Kế hoạch bài dạy Tiếng Anh Tiểu học - Tuần 11 - Năm học 2022-2023 - Lê Thị Ánh

 WEEK 11
 GRADE 1
 Date of teaching: 1A (21/11/2022),1B( 24/11/2022)
Period: 11 UNIT 4: MY BODY
 Lesson 1
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Identify body parts from the recording and the given pictures (Cognition)
2. identify the situations for giving body parts by using the sentence pattern: Touch your 
head.
3. Show their responsibility and respect for each other while taking part in activities
and positive attitudes, appropriate gestures and intonation when saying about body
parts
B. LANGUAGE FOCUS
Vocabulary: head, leg, arm
Structure: Touch your (head).
C. INSTRUCTIONAL RESOURCES
- Textbook: I-learn Smart Start 1, page 25,25
- Audios 
- pictures 
- a laptop and a TV 
- Song lyrics printed in textbook.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Assessment tools Performance Tasks products
 Student’s answers/ 
1. Listen point, then repeat Observation
 actions
2. Answer the questions about the Observation
 situations such as setting, participants, Student’s answers
 topic. Questions & answers
 Student’s answers/ Observation
3. Say and do
 actions
4. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
 gestures and intonation in saying about 
 interaction Questions & answers
 body parts
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm-up : Slap 
- Split the class into four teams. 
- Place pictures of flowers on the board.
- Have four students come to the board to face off. 
- Call out the sentence (e.g.” It’s a red flower.”) and have students run to the board then slap 
the picture and repeat the sentence. The winner is the student who slaps the picture at first.
Activity 1: Language input (Activity A- Listen and point. Repeat.)
- Use flashcards to introduce the new words: head, leg, arm
- 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 it’s necessary.
- Arrange the flashcards on the board. Play audio and have students listen and point to 
the pictures in their books.
- Play audio again and have students listen, repeat several times.
- Change the order of the flashcards, point to them individually and have students say 
the words, correct pronunciation when needed. - Have students work in pairs, one of them points to the picture in the book and the 
other says the word.
- Have students point to parts of body and say the words aloud.
Activity 2: Language in put (Activity B: 1. Listen and point)
- Introduce the situation.
- Play audio and have students look at the picture.
- Demonstrate the activity by pointing at the words. 
- Play the audio again. Have students listen and repeat.
- Play audio again. Have students listen, repeat and point.
- Point at each word and have students call it out.
Activity 3: Practice 
(Activity D- Say and do.)
- Introduce the situation: “The children are playing a game. Look! The boy is touching 
his head. ..”
- Give students more examples by touching his/ her parts of body when he/ she says. 
Ask some students to make examples. 
Activity 4: Wrap-up & home-link.
1. What have you learnt from the lesson today? (saying about body parts.)
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 about body parts.)
D.ADJUSTMENT
 ................................ GRADE 2
 Date of teaching: 2A,B(21/11/2022)
Period 11 UNIT 4: ANIMALS
 Lesson 1
A. OBJECTIVES
1. Identify the words related to animals’ name from the recording and the given 
pictures;(Cognition)
2. identify the situations for the picture of animal (setting, participants, topic) and the 
sentence pattern: What’s that?
 It's a (pig).
3. Perform the game in interesting ways by using appropriate tone and meaningful 
gestures;(skill)
4. can identify what the animals presented are called in English and respect for each 
 other while asking animals and positive attitudes, appropriate gestures and intonation 
 in suggesting activities or replying.(attributes)
B. LANGUAGE FOCUS
Vocabulary: duck, goat, pig, cow 
Structures: What shape is it?
 It's a (pig).
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 2 i-Learn Smart Start - Student’s book, page 28,29
 Eduhome.vn, Teacher’s guide.
- Flashcards for Unit 4
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
1. Listen and point, repeat. Student's speech Observation Student’s interaction Observation 
2. Listen and point
 and performance
 Student’s answers/ Observation 
3. Point, ask, and answer
 actions
4. Use positive attitudes, appropriate Student’s interaction Observation
gestures and intonation when singing and performance
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Activity 1. Warm-up (5’)
 Sing Counting numbers (1-20) song
( 2: Language imput
 1. Listen and point. Repeat. (CD1 - Track 53)
-Use some pictures to introduce the animals (duck, goat, pig, cow).
-Have students listen to each new word.
-Arrange the flashcards on the board, play audio, and point to each flashcard. 
