Kế hoạch bài dạy Tiếng Anh Tiểu học - Tuần 12 - Năm học 2022-2023 - Lê Thị Ánh

 Week 12 
 Teaching date:1A(28/11/2022) 1B(1/12/2022)
 Period: 12. UNIT 4: MY BODY
 Lesson 2
STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. identify the letter recognize the /e/ sound and /f/ sound
2. identify the situations for introducing the word and sentence contained the sound.
3. Perform the song in interesting ways by using appropriate tone and meaningful 
 gestures;(skill)
4. Show their responsibility and respect for each other while taking part in activities and 
positive attitudes, appropriate gestures and intonation when saying the letter and sound.
B. LANGUAGE FOCUS
1. Phonics and Vocabulary 
/e/ sounds, elephant
/f/ sound, food
2. Sentence patterns
I have an elephant
This is my food
C. INSTRUCTIONAL RESOURCES
- Textbook: I-learn Smart Start 1, page 28,29
- 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 and repeat, then trace the letter Observation
 actions
2. Answer the questions about the 
 Observation
situations to give the word and sentence Student’s answers
 Questions & answers
contained the sound.
3. Perform a song using appropriate tone Student’s Observation
and gestures performance
4. Listen and jump Student’s Observation
 performance
5. Show positive attitudes and appropriate Student’s talk and Observation, gestures and intonation in saying letter/ interaction Questions & answers
sound.
 ,
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm-up: Play the game: Touch your 
- Have the class sing the alphabet song and introduce the new lesson.
Activity 1: Language input (Activity 1. Listen and repeat. Trace.) (8’)
- Ask students to look at the letter and answer questions to identify the situation.
- Elicit the letter and sound.
- Tell students that they are going to practise saying the letter and sound.
- Play the recording more than once, if necessary, ask students to listen, point and 
repeat.
- Do choral and individual repetition, pointing to the characters speaking.
- Play the recording again for students to listen and repeat.
- Have students work in pairs, one points at the picture in the book and the other says the 
word.
- Say the word and make the gesture.
- Do the actions and students say the word accordingly.
- Have students work in pairs, one would do the action, the other say the word.
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 2: Language in put (Activity 2: Listen and repeat) (5’)
- Have students look at the picture and introduce the situation.
- Play audio and demonstrate the activity by pointing at the letter/sound and word. 
- Play the audio again. Have students listen and repeat.
- Point at the letter/sound and word.and have students call it out.
- Call some students to read aloud in front of the class.
Activity 3: Practice
a. Activity 3. Sing (10’)
- Show the lyrics on TV
- Play the recording and have students listen.
- Play the recording again, have students do actions along
- Play the recoprding again, have students listen, sing along, and do the actions.
(Give feedback).
- Remind Ss to look at the lyrics if necessary.
b. Activity 4. Listen and jump (5’) - Demonstrate the activity.
- Have students stand up.
- Have students hop when they hear the sound /e/.
- Have some students demonstrate the activity in front of the class.
Activity 5: Wrap-up & Assignments/ home-link. (2’)
1. What have you learnt from the lesson today? (the /e/ sound). 
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. FEEDBACK
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Date of teaching: 2A,2B (28/11/2022)
 Period: 12. Unit 4: ANIMALS
 Lesson 2
STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. review the letter /R/, /r/ sound. letter /S/, /s/ sound.
2. identify the situations for introducing the word and sentence contained the sound.
3. Perform the song in interesting ways by using appropriate tone and meaningful 
 gestures;(skill)
4. Show their responsibility and respect for each other while taking part in activities and 
positive attitudes, appropriate gestures and intonation when saying the letter and sound.
B. LANGUAGE FOCUS
Phonics/ Vocabulary 
/r/ rabbit, robot
/s/ sea, sun
Key grammatical structure(s)/ sentence patterns
I have a rabbit
This is the sea 
C. INSTRUCTIONAL RESOURCES
- Textbook: I-learn Smart Start 2. page 30,31
- Audios 
- pictures 
- a laptop and projector.
- Song lyrics printed in textbook. STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
1. Listen and repeat, then trace the letter Observation
 actions
2. Answer the questions about the 
 Observation
situations to give the word and sentence Student’s answers
 Questions & answers
contained the sound.
