences.
- 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? 
 (Ask and answer about the countries people are from.)
 2. What’re the core values of the lesson? 
 (Show loving people and countries)
 - Remind students to prepare for C,D
 D. ADJUSTMENT.
 Date of teaching: 3A ( 27/9/2022)
 Period 11
 UNIT 1: MY FRIENDS
 Lesson 2: C,D
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and 
 Competence).
 1. Identify the /ə/ sound and practice the conversations. 
 2. Listen and chant.
 3. Listen and write
 4. Practice with a partner
 5. Show loving people and countries
 B. LANGUAGE FOCUS
 Vocabulary: The United Kingdom, The United States of America
 The sentence patterns: How do you spell “Alfie”?/ A-L-F-I-E.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 14, Eduhome.vn, Teacher’s 
 guide.
 - Flashcards 
 - Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation 
1. Listen and repeat Student's speech
 Student’s interaction Observation 
2. Chant
 and performance
 Observation 
3. Look and listen then write Student’sperformance
 Student’s interaction and Observation/ key
4. Practice with friends
 performance
5. Use positive attitudes, appropriate gestures Student’s interaction and Observation
and intonation to ask and answer about the 
 performance
countries people are from correctly and fluently. 
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Greeting and Play the Slap the board game. 
 - Divide the class into two teams and have them form two lines.
 - Place the flashcards about the countries on the board, showing the images. 
 - Call out a word and have the first student from each group race to slap the correct image on the 
 board and say it correctly. The first student to slap the correct flashcard wins a point for their team. - Lead students to the new lesson.
 Activity 1: Language input (Activity C: Listen and repeat)
- Draw attention to the /ə/ 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: Full Controlled & less controlled 
 1. 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.
 - Play the audio again.
 - Have the students listen and clap along with the sound and words as they hear them in the chant. 
 Write the words or put up the flashcards on the board.
 2. Look and listen
 - Introduce the situation: “Where are you from?”
 - Have the students look at the story and ask these questions. 
 - Who can you see? (Alfie, Tom, Nick)
 - What can you see? (Alfie’s spaceship)
 - What color is Alfie’s spaceship? (red)
 - Play the audio.
 - Have the students look and listen.
 3. Listen and write.
 - Play the audio and demonstrate the activity using the example. 
 - Play the audio and have the students listen and write.
 - Play the audio again and check answers as a whole class.
 4. 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 4: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Identify the /ə/ sound and practice the conversations..)
 2. What’re the core values of the lesson? 
 (Show loving people and countries)
 - Remind students to prepare for E,F
 D. ADJUSTMENT. 
 Date of teaching: 3A ( 28/9/2022)
 Period 12
 UNIT 1: MY FRIENDS
 Lesson 2: E,F
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and 
 Competence).
 1. Ask where people are from.
 2. Point, ask and answer.
 3. Play Guess the picture
 4. Show loving people and countries through asking and answering about the countries people 
 are from.
 B. LANGUAGE FOCUS
 Vocabulary: Revision (the USA, the UK, Italy, India, Japan, Alpha.)
 The sentence patterns: Where’s he from?/ He’s from the UK.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 15, Eduhome.vn, Teacher’s 
 guide.
 - Flashcards 
 - Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation 
1. Point, ask and answer. Student's speech
 Student’s interaction Observation 
2. Play Guess the picture
 and performance
4. Use positive attitudes, appropriate gestures Student’s interaction and Observation
and intonation to ask and answer about the 
 performance
countries people are from correctly and fluently.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Greeting and 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)
- Use DCR on Eduhome to show to the class the sentence structure on Part E, page 15 in their 
 Student’s Book.
- Give the students enough time to look at the target sentence structure and have them read it 
 silently.
- Ask some pairs to ask and answer the question.
- Control the class and give them help if needed.
- Divide the class into two teams.
- Show one or two flashcards to the class and say a pronoun. 
- Have Team A make a question and Team B answer.
- Swap roles and repeat.
- e.g.
- (Teacher shows the flashcard “Alpha”.)
- Teacher: “you”
- Team A: “Where are you from?”
- Team B: “I’m from Alpha.”
- (Teacher shows the flashcard “the USA”)
- Teacher: “he”
- Team A: “Where’s he from?”
- Team B: “He’s from the USA.”
- Afterwards, have some Teams demonstrate the activity in front of the class. 
- Give feedback
 Activity 2: Full Controlled & less controlled (Activity F: Play Guess the picture)
 - Have students time to look and read at the examples.
 - Divide the class into two teams.
 - Have a student stand facing away from the board and stick a flashcard on the board behind 
 them. 
 - Have someone from the same team ask the student a question about the flashcard.
 - Have a student try to guess the answer without looking at the flashcard.
 - Give that team one point if it’s a correct guess.
 - Have teams take turns asking and guessing. 