-Play audio again and have students point to the numbers in their books. 
-Play audio again and have students listen to each new word and repeat all together and 
individually. Correct student’s pronunciation if necessary. 
-Have students work in pairs, one of them points to the picture in the book and the other 
says the word.
"Guessing" game
-Arrange the flashcards on the board and write a number under each card.
-Have 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 students take turns to guess the face-down card. Turn the 
card around after each guess. 2. Listen and point. (CD1 - Track 54)
-Have students look at the pictures. 
-Demonstrate pointing to the correct letter when you hear the sound or word. 
-Play audio. Have students point to the correct picture at the top of the page when they 
hear the appropriate sound or word.
-Have students work in groups of three. One is Sue, one is Bill and one listens to their 
friends then point.
Activity 3. Practice.
D. Point, ask, and answer.
 Practice (optional).
 Divide the class into two teams. 
 Show a flashcard to the class. 
 Have Team A ask the question and Team B answer. 
 Swap roles and repeat.
 E.g., (Teacher shows a flashcard "circle".)
 • Team A: "What's that?" 
 • Team B: "It's a duck." 
 Point, ask, and answer.
 Divide the class into pairs.
 Have Student A point to a picture and ask, have Student B answer.
 Swap roles and repeat.
 Afterwards, have some pairs demonstrate the activity in front of the class.
 Answer key
 1. What's that? It's a goat.
 2. What's that? It's a bird.
 3. What's that? It's a mouse.
 4. What's that? It's a dog.
 5. What's that? It's a cat.
 6. What's that? It's a cow.
 7. What's that? It's a duck. 8. What's that? It's a pig.
4. Workbook - page 26
-Have students look at part A, B of page 26. 
-Set up time limit by 1 minute timer bomb (source: 
-Have students start reading and doing all parts A, B. When the time is up, students stop 
doing their exercises.
-Have students interchange their workbooks.
Check understanding as a whole class and give the correct answers. 
Activity 4: Wrap-up & Assignments/ home-link.
1. What have you learnt from the lesson today? 
(identify animals’ name in some words)
2. What’re the core values of the lesson? 
(Have a sense of awareness of animal protection)
- Remind students to prepare for the lesson 
D.ADJUSTMENT
 ................................
Week 11
Date of teaching: 3A (21/11/2022)
Period: 37
 UNIT 3: SCHOOL
 Lesson 2: C, D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize the /ɪ/ sound from the recording (Cognition) 2. Identify the situations using the sentence patterns Is this your eraser? Do you like 
 math? – Yes, I do./ No, I don’t.
3. Ask what subjects people like.
5. Show their responsibility and respect for each other while taking part in activities and 
 positive attitudes, appropriate gestures and intonation in saying sounds; asking what 
 subjects people like.)
B. LANGUAGE FOCUS
1. Sound : the /ɪ/ sound
2. Vocabulary: math, English, art, PE (physical education), music.
3. Sentence pattern: Do you like math? – Yes, I do./ No, I don’t.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 42, Eduhome.vn, 
 Teacher’s guide.
- Flashcards 
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
 Observation 
1. Listen and repeat Student's speech
 Student’s interaction Observation 
2. Chant
 and performance
 Student’s Observation 
3. Look and listen then circle
 performance
 Student’s interaction Observation/ key
4. Practice with your friends
 and performance
5. Use positive attitudes, appropriate 
 Student’s interaction Observation
 gestures and intonation when asking 
 and performance
 what subjects people like.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm-up: Play the Aha game.
- Cover the flashcard with a piece of paper or card.
- Very slowly move the paper to reveal the picture.
- Ask the students to guess the picture on the flashcard.
- Have them say “Aha” and the vocabulary.
Activity 1: Language input (Activity C- 1. Listen and repeat. )
(CD2 Track 09) 
- Draw attention to the /ɪ/ 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: Language input (Activity C- 2. Chant.)
 (CD2 Track 10) 
- 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 
 studentslisten 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.
Activity 3: Practice (Activity D. 1. Look and listen.)
 (CD2 Track 11) 
- Introduce the situation: “It’s playtime ”
- Have the students look at the story and ask these questions. 
• Who can you see? (Alfie, Tom, Mai, Nick, Tom’s friends)
• Where are the children? (at school)
• What are you doing? (playing)
- Play the audio.
- Have the students look and listen.
Activity 4: Practice (Activity D. 2. Listen and circle.)
