Kế hoạch bài dạy Tiếng Anh Tiểu học - Tuần 14 - Năm học 2022-2023 - Lê Thị Ánh

 GRADE 1
 Teaching date: 1A(12/12/2022) 1B(15/12/2022)
 Period: 14 UNIT 5: ANIMALS
 Lesson 1
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. Identify some animals from the recording and the given pictures (Cognition)
 2. identify the situations for say names of some animals by using the sentence 
 pattern: I like cats
 3. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation when saying names of 
 some animals 
 B. LANGUAGE FOCUS
 Vocabulary: cat, dog, bird
 Structure: I like (cats)
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 1, page 32,33
 - 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
 Questions & answers
 topic.
3. Point and say. Student’s answers/ Observation
 actions
4. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
 gestures and intonation in saying names 
 interaction Questions & answers
 of some animals STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm-up: Sing and Dance. 
- Play “Animals” song (from YouTube) and make gestures following the lyric, have 
students stand up and make the gestures
Activity 1: Language input (Activity A- Listen and point. Repeat.)
- Use flashcards to introduce the new words: cat, dog, bird
- 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 
D- Point and say 
1. Divide the class into pairs. 
2. Have Student A point to the picture and Student B say 
 e.g. "I like cats." 
3. Swap roles and repeat.
4. Have some pairs demonstrate the activity in front of the class.
Activity 4: Wrap-up & home-link.
1. What have you learnt from the lesson today? (saying names of some animals 
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 names of 
 some animals.)
D. FEEDBACK
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Teaching date: 2A,2B(12/12/2022)
Period 14 UNIT 5: FREE TIME ACTIVITIES
 Lesson 1
A. OBJECTIVES
By the end of the lesson, students will be able to:
 1. Knowledge:
Identify the words related to free time activities 
identify the situations for asking somone to join free time activities (setting, 
participants, topic) and the sentence pattern: Let’s - Ok
2.Competence: 
- Communication, ability to use language (work in groups, Talk about free time 
activities )
- Ability to solve problems (play the games) 
- Cooperation:(work in groups/pairs).
3.Quality: hardworking, responsible and honest.
4. Skills: listening and speaking 
5. Language focus: 
Let’s ..; - Ok
 Teaching aids: Ss’ books, textbook, projector, flashcards
B. LANGUAGE FOCUS
Vocabulary : soccer, tag, hopscotch, hide and seek, 
Sentence pattern: Let’s ..; - Ok
C. INSTRUCTIONAL RESOURCES
- Textbook: I-learn Smart Start 2, page 34,35
- flash card, Audios 
- pictures - a laptop , projector
STAGE 2: ASSESSMENT EVIDENCE
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
 Observation 
1. Listen and point. Repeat Student's speech
 Student’s interaction Observation 
2. Listen and point. 
 and performance
 Student’s interaction Observation 
3. Point and say
 and performance
 Student’s interaction Observation
5. Sing
 and performance
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Activity 1: Warm-up: Sing “What’s this? What’s that?” song
(source: 
Activity 2: Language in put
 1. A. Listen and point. Repeat.
Use some pictures to introduce free time activities.
  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 point to each flashcard. 
  Play audio again and have students point to the numbers in their books. 
  Play audio again and have students listen and repeat. 
  Have students work in pairs, one points to the shapes and one says the words. 
 Swap roles and continue.
2. Play "Heads up. What's missing?" game
  Divide the class into two teams. 
  Arrange the flashcards on the board and remove one card when students are 
 not looking.
  One student from each team calls out the missing flashcard. 3. B. Listen and point.
  Introduce the situation. Students are talking about free time activities
  Play audio and have students look at the picture.
  Demonstrate the activity by pointing to the new vocabulary items.
  Play audio. Have students listen and point.
 _ Have students work in pairs and play roles of the conversations, using all 
words of part A.
 _ have Sts repeat the useful language and its meaning
Activity 3. Practice
D. Point and say.
Practice (optional).
- Divide the class into two teams. 
- Show a flashcard to the class. 
- Have Team A say the statement and Team B respond. 
- Swap roles and repeat.
 E.g., Teacher shows a flashcard "tag".
 • Team A: "Let's play tag." 
 • Team B: "OK."
Point and say.
- Divide the class into pairs. 
- Have Student A point to a picture and Student B say a statement. Have Student A 
respond. Use DCR.
- Swap roles and repeat. Afterwards, have some pairs demonstrate the activity in 
front of the class.
 Answer keys
 1. Let's play soccer. – OK.
 2. Let's play tag. – OK.
 3. Let's play hide and seek. – OK.
 4. Let's play hopscotch. – OK.
Activity 4: Wrap-up & Assignments/ home-link.
