Kế hoạch bài dạy Tiếng Anh Tiểu học - Tuần 1 - Năm học 2022-2023 - Lê Thị Ánh

 GRADE 1 
 Week 1
 Date of teaching: 13/9/2022 
 Period 1 
 Getting started
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. say "Hello!" and "Goodbye!".
 2. identify the situations when to say “Hello” and “Goodbye”.
 B. LANGUAGE FOCUS
 Vocabulary 
 hello, goodbye 
 Sentence patterns
 C. INSTRUCTIONAL RESOURCES
 - Student’s book, p.4,5
 - Situational pictures and activity pictures on page 4
 - CD1, Tracks 3,4,5
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
1. Listen and repeat, then point to the pictures Observation
 actions
2. Answer the questions about the situation for a 
 Observation
 conversation among the teacher, Sue and Bill Student’s answers
 Questions & answers
 as setting, participants, topic.
3. perform a song using appropriate tone and 
 Student’s performance Observation
 gestures in groups.
4. show positive attitudes and appropriate 
 Student’s talk and Observation, Questions & 
 gestures and intonation in asking answering 
 interaction answers
 about greeting
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Activity 1: Warm-up (Greeting & song)
 Sing and Dance. - Play “i-Learn Smart Start” song (from YouTube) and make gestures following the lyrics, have 
 students stand up and make the gestures
 Activity 2: Listen and point. Repeat. – P.4
 - Have students listen to each new word.
 - Have students listen to each new word and repeat all together and individually. Correct 
 student’s pronunciation if necessary.
 - Arrange the flashcards on the board. Play audio and have students listen and point at the 
 pictures in their books.
 - Play audio again and have students listen, repeat several times.
 - Change the order of the flashcards, point at them individually and have students say the words, 
 correct pronunciation when needed.
 - Have students work in pairs, one points at the picture in the book and the other says the word.
 - TPR practice step 1: say the word and make the gesture/ sound all together according to the 
 word.
 - TPR practice step 2: do the actions and students say the word accordingly.
 - TPR practice step 3: have students work in pairs, one would do the action, the other say the 
 word.
 Activity 3: Listen and point. – P,4
 - Pre- listening: Introduce the situation.
 - While- listening: 
 • Play audio and have students look at the picture.
 • Demonstrate the activity by pointing at the words.
 - While-listening: Play the audio again. Have students listen and repeat.
 - While-listening: Play audio again. Have students listen, repeat and point.
 - Post- listening: Point at each word and have students call it out “hello/ goodbye. 
 Activity 4: Sing 
 - Play audio and have students listen.
 - Play audio and have students sing the song as a whole class.
 - Have some students sing in front of class.
 Activity 5: Wrap-up & Assignments
 1. What have you learnt from the lesson today? 
 (Follow simple instructions in class)
 2. What’re the core value of the lesson? 
 (Show how to respond to each instruction correctly and immediately.)
D. ADJUSTMENT.
 GRADE 2 
 Week 1
 Date of teaching: 16/9/2022 
 Period 1 
 Getting started
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. Identify some numbers (from one to ten) from the recording and the given pictures;
 2. identify the situations for a conversation among the teacher, Sue and Bill (setting, 
 participants, topic) and the sentence pattern How old are you? – I’m ....(eight);
 3. Perform the song “How old are you?” in interesting ways by using appropriate tone and 
 meaningful gestures;
 4. Show their respect for each other about when asking ansd answerring about ages by using their 
 appropriate intonation, facial expressions and gestures.
 B. LANGUAGE FOCUS
 Vocabulary 
 numbers: one, two, three...ten
 Sentence patterns
 How old are you? – I’m ....(eight)
 C. INSTRUCTIONAL RESOURCES
 - Student’s book, p.4
 - Situational pictures and activity pictures on page 4
 - Pictures of numbers
 - CD1, Tracks 2,3,4
 - Song lyrics printed on page 70.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
1. Listen and repeat, then point to the pictures of Student’s answers/ 
 Observation
 numbers. actions
2. Answer the questions about the situation for a 
 Observation
 conversation among the teacher, Sue and Bill Student’s answers
 Questions & answers
 as setting, participants, topic.