3. perform a song using appropriate tone Student’s Observation
and gestures performance
4. show positive attitudes and appropriate 
 Student’s talk and Observation, 
gestures and intonation in saying letter/ 
 interaction Questions & answers
sound.
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Activity 1:
Sing the song “Old Mac Donald Had a Farm”.
(Source: 
Play “Pass the balls” game (5’)
- Give two different colored balls to two students, a red ball (ask the question) and a 
yellow ball (answer the question).
- Have students listen to music and pass the balls.
- Stop music suddenly.
- Have the student with a red ball make a question for the child who has yellow ball. 
- E.g Student with the red ball will ask “What’s that?” The student with the yellow ball 
will answer his/ her friend’s question “It’s a (goat).”
Activity 2: Language input (Activity 1. Listen and repeat. Trace.) (8’)
- Ask students to look at 2 pictures (page 30) and answer questions to identify the 
situation.
- Elicit the letter and sound.
- Tell students that they are going to practise saying the letter and sound.
- Play the recording more than once, if necessary, ask students to listen, point and 
repeat.
- Do choral and individual repetition, pointing to the characters speaking.
- Play the recording again for students to listen and repeat.
- Have students work in pairs, one points at the picture in the book and the other says the 
word.
- Say the word and make the gesture.
- Do the actions and students say the word accordingly. - Have students work in pairs, one would do the action, the other say the word.
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: Language in put (Activity 2: Listen and repeat. Write) (5’)
- Have students look at the picture and introduce the situation.
- Play audio and demonstrate the activity by pointing at the letter/sound and word. 
- Play the audio again. Have students listen and repeat. Then write
- Point at the letter/sound and word.and have students call it out.
- Call some students to read aloud in front of the class.
Activity 4: Practice
a. Activity 3. Sing.(5’)
 Play audio and have students listen.
 Have students look at the lyrics.
 Read the lyrics and do actions following them.
 Play audio and have students listen, sing along, and do the actions.
b. Activity 4. * Listen and jump. ”.(5’)
 Demonstrate the activity.
 Have students stand up.
Activity 5: Wrap-up & Assignments/ home-link. (2’)
1. What have you learnt from the lesson today? (the letter /R/and /r/ sound). 
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
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Week 12
Date of teaching: 3A (28/11/2022)
Period: 41
 UNIT 3: SCHOOL
 Lesson 3: E, F
 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize days of the week and subjects from the pictures.(Cognition)
2. identify the situations using the sentence patterns When do you have English?
I have English on Tuesday and Thursdays.
3. asking and answering 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 Tuesday and Thursdays.
C. INSTRUCTIONAL RESOURCES.
- Textbook: I-learn Smart Start 3, page 46, Eduhome.vn,
- 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. Look at E. Play the memory game. Student’s answers/ Observation
3.Show positive attitudes and appropriate Student’s talk and Observation, 
gestures and intonation in asking and 
 interaction Questions & answers
answering about their school timetable.
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm-up: Option 1: Play the Jump game.
- Ask the children to stand at their desks.
- Hold up a flashcard from the vocabulary set and say a word.
- If the word is the same as the flashcard, they jump. If it isn't, they keep still. 
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. Look at F. Play the Memory game.)
- 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.
- Have the student A look at Part E for ten seconds, then close their book.
- Have the student B ask questions about Part E using the useful language from the 
lesson and have the student A answer.
- Ask them swap roles and repeat.
- 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 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(29/12/2022)
Period 42
 UNIT 3: SCHOOL
 Art lesson 4 : A,B 
 STAGE 1: DESIRED OBJECTIVES
A .OBJECTIVES
 By the end of this lesson, students will be able to ask what people’s favorite color is.
1. Recognize colours. (Cognition)
2. identify and ask what people’s favorite color is.
3. learn how to ask and answer about their favorite colors.
4. support their friends to complete the learning tasks or play the games, appreciate 
kindness, diligence, and honesty
B. LANGUAGE FOCUS
Vocabulary: green, orange, pink, purple, gray, favorite.
Sentence patterns: What’s your favorite color?
My favorite color is orange.
I can make orange with yellow and red.
C. INSTRUCTIONAL RESOURCES. - Textbook: I-learn Smart Start 3, page 47, Eduhome.vn,
 - flashcards.