1. What have you learnt from the lesson today? 
free time activities 
2. What’re the core values of the lesson? 
(ask someone to play a game; choose the safe places to play )
- Remind students to prepare for the lesson 
D. FEEDBACK 
 Date of teaching: 3A(12/12/2022),
 Period: 49
 UNIT 4: HOME
 Lesson 1: E, F
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize rooms in the house from the pictures. (Cognition)
 2. identify the situations using the sentence patterns Where’s Dad?/ He’s in the 
 yard.
 3. Ask and answer about where people are.
 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 where people are.
 B. LANGUAGE FOCUS
 2. Vocabulary: living room, bedroom, kitchen, bathroom, yard.
 3. Sentence pattern: Where’s Dad?/ He’s in the yard.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 57
 - Flashcards 
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
1. Answer the questions about the Student’s answers Observation
situations such as setting, participants, 
topic 
 Student’s answers/ 
2. Point, ask and answer Observation
 actions
3. Play Guess the picture Student’s answers/ Observation
4. Show positive attitudes and Student’s talk and Observation, 
 appropriate gestures and intonation in interaction Questions & answers asking and answering about where 
people are.
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm-up: Ask and answer
(Teacher shows a flashcard “living room”.)
Teacher: “Ben”
Team A: “Where’s Ben?”
Team B: “He’s in the living room.
Activity 1: Controled- Practice (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: Further- Practice (F. Play Guess the picture)
- 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 two teams.
- Have a student stand facing away from the board and stick a flashcard on the 
board behind them.
- Ask the student to guess the flashcard by asking a question.
- Have someone from the same team answer.
- Give a point to that team if it’s a correct guess.
- Invite the other student from each team to continue the game.
Activity 3: 
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(asking and answering Where’s Dad?/ He’s in the yard..)
 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 
Where’s Dad?/ He’s in the yard.)
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK 
 .. 
 Date of teaching: 3A(13/12/2022)
 Period 50
 UNIT 4: HOME
 Lesson 2: A, B
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize actions from the pictures and recording (Cognition)
 2. identify the situations using the sentence patterns What’s he doing?/ He’s 
 sleeping.
 3. Ask and answer about what people are doing.
 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 what people are doing.
 B. LANGUAGE FOCUS
 Vocabulary: cleaning, playing, eating, sleeping, cooking.
 Sentence pattern: What’s he doing?/ He’s sleeping.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: I-learn Smart Start 3, page 56
 - Audios 
 - pictures 
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
1. Listen and point to the pictures, then Student’s answers/ 
 Observation
 repeat actions
2. Play Slow motion Student’s answers/ Observation
3. Answer the questions about the Observation
 Student’s answers
 situations such as setting, participants, Questions & answers topic 
4. Look and write. Practice Student’s answers Observation
5. Show positive attitudes and 
appropriate gestures and intonation in Student’s talk and Observation, 
asking and answering about what people interaction Questions & answers
are doing.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Playing the game “Network”
 - Divide the class into two teams and come to the board and write “Rooms in the 
 house”
 Activity 1: Language input (Activity A- 1. Listen and point. Repeat.)
 - Show pictures on the TV.
 - Ask 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)
 - Divide the class into 2 teams.
 - Hold up one flashcard that is covered with a piece of paper.
 - Very slow move the paper down to reveal the flashcard.
 - Have students say the new word aloud
 - The first student to say the corect word wins one point for their team.
 - The team with the most points at the end wins. 
 Activity 3: Language in put (Activity B: 1. Listen and practice)
 - Introduce the situation (Kim, Nick)
 - Play audio and have students look at the picture.
 - Demonstrate the activity by pointing at the words. 
 - Play the audio. Have students listen and repeat.
 - Have Ss role-play. - Point at each word and have students call it out.
Activity 4: Practice (Activity B. 2.Look and write. Practice)
- Demonstrate the activity using the example. 
- Have 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 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 about what people are doing.)
 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 what people are doing.)
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK
Date of teaching: 3A(13/12/2022)
Period 51
 UNIT 4: HOME
 Lesson 2: C, D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize the /iː/ sound from the recording (Cognition)
2. identify the situations using the sentence patterns What’s he doing?/ He’s 
 sleeping.
3. Perform the chant in interesting ways by using appropriate tone and meaningful 
 gestures;(skill)
4. Ask and answer about what people are doing 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 what people are doing. 
B. LANGUAGE FOCUS
1. Sound : /iː/ sound
2. Vocabulary: cleaning, playing, eating, sleeping, cooking.
3. Sentence pattern: What’s he doing?/ He’s sleeping.
C. INSTRUCTIONAL RESOURCES.
- Textbook: I-learn Smart Start 3, page 56
- Audios 
- pictures 
- 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 write
 performance
 Student’s interaction Observation/ key
4. Practice with friends
 and performance
5. Use positive attitudes, appropriate 
 gestures and intonation when asking Student’s interaction Observation
 and answering about what people are and performance
 doing
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm up: Playing the Change your seats game.