(CD2 Track 12) 
- Play the audio and demonstrate the activity using the example. 
- Play the audio and have the students listen and circle.
- Play the audio again and check answers as a whole class.
Activity 5: Practice (Activity D. 3. Practice with your friends. )
- Divide the class into two pairs.
- Have the students practice saying the sentences.
- Have some pairs demonstrate the activity in front of the class.
Activity 6: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(saying the sound and asking what subjects people like.)
 2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in activities and 
positive attitudes, appropriate gestures and intonation in saying the sound and asking 
what subjects people like..)
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK
Date of teaching: 3A(22/11/2022)
Period 38
 UNIT 3: SCHOOL
 Lesson 2: E, F
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize subjects from the pictures.(Cognition)
2. Identify the situations using the sentence patterns Do you like math? – Yes, I do./ No, 
 I don’t.
3. ask what subjects people like and interview their friends about their names, ages, and 
favorite subjects.
4. Show their responsibility and respect for each other while taking part in activities and 
 positive attitudes, appropriate gestures and intonation in asking what subjects people 
 like 
B. LANGUAGE FOCUS
Vocabulary: math, English, art, PE (physical education), music.
Sentence pattern: Do you like math? – Yes, I do./ No, I don’t.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 43, Eduhome.vn, 
 Teacher’s guide.
- Flashcards 
- a laptop and a TV 
STAGE 2: ASSESSMENT EVIDENCE
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
1. Point, ask and answer Observation
 actions
2. Fill in the school form. Ask, write and Student’s answers/ Observation
 circle. 3. Show positive attitudes and Student’s talk and Observation, 
appropriate gestures and intonation in 
 interaction Questions & answers
asking what subjects people like
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm-up: Play the Circle jump game.
- Divide the class into two groups and make two lines to play the game.
- Draw two large circles on the ground with chalk.
- Place a flashcard in each circle.
- Call out a word, and a student from each team has to run and stand inside the 
corresponding circle as quickly as possible. 
- Ask them to say the word when standing inside the circle.
- The first student getting the correct answer wins a point for their team. 
Activity 1: Practice (Activity E. Point, ask, and answer. )
- Divide the class into two pairs.
- Demonstrate the activity using the speech bubbles.
- Have the student A point and ask, have the student B answer.
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
Activity 2: Practice (Activity F. Fill in the school form. Ask, write, and circle.)
- 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.
- Have the students work in pairs to complete the task.
- Ask them to interview a partner about their name, age, and the school subjects they 
like or don’t like.
- Afterwards, invite some pairs to present their answers to the whole class.
- Correct the students’ mistakes and help them with their pronunciation.
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(asking what subjects people like.)
 2. What’re the core values of the lesson? 
(Show their responsibility and respect for each other while taking part in activities and 
positive attitudes, appropriate gestures and intonation in asking what subjects people 
like.)
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK
 .
Date of teaching: 3A(22/11/2022)
Period 39 UNIT 3: SCHOOL
 Lesson 3: A, B
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize days of the week from the recording and pictures.(Cognition)
2. identify the situations using the sentence patterns When do you have English?
I have English on Wednesdays and Fridays.
3. ask and answer about their school timetable.
4. Show their responsibility and respect for each other while taking part in activities and 
 positive attitudes, appropriate gestures and intonation in asking and answering about 
 their school timetable.
B. LANGUAGE FOCUS
Vocabulary: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.
Sentence pattern: When do you have English?
I have English on Wednesdays and Fridays.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 44, Eduhome.vn, 
 Teacher’s guide.
- Flashcards 
- a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
 Observation 
1. Listen, point and repeat Student's speech
 Student’s interaction Observation 
2. Play pass the word
 and performance
 Student’s Observation 
3. Listen and practice
 performance
 Student’s interaction Observation/ key
4. Look and write. Practice.
 and performance
5. Use positive attitudes, appropriate 
 gestures and intonation when asking Student’s interaction Observation
 and answering about their school and performance
 timetable.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm-up: Play the Snake game.
- Have the class stand up and play the game.
- Give the ball to the first student and ask them to begin by saying one animal’s name. - Then the first student passes the ball to any of their friends. The second friend will 
 name another animal. 
- The students who are unable to say the animal’s names will sit down. The last 
 student who stands up at the end of the game is the winner.
- Lead in the new lesson.
Activity 1. Language input ( A.1. Listen and point. Repeat.)