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 1. Listen and point.Repeat. Student’s answers Observation
 Student’s 
 2. Play slow motion Observation
 answers/ actions
 Student’s Observation
 3. Listen and practice
 answers/
 Student’s 
 4.Fill in the blank.
 answers/
 5. Show positive attitudes and 
 appropriate gestures and intonation in Student’s talk and Observation, 
 asking and answering who owns interaction Questions & answers
 different favorite color
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up:
 - Show a picture/ video about the rainbow (The video link: 
 - Ask them to look at the picture/ watch the video and tell the teacher that how many 
 colors of the rainbow they can see. 
 - Have them list the colors if they know.
 Activity 1: Language input (Activity A- 1. Listen and point. Repeat.)
 - Arrange the flashcards (green, orange, pink, purple, gray, favorite) 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 in put (Activity A: 2. Play Slow motion: chuyển động chậm)
 - Divide the class into two teams.
 - Have the students look the pictures in their Student’s Books and guide them how to 
 play the game. - Hold up one flashcard that is covered with a piece of paper. 
 - Very slowly move the paper to reveal the flashcard.
 - Have the students say the new word aloud.
 - The first student to say the correct word wins one point for their teams.
 The team with the most points at the end wins.
 Activity 3: Language in put (Activity B: 1. Listen and practice)
- Use DCR on Eduhome to show the useful language and have the students look and read 
 the useful language silently.
- Explain that we use: “What’s your favorite color? – My favorite color is .” to ask and 
 answer questions about which colors we like the most. Explain that we use: “I can make 
 orange with yellow and red.” to talk about mixing different colors to make a new color.
- 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 (Activity B. 2. Fill in the blank..Practice)
- Demonstrate the activity using the example. 
- Have the students look and fill in the blanks 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 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 Someone’s favourite colour..)
 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 favourite 
 colour.)
 - Remind students to do exercises and to prepare for the next lesson.
 D. FEEDBACK
 .
 Date of teaching: 3A(29/12/2022)
 Period 43
 UNIT 3: SCHOOL Art lesson 3: C,D
 STAGE 1: DESIRED OBJECTIVES
 A .OBJECTIVES
 By the end of this lesson, students will be able to ask what people’s favorite color is.
 1. Recognize colours. (Cognition)
 2. Identify and ask what people’s favorite color is.
 3. learn how to ask and answer about their favorite colors.
 4. support their friends to complete the learning tasks or play the games, appreciate 
 kindness, diligence, and honesty
 B. LANGUAGE FOCUS
 Vocabulary: green, orange, pink, purple, gray, favorite.
 Sentence patterns: What’s your favorite color?
 My favorite color is orange.
 I can make orange with yellow and red.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: I-learn Smart Start 3, page 48, Eduhome.vn,
 - flashcards.
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 1. Listen and point.Repeat. Student’s answers Observation
 Student’s answers/ 
 2. Play slow motion Observation
 actions
 3. Listen and practice Student’s answers/ Observation
 4.Fill in the blank. Student’s answers/
 5. Show positive attitudes and 
 appropriate gestures and intonation in Student’s talk and Observation, 
 asking and answering who owns interaction Questions & answers
 different favorite color
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up:
- Show a picture/ video about the rainbow (The video link: 
- Ask them to look at the picture/ watch the video and tell the teacher that how many 
 colors of the rainbow they can see. 
- Have them list the colors if they know.
 Activity 1: Language input (Activity A- 1. Listen and point. Repeat.)
 - Arrange the flashcards (green, orange, pink, purple, gray, favorite) 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 in put (Activity A: 2. Play Slow motion: chuyển động chậm)
 - Divide the class into two teams.
 - Have the students look the pictures in their Student’s Books and guide them how to 
 play the game.
 - Hold up one flashcard that is covered with a piece of paper. 
 - Very slowly move the paper to reveal the flashcard.
 - Have the students say the new word aloud.
 - The first student to say the correct word wins one point for their teams.
The team with the most points at the end wins.
Activity 3: Language in put (Activity B: 1. Listen and practice)
 - Use DCR on Eduhome to show the useful language and have the students look and 
 read the useful language silently.
 - Explain that we use: “What’s your favorite color? – My favorite color is .” to ask 
 and answer questions about which colors we like the most. Explain that we use: “I 
 can make orange with yellow and red.” to talk about mixing different colors to make 
 a new color.
 - 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 (Activity B. 2. Fill in the blank..Practice)
 - Demonstrate the activity using the example. 
 - Have the students look and fill in the blanks 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 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 Someone’s favourite colour..)