3. perform a song using appropriate tone and Student’s performance Observation gestures in groups.
4. show positive attitudes and appropriate 
 Student’s talk and Observation, Questions & 
 gestures and intonation in asking answering 
 interaction answers
 about ages.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Activity 1: Warm-up (Greeting & song)
 - Say “Hello” to the whole class.
 - Ask students to give their names to get to know each other.
 Set the classroom rules. (E.g. Sit nicely. / Be nice. / Listen to the teacher. / Hands up. 
 Activity 2: Listen and point. Repeat. – P.4
 - Show students the pictures in turn and ask: “What number is it?” (Students aren’t expected to 
 give the correct answers to the questions. It aims to get students’ attention.)
 - Have students look at the book, listen to the recording (Track 2), and repeat the words twice.
 - Ask Ss to listen to the recording again and repeat all together twice. 
 - Call on some students to repeat the words individually. Correct their pronunciation if 
 necessary.
 - Show the pictures in turn, play the recording, point to the numbers respectively.
 - Ask students to look at the pictures in their books, play the recording again, have students 
 listen and point to the numbers individually. 
 - Call on some students to point to the numbers on the screen or on the board while listening if 
 necessary.
 - Get students to work in pairs (S1 and S2), S1 points to the picture in the book – S2 says the 
 word. Call on some pairs to do the task in front of the class.
 Activity 3: Listen and point. – P,4
 - Show the situational picture and ask the following questions to help them identify the 
 situation.
 1. Point the whole picture and ask “where is it?” (at school)
 2. Point to the man, ask “who is he?” (he is the teacher.)
 3. Point to the boys and the girls , ask “who are they?” (They are Bill and Suel.)
 - Play the recording (Track 3), point to the ages while listening. (Students watch teacher’s 
 demonstration and listen).
 - Play the recording again, ask students to look at the picture in their book, listen and point to 
 ages.
 - Point to Sue/Bill/ and ask : How old are you? → students look, listen and say aloud the answer 
 all together: I’m three/ six/ten.
 - Elicit the sentence pattern: “How old are you?-> I’m ........(eight).” and explain the meaning 
 and the use.
 - Give constructive feedback and correct their pronunciation if necessary. Activity 4: Sing – P. 70
- Have students turn to page 70.
- Play audio and have students listen.
- Read the lyrics and do actions following them.
- Play audio and have students listen, sing along, and do
.
Activity 5: Wrap-up & Assignments
1. What have you learnt from the lesson today? 
(Learn about some numbersand identify the sentence partern “How old are you?- I’m ...(eight)
2. What’re the core value of the lesson? 
(Show their respect for each other about ages by using their appropriate intonation, facial 
 expressions and gestures.
GRADE 3 
Week 1
Date of teaching:12/9/2022 
Class:3A 
Period 1
 INTRODUCTION
A. OBJECTIVES
By the end of the lesson, students will be able to:
1.Identify characters, number of lessons and activities in the lesson
2. Showloving English, keeping books clean
B. LANGUAGE FOCUS.
Vocabulary
Key grammatical structure 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start. Eduhome.vn,student’s book, work book
- Flashcards - A computer and a projector. 
D. PROCEDURES
1.Introduce the characters
- Alfie, Tom, Lucy, Alfie’s spaceship, Mai, Nick, Ben, Sue ..
2. Introduce number of lessons
- There are 9 units
3. Introduce activities in the lesson
- Listen, point and repeat
- Listen and practice
- Play game
- Look and listen
- Listen and write
- Chant
- Look and match
- Ask and answer
- Role – play
4. Wrap-up & Assignments
- Prepare for the next lesson ( Getting started – Lesson 1).
Date of teaching: 13/9/2022 
Period: 2
 GETTING STARTED
 Lesson 1: A,B,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. Follow simple instructions in class
 2. Use thesimple instructions to say and do
 3. Play game.
 4. Show how to respond to each instruction correctly and immediately. 
 B. LANGUAGE FOCUS
 Vocabulary: stand up, sit down, hands up
 The sentence patterns:Stand up, please.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 5,Eduhome.vn, Teacher’s guide.