- Divide the class into two groups and ask them to sit on the chairs in a circle.
- Give each student a flashcard, stand in the middle, and say: “sister, singing”. The 
students with these flashcards must change their seats. 
- Find the chair to sit on. Then one student doesn’t have the chair to sit on, they 
will stand in the middle of the circle and continue the activity with the other two 
words. Activity 1: Language input (Activity C: 1. Listen and repeat)
 - Draw attention to the /ei/ and /ɪə/ sounds (using DCR).
 - Briefly explain and demonstrate the sounds.
 - Play the audio. 
 - Have students notice the sounds.
 - Play the audio again.
 - Have students listen and repeat. 
 - Correct students’ pronunciation if needed.
 Activity 2: Practice (Activity C: 2. 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.
 - Follow the same procedure with the other sound and word.
 - Play the audio again.
 - Have the students listen and clap along with the sounds and words as they hear 
 them in the chant.
 Activity 3: Practice (Activity D: 1. Look and listen)
 - Introduce the situation: “It’s moving day ”
 - Have the students look at the story and ask these questions. 
• Who can you see? (Alfie, Dad/ Mr. Brown, Grandpa/ Dan, Lucy, Mom/ Mrs. 
 Brown, Tom)
• Where’s Grandpa doing? (cleaning)
• What’s Lucy doing? (cooking)
• What’s Tom doing? (sleeping)
 Play the audio.
 Have students look and listen.
 Activity 4: Practice (Activity D: 2. Listen and write.)
- Play the audio (using DCR) and demonstrate the activity using the example. 
- Play the audio and have students listen and write.
- 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? (Identify the /i:/ sound and ask and answer about what people are doing
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 sounds; 
 asking and answering about what people are doing)
- Remind students to prepare for the next lesson. 
D. FEEDBACK
Date of teaching: 3A (14/12/2022)
Period 52
 UNIT 4: HOME
 Lesson 2: E, F
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize actions from the pictures. (Cognition)
2. identify the situations using the sentence patterns What’s he doing?/ He’s 
 sleeping.
3. Ask and answer about where people are.
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 what people are doing.
B. LANGUAGE FOCUS
 Vocabulary: cleaning, playing, eating, sleeping, cooking.
 Sentence pattern: What’s he doing?/ He’s sleeping 
C. INSTRUCTIONAL RESOURCES.
- Textbook: I-learn Smart Start 3, page 57
- Audios 
- pictures 
- a laptop and a TV 
STAGE 2: ASSESSMENT EVIDENCE
 STAGE 2: ASSESSMENT EVIDENCE Performance 
 Assessment tools
 Performance Tasks products
1. Answer the questions about the Student’s answers Observation
situations such as setting, participants, 
topic 
 Student’s answers/ 
2. Point, ask and answer Observation
 actions
3. Play Pretend game Student’s answers/ Observation
4. Show positive attitudes and 
 appropriate gestures and intonation in Student’s talk and Observation, 
 asking and answering about what interaction Questions & answers
 people are doing.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play Guess the picture
 (Teacher shows some pictures on TV)
 Teacher: “Ben”
 Team A: “Where’s Ben?”
 Team B: “He’s in the living room.
 Activity 1: Controled- Practice (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: Further- Practice (F. Play Pretend game)
 - Have the students look at the example.
 - Have one student come to the front of the class.
 - Have that student do an action silently.
 - Have the other students try to guess the action.
 - Have the students swap roles and repeat.
 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 what people are doing.)
 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 what people are doing.
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK
 Teaching date: 4A,4B (13/12/2022)
Period 49
 UNIT 8: WHAT SUBJECTS DO YOU HAVE TODAY?
 Lesson 3: 4- 6
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of this period, students will be able to: 
1. Read and complete Mai’s timetable. 
2. Write about you and your school subjects.
3. Project: ask a friend about his/her timetable. 
4. Love school, love friends
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 57
- 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. Write about you and your Student’s talks, and Observation
school subjects 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 by getting two groups of three to go 
to
the front of the class to chant What subjects do you have today? and do actions. The 
rest of the class
claps to the rhythm or does actions. 
Activity 1: Language input (Activity 1: Read and complete.)
 Tell pupils that they are going to read the text about Nga and complete the 
timetable.
• Get them to look at the timetable and guess the subjects they can use to fill the 
gaps. Then
have them read the text to find the information they need to complete the task. If 
necessary,
get them to work in pairs.
• 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.
Key: 1 Vietnamese 2 Maths 3 Science 4 Art 
 Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Write about you and your school 
subjects)
Tell pupils that they are going to complete some sentences about their school 
subjects.