 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 favourite 
colour.)
- Remind students to do exercises and to prepare for the next lesson. D. FEEDBACK
 .
 .
 Date of teaching: 3A (30/12/2022)
 Period 44
 UNIT 3: SCHOOL
 Art lesson 3: E,F,G
 STAGE 1: DESIRED OBJECTIVES
 A .OBJECTIVES
 To help the students get some general information about the text.
 1. Recognize colours. (Cognition)
 2. Understand and write about favourite colours.
 B. LANGUAGE FOCUS
 Vocabulary: green, orange, pink, purple, gray, favorite.
 Sentence patterns: What’s your favorite color?
 My favorite color is orange.
 I can make orange with yellow and red.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: I-learn Smart Start 3, page 49, Eduhome.vn,
 - flashcards.
 - a laptop and a TV
 STAGE 2: ASSESSMENT EVIDENCE
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 1. Read and circle True or False Student’s answers Observation
 2. Circle Minh’s favorite color.) Student’s answers/ 
 Observation
 actions
 3. Look at E. Write about your favorite Student’s answers/ Observation
 color
 4. Tell your friends about your favorite Student’s answers/
 color. 
 5. Show positive attitudes and Student’s talk and Observation, 
 appropriate gestures and intonation in 
 interaction Questions & answers
 talking bout thieir favourite colour.
 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 a color. - Then the first student passes the ball to any of their friends. The second friend will 
 name another color. 
- The students who are unable to say the colors will sit down. The last student who 
 stands up at the end of the game is the winner.
 Activity 1: Language input (Activity E- 1. Read and circle True or False.)
 - Use DCR on Eduhome to show the students the text.
 - Have the students read the text individually.
 - Read the text as a whole class.
 - Demonstrate the activity using the example.
 - Have them read and circle “True” or “False”.
 Check answers as a whole class
 Activity 2: Language in put (Activity E: 2. Circle Minh’s favorite color.)
 - Have the students read the text again.
 - Have the students circle Minh’s favorite color.
 Check the answer as a whole class.
 Activity 3: Language in put (Activity F.:Look at E. Write about your favorite 
 color.)
 - Have the students read the text in Part E again.
 Ask them to fill in the blanks about their favorite color.
 Activity 4: Practice (Activity G: Tell your friends about your favorite color.) 
 - Divide the class into four groups.
 - Have the students read their sentences to their group.
 Afterwards, have some students read their sentences 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? 
 (Understand and write about favourite colour)
 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 favourite 
 colour.)
 - Remind students to do exercises and to prepare for the next lesson.
 D. FEEDBACK
 .
 Date of teaching: 4A,4B( 29/11/2022)
 Period 41. UNIT 7: WHAT DO YOU LIKE DOING?
 LESSON 2: 4-5-6
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES. By the end of the lesson, students will be able to:
1. Listen and number the pictures in the correct order. 
2. Write the answers, using the guiding pictures and questions. 
3. Play the game slap the board.
4. Show loving school subjects and using appropriate gestures and intonation when 
asking and answering questions about how often the other speaker has a lesson
B. LANGUAGE FOCUS.
 Vocabulary : Revision
Key grammatical structure: Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4, Sach mem.vn Student’s book page 49
- Flashcards
- A computer and tv
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Students' Observation
1. Listen and number
 asnwers Key
 Student’s aswers Observation
2 . Look andWrite 
 and performance
3 . Let’s play Student’s Observation
 performance Key
 Student’s Observation
4. Use positive attitudes and appropriate gestures 
 interaction and Questions& 
when asking and answering questions about hobbies
 performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Play Guessing game: topic: hobbies
S: do action and ask: What is my hobby? 
Ss: You like........
Task 1. Listen and number 
- Tell pupils that they are going to listen to three dialogues about hobbies and tick the 
correct pictures
- Have pupils look at the pictures to identify the characters’ hobbies.
- Check understanding.
Task 2. Look and write
- Play the recording 
- Play again (3 times)
- Check as a class. Ask: What can you hear in number 1/2/3? 
Audio script: /p63 T's book
Key: a2 b4 c1 d3 Task 3. Let’s play
- Tell pupils that they are going fill the gaps of the sentences relating to the characters’ 
hobbies.
- Go around and offer help, if necessary.
- Check as a class. If there is enough time, call a few pupils to read aloud completed 
sentences.