 - Flashcards for Unit 1
 - Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation 
1. Listen and point. Repeat Student's speech
 Student’s interaction Observation 
2. Listen and point. Repeat. Role- play
 and performance
 Student’s interaction Observation 
3. Point, say and do
 and performance
 Student’s interaction and Observation/ key
4. PlaySimon says
 performance
5. Use positive attitudes, appropriate gestures and Student’s interaction and Observation
intonation toFollow simple instructions in class performance
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and watching
 - Greet the students. Then get the class to watch a video “active verbs song” from youtube
 - Elicit the abilities which are mentioned in the video
 - Lead students to the new lesson.
 Activity 1: Language input (Activity A: Listen and point. Repeat)
 - Arrange the flashcards (stand up, sit down, hands up)on the board to introduce the new words.
 - Ask the students to listen and pay their attention.
 - Play the audio (using DCR) 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 point. Repeat. Role- play)
- Have students call out the things they can see in each picture.
- Play the audio and have them point to the characters.
- Play the audio again and have them repeat the new words. 
- Divide the class into pairs to role-play the dialogue.
- Swap roles and repeat.
- Invite some pairs to demonstrate the activity in front of the whole class. Go around the class and 
 support them if necessary.
 Activity 3: Full Controlled & less controlled
 1. Activity C:Point, say and do.
- Divide the class into two teams.
- Show a flashcard to the class.
- Have Team A call out the command and Team B do the action.
- Swap roles and repeat.
- Monitor the class and support if needed.
 2. ActivityD: Play Simon say
- Have the students time to look and read at the examples.
- Tell them they must only follow commands that start with “Simon says ”.
- Model the activity in front of the class. - Demonstrate the game by giving the students different commands. If the command starts with 
 “Simon says ”, students must do the action. If it doesn’t start with “Simon says”, students who 
 do the action must sit down. 
- Invite one student to come to the front of the class to be “Simon”.
 Ask them to swap roles and repeat with a new “Simon”.
 Activity 4: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Follow simple instructions in class)
 2. What’re the core values of the lesson? 
 (Show how to respond to each instruction correctly and immediately.)
 - Remind students to prepare for the lesson
 D. ADJUSTMENT.
 Date of teaching: 13/9/2022 
 Period: 3
 GETTING STARTED
 Lesson 2: A,B,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. Follow simple instructions in class
 2. Use the simple instructions to say and do
 3. Play game.( Read my lips) 4. Show how to respond to each instruction correctly and immediately. 
 B. LANGUAGE FOCUS
 Vocabulary: open your book, close your book, hands down.
 The sentence patterns:Open your book./ Yes, Teacher.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 6,Eduhome.vn, Teacher’s guide.
 - Flashcards for Unit 1
 - Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation 
1. Listen and point. Repeat Student's speech
 Student’s interaction Observation 
2. Listen and point. Repeat. Role- play
 and performance
 Student’s interaction Observation 
3. Point, say and do
 and performance
 Student’s interaction and Observation/ key
4. Play Read my lips
 performance
5. Use positive attitudes, appropriate gestures and Student’s interaction and Observation
intonation tofollow simple instructions in class performance
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warmer: Greeting and watching
 - Greet the students. Then get the class to watch a video “active verbs song” from youtube
 - Elicit the abilities which are mentioned in the video - Lead students to the new lesson.
 Activity 1: Language input (Activity A: Listen and point. Repeat)
 - Arrange the flashcards (open your book, close your book, hands down) on the board to 
 introduce the new words.
 - Ask the students to listen and pay their attention.
 - Play the audio (using DCR) 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 point. Repeat. Role- play)
- Have students call out the things they can see in each picture.
- Play the audio and have them point to the characters.
- Play the audio again and have them repeat the new words. 
- Divide the class into pairs to role-play the dialogue.
- Swap roles and repeat.
- Invite some pairs to demonstrate the activity in front of the whole class. Go around the class and 
 support them if necessary.
 Activity 3: Full Controlled & less controlled
 1. Activity C:Point, say and do.
- Divide the class into two teams.
- Show a flashcard to the class.
- Have Team A call out the command and Team B do the action.
- Swap roles and repeat.
- Monitor the class and support if needed.
 2. ActivityD: Play Simon say
- Have the students time to look and read at the examples.