 (CD2 Track 13) 
- Arrange the flashcards (Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, 
 Sunday) 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 ( A 2. Play Pass the word.)
- Divide the class into groups of 4-5 students. 
- Have a student stand in a circle.
- Have one student point to another student at random and say the first word in the 
 sequence. 
- The second student must point to another student and say the next word in the 
 sequence.
- If a student says the wrong word, they are “out” and must sit down.
- The last student standing is the winner.
Activity 3. Language input and practice (B. 1. Listen and practice)
(CD2 Track 14) 
- Use DCR on Eduhome to show the useful language and have the students look and 
 read the useful language silently.
- Explain that we use this to ask and answer about which days of the week we have 
 lessons or classes. 
- Play the audio and have them listen to 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 4. Practice (B 2. Look and write. Practice.)
- Demonstrate the activity using the example. 
- Have the students look and write their answers in their Student’s Books.
- Divide the class into pairs and have them check each other’s work.
- Use DCR on Eduhome to check the answers as a whole class.
- Have some pairs practice saying the sentences.
- Monitor the class and support if needed.
Activity 5: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(asking and answering about their school timetable.
 2. What’re the core values of the lesson? 
(Show their responsibility and respect for each other while taking part in activities and 
positive attitudes, appropriate gestures and intonation in asking and answering about 
their school timetable.)
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK
 .
 .
Date of teaching: 3A(23/11/2022)
Period 40
 UNIT 3: SCHOOL
 Lesson 3: C, D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize the /ổ/ sound from the recording (Cognition)
2. identify the situations using the sentence patterns When do you have English?
I have English on Wednesdays and Fridays.
3. ask and answer about their school timetable.
5. Show their responsibility and respect for each other while taking part in activities and 
 positive attitudes, appropriate gestures and intonation in asking and answering about 
 their school timetable.
B. LANGUAGE FOCUS
1. Sound : the /ổ/ sound
2. Vocabulary: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.
3. Sentence pattern: When do you have English? I have English on Wednesdays and Fridays.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 45, Eduhome.vn, 
 Teacher’s guide.
- Flashcards 
- a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
 Observation 
1. Listen and repeat Student's speech
 Student’s interaction Observation 
2. Chant
 and performance
 Student’s Observation 
3. Look and listen then circle
 performance
 Student’s interaction Observation/ key
4. Practice with your friends
 and performance
5. Use positive attitudes, appropriate 
 gestures and intonation when asking Student’s interaction Observation
 and answering about their school and performance
 timetable.
 STAGE 2: ASSESSMENT EVIDENCE
Warm-up: Play the Circle jump game.
- Divide the class into two groups and make two lines to play the game.
- Draw two large circles on the ground with chalk.
- Place a flashcard in each circle.
- Call out a word, and a student from each team has to run and stand inside the 
 corresponding circle as quickly as possible. 
- Ask them to say the word when standing inside the circle.
- The first student getting the correct answer wins a point for their team.
Activity 1. Language input (C. 1. Listen and repeat.) 
(CD2 Track 15) 
- Draw attention to the /ổ/ 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. Activity2. Practice (C2. Chant.)
 (CD2 Track 16) 
- 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 students listen and clap along with the sounds and words as they hear them in 
 the chant.
Activity 3. Language input (D. 1. Look and listen. )
(CD2 Track 17) 
- Introduce the situation: “School timetables ”
- Have the students look at the story and ask these questions. 
• Who can you see? (Tom, Ben)
• What do they talk about?(math, art, music)
• Can Tom sing? (No)
- Play the audio (using DCR).
- Have the students look and listen.
Activity 4. Practice (D. 2. Listen and circle.)
 (CD2 Track 18) 
- Play the audio (using DCR) and demonstrate the activity using the example. 
- Play the audio and have the students listen and circle.
- Play the audio again and check answers as a whole class.
Activity 4. Practice (D.3. Practice with your friends. )
- Divide the class into two pairs.
- Have the students practice saying the sentences.
- Have some pairs demonstrate the activity in front of the class.
Activity 5: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(saying the /ổ/ sound ; /asking and answering about their school timetable.
 2. What’re the core values of the lesson? 
(Show their responsibility and respect for each other while taking part in activities and 
positive attitudes, appropriate gestures and intonation in sying the /ổ/ sound ; asking and 
answering about their school timetable.)
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK
 .