 Activity 3: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Ask where people are from.)
 2. What’re the core values of the lesson? 
 ( Show loving people and countries through asking and answering about the countries people are 
 from.)
 - Remind students to prepare for the lesson 3: A,B
 D. ADJUSTMENT. 
 Date of teaching: 4A( 27/9/2022), 4B( 27/9/2022),
 UNIT 2: I’M FROM JAPAN !
 Period 9 Lesson 2: Part 1, 2, 3
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
 A. OBJECTIVES
 By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and 
 Competence)
 1. Identify the situation for the conversation between the registrar and Akiko (Setting, 
 participants, topics).
 2. use the words and phrases related to the topics Nationalities 
 3. ask and answer questions about one’s nationality, using What nationality are you? I’m . 
 4. love country and love people 
 B. LANGUAGE FOCUS
 Key terms/ Vocabulary 
 Vietnamese, English, American, Australian, Malaysian, Japanese.
 Key grammatical structure
 What nationality are you? – I’m (Vietnamese).
 C. INSTRUCTIONAL RESOURCES
 - Textbook: Tiếng Anh 4- Student’s book, page 14, Sachmem.vn, Teacher’s guide. 
 - Flashcards for Unit 2, poster for Unit 2.
 - A board, a computer, a projector/TV.
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Identify the situation for the Observation
conversation between the registrar and Students’ answers Questions & answers
Akiko such as setting, participant, topics. Key
2. Practice a role-play conversation with Students’ Talks and 
 Observation
classmates, using sentence patterns. interaction
3.ask and answer questions about one’s 
 Student’s talks, and Observation
nationality using What nationality are you? 
 interaction Questions & answers
I’m . 
4. Use positive attitudes and appropriate Student’s interaction and Observation
gestures to ask an answer someone’s performance Questions & answers nationality.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warmer: Greeting and singing
 Spend a few minutes revising the previous lesson by having the class sing the song
 Where are you from? Then explain the word nationality in Vietnamese before introducing the 
 new lesson. 
 - Lead into the new lesson.
 Activity 1: Language input (Activity 1: Look, listen and repeat)
 Tell pupils that they are going to read a story in which the characters ask and answer questions 
 about one’s nationality.
 • Have pupils look at the pictures and ask them questions about the story: Who is this? Where is 
 she? What is she doing? What does she say? (a. Akiko is at the registrar’s desk. The registrar 
 asks Akiko’s name. b. The registrar wants to know Akiko’s country. c. She wants to know 
 Akiko’s nationality.)
 • 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. 
 - T gives feedback.
 Activity 2: Controlled & guided practice
 Task 1: Controlled practice (Activity 2: Point and say.)
 - Tell pupils that they are going to practise the question and answer What nationality are you? 
 I’m + (nationality).
 • Have them read the reminder box at the bottom of the page and tell them how to form the 
 nationality from the name of a country.
 • Point to the first picture and get one pupil to ask What nationality are you? and another to 
 answer I’m Vietnamese. Repeat the procedure with the other pictures.
 • Ask pupils to work in pairs, pointing to the characters speaking.
 • Call a few pairs to act out the dialogue in front of the class. 
 Check as a class and correct pronunciation, if necessary. 
 Task 2: Guided practice (Let’s talk)
 Tell pupils that they are going to practise more with the questions Where are you from? What 
 nationality are you?
 • Have pupils select the characters they would like to role-play and ask and answer the three 
 questions in the Pupil’s Book in pairs.
 • Expand the activity by asking pupils to use their genuine names and those of the local cities or 
 towns. 
 • Call on a few pairs to act out the dialogue in front of the class. Correct the pronunciation, if 
 necessary 
 Activity 3: Wrap -up & Assignments - T asks Ss about what they have learnt in their lesson today.
 1. What have you learnt from the lesson today? (ask and answer questions about one’s nationality 
 using What nationality are you? I’m ..).
 2. What’re the core values of the lesson? (Ss love country and love people).
 - Remind students to learn by heart vocabulary, sentence patterns. 
 - Prepare: Lesson 2 (4-6).
 D. ADJUSTMENT.
 ...
 GRADE 4
 Date of teaching:4A,4B( 28/9/2022)
 Period: 10
 UNIT 2: I’M FROM JAPAN !
 Lesson 2: Part 4,5,6
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
 A. OBJECTIVES:
 By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and 
 Competence)
 1. Identify specific information through listening to conversations to number correct pictures.
 2. Read and fill the gapped exchanges, using the pictures. .
 3. Play the game Find someone who . 
 4. Ss love country and love people.
 B. LANGUAGE FOCUS
 Key terms/ Vocabulary 
 Revision.
 Key grammatical structure
 Revision.