- Divide the class into four groups.
- Invite one student to say a sentence silently.
- Ask the other students to try to guess what they said.
 Have them swap roles.
 Activity 4: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? (Follow simple instructions in class)
 2. What’re the core values of the lesson? 
 (Show how to respond to each instruction correctly and immediately.)
 - Remind students to prepare for the lesson3
D. ADJUSTMENT.
 Date of teaching: 16/9/2022 
 Period: 4
 GETTING STARTED
 Lesson 2: A,B,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. Ask the other people’s names and introduce themselves.
 2. Practice asking their friends’ names and introducing themselves.
 3. Play game.(Chain game)
 4. Show how to ask their friends’ names and introduce themselves correctly and immediately.
 B. LANGUAGE FOCUS
 Vocabulary: hello, goodbye, Tom, Lucy.
 The sentence patterns:Hello, what’s your name?/ My name’s Tom./ Goodbye.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 7,Eduhome.vn, Teacher’s guide. - Flashcards for Unit 1
 - Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation 
 1. Listen and point. Repeat Student's speech
 Student’s interaction Observation 
 2. Listen and point. Repeat. Role- play
 and performance
 Student’s interaction Observation 
 3.Practice with your friends
 and performance
 Student’s interaction and Observation/ key
 4. Play the Chain game.
 performance
 5. Use positive attitudes, appropriate gestures 
 Student’s interaction and Observation
 and intonation toask their friends’ names and 
 performance
 introduce themselves correctly and immediately.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warmer: Greeting and Review the feelings.
 - Divide the class into two teams and have them form two lines.
 - Place the flashcards 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 A: Listen and point. Repeat)
 - Arrange the flashcards (hello, goodbye, Tom, Lucy) on the board to introduce the new words.
 - Ask the students to listen and pay their attention.
 - Play the audio (using DCR) 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 point. Repeat. Role- play)
- Have students call out the things they can see in each picture.
- Play the audio and have them point to the characters.
- Play the audio again and have them repeat the new words. 
- Divide the class into pairs to role-play the dialogue.
- Swap roles and repeat.
- Invite some pairs to demonstrate the activity in front of the whole class. Go around the class and 
 support them if necessary.
 Activity 3: Full Controlled & less controlled
 1. Activity C:Practice with your friends.
- Ask Sts to work in pairs
- Swap roles and repeat.
- Monitor the class and support if needed.
 2. ActivityD: Play the Chain game
- Have the students time to look and read at the examples.
- Divide the class into groups.
- Ask the students to stand up.
- Have student A turn to student B and ask the question, then have student B answer.
- Next, have student B turn to student C and ask the question, then have student C answer.
- Continue until all students have practiced.
 Have some groups 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? 
 (Ask the other people’s names and introduce themselves.)
 2. What’re the core values of the lesson? 
 (Show how to ask their friends’ names and introduce themselves correctly and immediately.)
 - Remind students to prepare for the lesson4
 D. ADJUSTMENT. 
GRADE 4
Week: 1 
Date of teaching:14/9/2022 
Period: 1 
 UNIT 1: NICE TO SEE YOU AGAIN 
 Lesson 1 (1, 2)
A. OBJECTIVES
By the end of the lesson, students will be able to:
 1.Identify the situation for the conversation between Miss Hien and the students (setting, 
participants, topics);
 2. Ask and answer their friends about greet and respond to greetings formally, using the 
sentence patterns “Good ____.”
3. Students will be able to greet someone formally.
B. LANGUAGE FOCUS.
 Vocabulary: Mr Loc, Ms Hien, Good morning. / Good afternoon. / Good evening, nice to see 
you again, I’m late.
Key grammatical structure 
“Good ____.”
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4, sach mem .vn ,student’s book page 6
- 3 pictures of activities (Activity 2 – page 6) - A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment tools
 products
 Observation
1. Answer the questions about the situation for the 
conversation between Miss Hien and the students such Students’ answers Questions & answers
as setting, participant, topics.