 GRADE 4
 Date of teaching: 4A,B( 22/11/2022)
 UNIT 6: WHERE ‘S YOUR SCHOOL?
Period 37 Lesson 3: 4- 6
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of this period, students will be able to: 
1. Use the words and phrases related to the topic School
2. pronounce the sounds of the letters sch, sk and str in the words school, skipping and
street respectively.
3. Use positive attitudes and appropriate gestures to practise asking and answering 
questions about the classes the pupils are in. 
B. LANGUAGE FOCUS.
1. Key terms: review 
2. Key grammatical structure 
The sentence patterns: 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4:Sachmem.vn , student’s book page 45
- Pictures,posters
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
1. Read and complete Observation
 Students’ answers Questions & answers
 Key Student’s talks, and 
2. Write about your school Observation
 interaction Questions & answers
 Student’s talks, and 
3. Project. Observation
 interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and read the chant and chatting.
Spend a few minutes revising the previous lesson. Get two groups of pupils to go to the
front of the class to sing the chant School, school, school! Ask the rest of the class to chant 
along and
do actions. 
Activity 1: Language input (Activity 1: Read and complete.)
 Tell pupils that they are going to read the text and complete the passage.
• Get them to read the text and focus on the information to complete the passage (what 
the
girl’s name is, what nationality she is, what the name of her school is, where her school 
is and
what class she is in). Then ask them to read the passage and find appropriate information
from the text to fill the gaps. If necessary, get pupils to work in pairs or small groups.
• Give pupils time to do the task independently. Go around and offer help, if necessary.
• Get them to swap their answers before checking as a class. If there is enough time, let 
some
pairs ask and answer some questions (e.g. What’s her name? What nationality is she? 
What is
the name of her school? Where’s her school? What class is she in?).
Key: 1 Le Mai
2 Vietnamese
3 Nguyen Du Primary School
4 Nguyen Du Street, Hoan Kiem District, Ha Noi
5 4A 
 Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Write about your school.)
Tell pupils that they are going to write a short paragraph about their school and their 
class.
• Have them work in pairs or groups to discuss what they are going to write. Focus 
pupils on
the name of the school, its location and the class they are in. Check comprehension.
• Give pupils time to do the task independently. Go around and offer help, if necessary. • Get them to swap their answers before checking as a class.
• If there is time, ask one pupil to write the answer on the board.
Key: Pupils’ own answers 
Task 2: Guided practice (Activity 3: Project)
Tell pupils that they are going to do a project. Explain the task and check understanding.
• Give each pupil a small card. Let pupils copy the four categories from the book onto their
cards. Encourage them to decorate their cards.
• Ask them to interview one of their friends (in another school, if possible), using the 
questions
What’s your name? What’s the name of your school? Where’s your school? What class are 
you in?
and write the information on the card. Get them to swap their cards in pairs. They should 
look
at their partners’ cards and describe their partners’ friends.
• Call some pupils to the front of the class and tell the class about their partners’ friends.
To make this activity more challenging, you may ask them not to look at the cards.
Key: Pupils’ own answers 
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(read and write about someone’s school)
2. What’re the core values of the lesson? 
(Use positive attitudes and appropriate gestures to ask and answer questions about about the 
classes the pupils are in.)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 7 – lesson 1).
D.ADJUSTMENT
 ................................
 GRADE 4 Date of teaching: 4A,B(23/11/2022)
Period 38 UNIT 7: WHAT DO YOU LIKE DOING?
 LESSON 1:1-2
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
By the end of this period, students will be able to: 
1.Listen and tick, use the words and phrases related to the topics” like doing something”
2.Look and write about “someone like doing something”
3.Perform the song
4. Respect someone’s hobby, finding out their most suitable and healthy ways to do, 
using appropriate gestures and intonation to talk about someone like doing something.
B. LANGUAGE FOCUS.
Vocabulary: swimming,cooking, collecting stamps, playing chess, 
Key grammatical structure : what do you like doing ______? – I like_______. 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 47
- Audios (Unit 4-page 47), 
- A computer and TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
1. Listen and tick. Observation
 Students’ answers Questions & answers
 Key
 Student’s talks, and 
2. Look and write. Observation
 interaction Questions & answers
 Student’s sing, and 
3. Let’s sing. Observation
 interaction Questions & answers
4.Use positive attitudes and Student’s interaction Observation
appropriate gestures to ask and 
 and performance Questions& answers
answer questions about what you