 C. INSTRUCTIONAL RESOURCES
 - Textbook: Tiếng Anh 4- Student’s book, page 15, Sachmem.vn, Teacher’s guide. 
 - Flashcards for Unit 2, posters for Unit 2
 - A board, a computer, a projector/TV.
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment tools
 products
1. Identify specific information through Observation
listening to conversations to number Students’ answers Questions & answers
correct pictures. Key Observation
2 Read and fill the gapped exchanges, 
 Students’ answers Questions & answers
using the pictures.
 Key
 Observation
3. Play game Find someone who. Student’s answers Questions & answers
 Key
4. Use positive attitudes and appropriate Student’s interaction Observation
gestures to play. and performance Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warmer: Greeting and playing
 - Spend a few minutes revising the previous lesson by having the class play Tic-Tac-Toe, using 
 the questions: Who is this? Where is he/she from? What nationality is he/she? 
 - Lead into the new lesson.
 Activity 1: Listening practice (Activity 1: Listen and number.)
 - Tell pupils that they are going to listen to four dialogues and number the pictures.
 • Have pupils look at the pictures and check their comprehension by eliciting the answers to the 
 questions: Who is this? What is this? (a. Tony and the flag of Australia. b. Mai and the flag of 
 Viet Nam. c. Akiko and the flag of Japan. d. Hakim and the flag of Malaysia.)
 • Ask them to say where the children are from and their nationalities. Then play the recording for 
 pupils to do the task.
 Key: a 3 b 1 c 4 d 2 
 Activity 2: Controlled & guided practice
 Task 1: Writing practice (Activity 2: Look and write)
 Have pupils look at the pictures and read the gapped sentences in silence. Use the first picture as 
 an example and check their comprehension by asking: Who’s in this picture? Where is she from? 
 What nationality is she? Then guide pupils to fill the gaps before asking them to do the task 
 individually.
 • Check answers as a class and call three pupils to read aloud the completed sentences.
 Key: 2 America, American 3 England, English 4 Japan, Japanese 
 Task 2: Guided practice (Activity 3. Let’s play)
 - Prepare equal numbers of cards with the following words: America, Australia, England, 
 Malaysia, Viet Nam and Japan. The total number of cards should be equal to or more than the 
 number of pupils. Then mix the cards up and deliver one to every individual in the class. The 
 cards represent where the pupils are from.
 • Tell pupils to choose a country. They should talk to their classmates and try to find one who is 
 from the country they have chosen.
 • When everyone has found a classmate from the country of their choice, call a few to introduce 
 themselves and their partners, by saying the countries they are from and their nationalities.
 (e.g.I’m Ha. I’m from England. I’m English. Linh is from America. She’s American.) Activity 3: Wrap –up & Assignments
 - T asks Ss about what they have learnt in their lesson today.
 1. What have you learnt from the lesson today? (Look, read, listen, number the pictures, and 
 complete the sentences).
 2. What’s the core values of the lesson? (Ss love country and love people).
 - Remind students to learn by heart vocabulary, sentence patterns, revise. 
 - Prepare Unit 2: Lesson 3
 D. ADJUSTMENT.
 ...
 GRADE 4
 Date of teaching:4A,4B( 28/9/2022
 Period: 11
 UNIT 2: I’M FROM JAPAN !
 Lesson 3 : 1-2
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. pronounce the sounds of the letters j and v in the words Japan and Vietnamese
 2. identify the specific information from 4 sentences about country and nationality by circling the 
 correct answers;
 3. perform the chant “What nationality are you?” in interesting ways, using appropriate and 
 meaningful gestures;
 4. live responsibly and love people 
 B. LANGUAGE FOCUS.
 1. Key terms
 from, England
 2. Key grammatical structures 
 The sentence patterns: Hello, I’m ., I’m from 
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 4: Student’s book page 10
 - Audio track: Unit 1- Lesson 3, activity 1,2,3 page 10
 - Computer & Projector
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Listen and repeat the sounds of the letters Student’s speech Observation j and v in the words and sentences.
2. Listen and circle the correct answers, Student's answers and Observation, 
then write and say aloud the sentences. speech Key
 Observation
3. Perform the chant “What nationality are Rubric (accuracy, 
you?” in interesting ways, using appropriate Group’s performance performance styles, 
and meaningful gestures; gestures, facial 
 expressions)- optional
 Student’s interaction and Observation
4. love country and love people 
 performance Questions & answers
 STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES
 Activity 1: Warmer
 - Spend a few minutes revising the previous lesson by asking six pupils to point and introduce 
 Mai, Linda, Tony, Peter, Hakim and Akiko, e.g. This is Mai. She’s from Viet Nam. She’s 
 Vietnamese. Use flashcards of the characters if possible. 
 - lead them to the new lesson.