Key: 
1. riding a bike 
2. flying a kite
3. taking photos/photographs 
4. playing badminton
*Fun time 
- Tell pupils that they are going to play the game Passing the ball
- Help Ss if they need 
- Tell pupils the how to do: we will pass the ball and listen a song. When the song 
pauses, the pupil who hold the ball must answer the question What is your hobby? 
- Play a song and pause sometimes
- Read the text again
- Retell the content of the lesson.
- Do exercises in the workbook. Learn by heart the new words and structurese again
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1.What have you learnt from the lesson today? 
(Ask and answer questions about someone’s hobby).
 2. What’re the core values of the lesson? 
- Show hobbies and using appropriate gestures and intonation when asking and 
answering questions about hobbies
- Prepare for the next lesson Unit 6- Lesson 3
D.ADJUSTMENT
 ................................
 GRADE 4
 Date of teaching:4A,4B(30/11/2022)
Period 42 UNIT 7: WHAT DO YOU LIKE DOING?
 LESSON 3:1-2-3
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES.
By the end of the lesson, students will be able to: 1. Pronounce the initial letter clusters fl in flying, and pl in playing. 
2. Listen and circle the letters showing the correct words filling the gapped sentences. 
Then say the completed sentences aloud.
3. Say the chant: flying a little kite 
4. Show hobbies and using appropriate gestures and intonation when asking and 
answering questions about hobbies
B. LANGUAGE FOCUS.
Vocabulary : Revision 
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4, Sach mem.vn Student’s book page 50
- Computer, tv
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation
 Students’ say the 
1. Listen and repeat Questions& answers
 statements
 Observation
2. Listen and circle a or b Students' answers
 Key
3.Perform a chat using appropriate Observation
 Student’s performance
tone and gestures
4. Use positive attitudes and 
appropriate gestures to speaker Student’s interaction Observation
 and performance Questions& answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: - Have the class to sing a song: This is the way
- Lead into new lesson
1. Listen and repeat. (10 minutes)
- Tell pupils that they are going to practice saying the sounds of the letters fl and pl in 
the words Japan and Vietnamese respectively.
-Put the phonics letters fl and pl on the board and say them a few times.
- Ask pupils to look at their book, then play the recording for pupils to listen and repeat.
- Ask pupils to read the letters, words and sentences until pupils feel confident. 
- Get some pupils to say the letters, words, and sentences in front of the class. 
- Correct mistakes of pronunciation.
2. Listen and circle. Then say aloud. (10 minutes)
- Tell pupils that they are going to listen to the recording and circle the correct phrases to 
complete the sentences. 
- Give them a few seconds to read the sentences in silence and guess the phrases to fill 
the gaps. 
- Play the recording twice for pupils to listen and circle. - Play the recording again for pupils to listen and check. 
- Ask pupils to read aloud the sentences.
* Key: 1 b 2 a 3 b 4 a 
3. Let’s chant (10 minutes)
- Tell pupils that they are going to say the chant: Flying a little kite.
- Play the recording all the way through for pupils to listen and follow in their books.
- Play the recording again, pausing after each line for pupils to repeat.
- Play the recording once more for pupils to repeat the whole chant, show pupils how to 
chant and do the actions
- Get pupils to work in pairs to practice chanting and doing the action.
-Invite some pairs to say the chant and do actions in front of the class
- Give feedback.
- Ask the whole class to say the chant and clap along to the rhythm of the chant. 
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1.What have you learnt from the lesson today? 
(Ask and answer questions about someone’s hobby).
 2. What’re the core values of the lesson? 
- Show hobbies and using appropriate gestures and intonation when asking and 
answering questions about hobbies
- Prepare for the next lesson Unit 7- Lesson 3
D.ADJUSTMENT
 ................................
 GRADE 4
 Date of teaching: 4A,4B(30/11/2022)
Period 43 UNIT 7: WHAT DO YOU LIKE DOING?
 Lesson 3: 4- 6
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of this period, students will be able to: 
1. Pronounce the initial letter clusters fl in flying, and pl in playing. 
2. Listen and circle the letters showing the correct words filling the gapped sentences. 
Then say the completed sentences aloud.