• Have them work in pairs or groups to discuss what words they are going to fill 
the gaps with.
Focus them on the name of their school, the school days, the school subjects, when 
they have
English, and their favourite subject.
• 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 their answers on the board.
Key: Pupils’ own answers 
Task 2: Guided practice (Activity 3: Project)
Tell pupils that they are going to interview a friend in another school about his/her 
timetable
and tell the class about it.
• Give each of them a small piece of paper and ask them to copy the table in the 
Pupil’s Book on the paper.
• Tell pupils to ask a friend in another school about his/her timetable during break 
time and
tick the table.
• Have them tell the class about their friends’ timetables.
Example:
Monday Tuesday Wednesday Thursday Friday
Vietnamese 3 3 3 3
Maths 3 3 3 3
English 3 3 3 3
Science 3 3
IT 3
Music 3
Art 3
PE 3
Here is my friend’s timetable. Huong is a pupil at Quang Trung Primary School. She 
has Maths and
Vietnamese on Mondays, Tuesdays, Wednesdays and Thursdays. She has English on 
Mondays,
Wednesdays, Thursdays and Fridays. She has Science on Tuesdays and Thursdays. 
She has IT and
Music on Wednesdays, and Art on Tuesdays. She has PE on Fridays. Thank you for 
listening.
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 timetable)
2. What’re the core values of the lesson? 
(Use positive attitudes and appropriate gestures to ask and answer questions about 
someone’s timetable.)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson.
D.FEEDBACK
 .
 Date of teaching: 4A,4B (14/12/2022)
Period 50 UNIT 9: WHAT ARE THEY DOING?
 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 Classroom activities
2. ask and answer questions about what someone is doing, using What’s he/she 
doing? He’s/She’s ... B. LANGUAGE FOCUS.
1. Key terms: Classroom activities
2. Key grammatical structure 
The sentence patterns: What’s he/she doing? He’s/She’s ... 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 58
- Audios (Unit 4-page 58), 
- 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.
Ask pupils to play Bingo to revise verbs for learning activities in the classroom 
(e.g. read,
write, listen, talk). 
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
what someone is doing in the classroom.
• Ask them to look at the four pictures to identify the characters (Mai, Nam, Tom 
and Peter) and
the context in which the language is used. Ask questions such as Where are they? 
What are
they doing? (In Picture a, Nam is holding a ball in his hand, standing with Peter 
and Mai near
the door of the classroom. Peter asks Mai where Tom is. In Picture b, Nam asks Mai What’s he
doing? and Mai answers He’s reading. In Picture c, Nam asks Tom what he is 
reading. In Picture
d, Nam suggests to the boys that they play football and the boys agree.) Remind 
pupils of the
meaning of be + verb-ing. 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. 
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 
what
someone is doing.
• Have them look at the bubbles to understand how to use the language. Ask pupils 
to look at
the four pictures to identify what the girl/boy is doing in each picture.
• Point to the first picture and model the task with one pupil, using the expressions 
in the
bubbles and the phrases under the picture. (Teacher: What’s she doing? Pupil: 
She’s watching
a video.) Ask pupils to say the sentences chorally and individually. Repeat the 
same procedure
with the rest of the pictures.
• Ask pupils to practise in pairs, using the prompts in the bubbles and the pictures.
• Select some pairs to role-play the dialogue in front of the class. 
Task 2: Guided practice 
Tell pupils that they are going to practise asking and answering questions about what 
one
of their classmates is doing in the classroom, using What’s he/she doing? and 
He’s/She’s ... You
may ask pupils to mime different activities (e.g. reading, listening to music, playing 
football).
• Ask them to work in pairs: one pupil asks the question and the other gives the 
answer.
• Select some pairs to role-play the dialogue. 
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? (practise asking and answering questions about what someone is doing, using What’s 
he/she doing? He’s/She’s ...)
2. What’re the core values of the lesson? 
(love school, love people.)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 9.Lesson 1. 3-5 on pages 59).
D.FEEDBACK
 .....................
 Date of teaching: 4A,4B (14/12/2022)
Period 51
 UNIT 9: WHAT ARE THEY DOING?
 Lesson 1: 3-5
 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 activities
 2.Look and write about activities
3.Let’s play game about the activities
B. LANGUAGE FOCUS.
1. Key terms: school subjects
2. Key grammatical structure 
The sentence patterns: What are they doing?
 He/She is_________________
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 59
- Audios (Unit 4-page 59), 
- Pictures, posters of activities (Activity 2 – page 59)
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation
1. Listen and tick.
 Students’ answers Questions & answers
 Key
 Student’s talks, and Observation
2. Look and write.
 interaction Questions & answers