 Key
2. Practice a role-play conversation with classmates, Students' talks 
 Observation
using the picture prompts. and interaction
3. Practise making a conversation to greet someone Student’s talks, Observation
formally with their friend. and interaction Questions & answers
 Student’s 
4.Use positive attitudes and appropriate gestures to greet Observation
 interaction and 
someone formally and responding to T the suggestions.
 performance Questions& answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warmer: Greeting and play game
- Have Ss play the game: passing ball to introduce themselves.
- Introduce the new topic
- Lead into new lesson.
Activity 1: Look, listen and repeat
- Ask Ss to identify the characters.
Who is this?
Who are they?
- Have Ss listen and repeat the short conversation between Miss Hien and her pupils. (twice) - Have Ss play role to read the dialog in groups.
- Call some pairs to read the conversation.
- Check Ss’ understanding:
 T: Good morning, class.
+ Encourage Ss to say: 
 Good morning, Miss Hang.
Activity 2: Full controlled & less controlled
Task 1: Point and say
- Ask Ss t look at the pictures a, b, c and d on page 6 to name people in each picture. Ask Ss to 
guess and complete the speech bubbles.
- Ask them to act out the dialogue 1. Repeat the step with some other pairs for pictures 
Task 2: Guided practice (information gap activity) 
- Have Ss work in pairs to play roles 
- Do as an example with picture a.
 T: Good morning, Nga.
 S1: Good morning, Mr Loc.
- Do the same with other greetings and parts of the day.
Call on some pairs to perform the task at the front of the class. Have the whole class repeat all 
the phrases in chorus to reinforce their pronunciation. 
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
- Ask and answer their friends about making a conversation to greet someone formally, using the 
sentence patterns “Good ____.”
2. What’re the core values of the lesson? - Show interests and love to their friends and their teachers by using appropriate gestures and 
intonation when asking and answering about making s a conversation to greet someone formally 
and responding to the suggestions.
- Remind students to learn new words and structure by heart.
- Prepare for the next lesson (Unit 16, Lesson 1.3,4,5 on pages 41).
D. ADJUSTMENT
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Week: 1 
Date of teaching:14/9/2022 
Period: 2 
 UNIT 1: NICE TO SEE YOU AGAIN 
 Lesson 1 (3,4,5)
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Greet and respond to greetings formally;
2. Listen and tick the correct pictures.
3. Read and fill the gapped greetings, using the pictures.
4. Sing the song Good morning to you.
B. LANGUAGE FOCUS.
 Vocabulary: Revision
Key grammatical structure Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4, sach mem .vn ,student’s book page 7
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
 Observation
1. Listen and tick the correct pictures. Students’ answers Questions& 
 answers / Key
2. Read and fill the gapped greetings, using the Students' interaction
 Observation/ key
pictures. Read and writing
3.Perform the sing in interesting ways by using 
appropriate tone and meaningful gestures. Student’s performance Observation
4.Use positive attitudes and appropriate gestures to Observation
 Student’s interaction 
topics task and greet and respond to greetings 
 and performance Questions& 
formally. answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warmer: Greeting and sing
Sing “Good morning song” ( ) 
Activity 1: Listen and tick
- Ask pupils to open their students’ books on page 7.
- Ask them to look at pictures and say the names of the characters.
- Play the recording twice and ask Ss to listen and tick. - Play the recording again and ask Ss to listen and check their answers.
- Have Ss give the answers and correct.
Activity 2: Look and write
- Have pupils look at the sentences and guess the suitable words to fill.
- Call on some Ss to report the answers.
- Guide ss to complete the exercise.
- Have ss read aloud the words they have written.
- Check and correct.
Activity 3: Let’s sing
- Tell pupils that they are going to sing the good morning to you song. 
- Get pupils to read the lyrics in silence. Check their comprehension. 
- Play the recording all the way through for pupils to get familiarized with the pronunciation, the 
stress, the rhythm and the intonation of the song. 
- Play the recording again, pausing after each line for pupils to repeat. 
- Play the recording once more for pupils to repeat the whole song.
- Then have them practice in groups.
- Call on some groups to sing the song in front of the class. The rest of the class clap their hands 
at rhythms.
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
- Practice greet and respond to greetings formally.
2. What’re the core values of the lesson?
- Using appropriate gestures and intonation when greet and respond to greetings formally.
- Remind students to learn new words and structure by heart.
- Practise singing a song