3. Say the chant: flying a little kite 
4. Show hobbies and using appropriate gestures and intonation when asking and 
answering questions about hobbies
B. LANGUAGE FOCUS. 1. Key terms: review 
2. Key grammatical structure 
The sentence patterns: Review 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4:Sachmem.vn , student’s book page 51
- Pictures,posters
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation
1. Read and complete
 Students’ answers Questions & answers
 Key
2. Add your photo and write a Student’s talks, and Observation
reply mail to Mai. interaction Questions & answers
 Student’s talks, and Observation
3. Project.
 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 or three groups to go to the
front of the class to sing the chant Flying a little kite and do actions. 
Activity 1: Language input (Activity 1: Read and complete.)
 Tell pupils that they are going to read Mai’s email and complete the sentences.
• Have them look at the email and discuss questions such as Who is writing the email? 
Who is he or she writing to? and What is the email about?
• Get pupils to read the sentences under the email and focus on the gaps they need to 
complete. Then ask them to read the text to find appropriate information to complete the 
sentences. Get pupils to work in pairs or groups, if necessary.
• Give them time to do the task independently. Go around offering help, if necessary.
• Get pupils to swap their answers before checking as a class. If there is enough time, let 
some pairs ask and answer the questions.
 1 nine 2 collecting stamps, taking photos
 Key: 
 3 playing chess 4 penfriend
 Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Add your photo and write a reply mail to 
Mai.)
Tell pupils that they are going to write a reply email to Mai, using the information from 
Activity 4.
• Have them work in pairs or groups to discuss what they are going to write. Focus 
pupils on their names and ages, what they like and do not like doing and their email 
addresses. Remind pupils how to open and close an email. Check comprehension. • Give pupils time to do the task independently. Go around offering help, if necessary.
• Get them to swap their answers before checking as a class.
• If there is time, ask one pupil to write the email on the board.
Key: Pupils’ own answers 
Task 2: Guided practice (Activity 3: Project)
Tell pupils that they are going to collect things that they like, show them to their classmates 
and tell their hobbies (e.g. I like collecting stamps.)
• Encourage them to collect different things. You may give them more suggestions (e.g. 
bookmarks, leaves, key chains).
• In the next lesson, have pupils show things they have collected to their classmates and talk 
about their hobbies.
Example: I like collecting ...
I have ...
They are ... 
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)
2. What’re the core values of the lesson? 
(Use positive attitudes and appropriate gestures to ask and answer questions about about 
someone’s hobbies.)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson.
D.ADJUSTMENT
 ................................
 GRADE 4
 Date of teaching: 4B( 1/12/2022),4A(02/12/2022)
 UNIT 8: WHAT SUBJECTS DO YOU HAVE TODAY?
Period 44 Lesson 1: 1- 2
 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 subjects
2. ask and answer questions about school subjects, using What subjects do you have? I 
have ...
B. LANGUAGE FOCUS.
1. Key terms: school subjects 2. Key grammatical structure 
The sentence patterns: What subjects do you have? I have ...
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 52
- Audios (Unit 4-page 52), 
- Flashcards
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation
1. Look, listen and repeat.
 Students’ answers Questions & answers
 Key
 Student’s talks, and Observation
2. Point and say.
 interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and chatting.
Spend a few minutes revising the previous lesson by asking the class the question What 
do you like doing? Then have the class say the chant Flying a little kite and clap their 
hands. 
Activity 1: Language input (Activity 1: Look, listen and repeat.)
Tell pupils that they are going to read a story in which pupils ask and answer questions 
about school subjects, using What subjects do you have today? I have ...
• Have them look at the four pictures to discuss the context in which the language is 
used. Ask some questions such as Who are they? Where are they? What are they talking 
about? (In Picture a, Nam and Tom talk about what day it is today. In Picture b, Nam 
asks Tom Do you have Maths today? In Picture c, Tom asks Nam What subjects do you 
have today? and Nam answers I have Vietnamese, Maths and English. In Picture d, Tom 
looks at his wristwatch saying they are late
for school, so they have to run.) Check comprehension.
• Play the recording more than once, if necessary, for pupils to listen and repeat. Do 
choral and
individual repetition, pointing to the characters speaking.
• Play the recording again for pupils to listen and repeat. 
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Point and say.)
Tell pupils that they are going to practise asking and answering questions about school 
subjects, using What subjects do you have today? I have ...
• Have them look at the pictures to understand how to name the school subjects.
• Point to Picture a and have pupils repeat the word of the subject under it. Do choral 
and individual repetition. Then tell pupils to practise asking and answering about the