 Activity 2: Pronunciation practice (Activity 1: Listen and repeat on page 22)
 Tell pupils that they are going to practise saying the sounds of the letters j and v in the words 
 Japan and Vietnamese respectively.
 • Play the recording and ask pupils to point respectively at each letter (j, v), word (Japan, 
 Vietnamese) or sentence (I’m from Japan. I’m Vietnamese.) in their books while they are 
 listening. Then have them repeat the sounds, words and sentences twice before doing choral and 
 individual repetition until they feel confident.
 • Get some pupils to perform in front of the class. Check as a class and correct the pronunciation, 
 if necessary. 
 Activity 3: Listening practice (Listen and circle a or b. Then write and say aloud)
 Tell pupils that they are going to listen to the recording and tick the correct words. Have them
 read the words before playing the recording.
 • Check as a class and ask pupils to say the words aloud. To extend this activity, ask pupils to say 
 sentences with the four words (e.g. Akiko is from Japan. She’s Japanese. Quan is from Viet Nam. 
 He’s Vietnamese.)
 Key: 1 b 2 a 
 Activity 4: Chant practice (Let’s chant)
 Ask pupils to match each character with the corresponding lines. Then play the recording for 
 them to repeat the lines twice.
 • Divide the class into two groups: one chants the questions and the other chants the answers. 
 Swap the roles after one round.
 • You may encourage pupils to substitute the countries and nationalities and chant again. 
 Activity 5: Wrap-up & Assignments
 - Ask students to answer the following questions: 1. What have you learnt from the lesson today? 
 (Practise listen and repeat the sounds of the letters j and v in the words and sentences)
 2. What’re the core values of the lesson? 
 (ask and answer questions about one’s nationality, using What nationality are you? I’m ..)
 - Remind students to do exercises in the workbook and to prepare for the next lesson (Unit 2, 
 Lesson 3).
 D. ADJUSTMENT.
 ...
 GRADE 4
 Date of teaching:4B( 29/9/2022),4A( 30/9/2022)
 Period: 12
 UNIT 2: I’M FROM JAPAN !
 Lesson 3 : 3-4-5
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. read and understand cards about Akiko and her friends’ countries and nationalities 
 2. write the answers .
 3. Show pride and love to your friends’ countries and nationalities and respect to others. 
 B. LANGUAGE FOCUS.
 1. Key terms
 Tokyo, Sydney, London, New York
 2. Key grammatical structures 
 Review
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 4: Student’s book page 17
 - Audio track: Unit 2- Lesson 3, activity 4,5,6 page 17
 - Computer & Projector
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. read and understand cards about Akiko 
 Student’s speech Observation
and her friends’ countries and nationalities.
 Student's answers and Observation, 
2. write the answers
 speech Key
3. Show pride and love to your friends’ 
 Student’s interaction and Observation
countries and nationalities and respect to 
 performance Questions & answers
others. STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES
Activity 1: Warmer
- Spend a few minutes revising the previous lesson by asking the class to say the chant What 
 nationality are you? Divide the class into two groups, each group saying one verse of the 
 chant. 
- Lead into new lesson.
Activity 2: Reading and writing practice
Task 1: Read and complete:
Tell pupils that they are going to read the text and complete the table.
• Give pupils a few seconds to look at the picture. Point to the children in the picture and ask: 
Who’s in the picture? Where are they? Where’s he/she from? What’s his/her nationality?
• Tell pupils that the text will tell them more about the children. They will know which cities 
they are from.
• Set a time limit for pupils to do the task independently. Walk around monitoring and offering 
help, if necessary.
• Get pupils to swap their answers and correct them before checking as a class. Do a choral 
repetition of the text if there is enough time.
Key:
Tony Sydney Australia Australian
Linda London England English
Tom New York America American
Task 2: Let’s write 
Tell pupils that they are going to write the answers to Quan’s questions.
• Set a time limit for pupils to do the task independently. Remind pupils to give genuine facts 
about themselves.
• Get pupils to swap their writing and call one or two to read aloud their work.
• If time allows, ask pupils to role-play the dialogue in pairs.
Key: Pupils’ own answers 
Activity 3: Guided practice (Project) 
Tell the class about the project. Pupils should select a country and make a name card for 
themselves. They should also draw a small flag of the country. Prepare resources like scissors, 
cards, rulers, pens and crayons.
• Ask pupils to look at the sample name card in their books, and tell them to draw a rectangular 
box of 9cm (width) x 5cm (height) on a card. Have them copy down the text onto the box and 
complete the details before drawing the flag and trimming the card.
• Have a display of all the name cards and select a few pupils to present theirs orally before 
removing all the cards to keep in pupils’ portfolios.
• You may also select the three best cards and award the pupils with small prizes (e.g. stickers or 
pencils). That way, pupils will be more motivated to do the project.
Key: Pupils’ own answers
Activity 5: Wrap-up & Assignments