Kế hoạch bài dạy Tiếng Anh Tiểu học - Tuần 16 - Năm học 2022-2023 - Lê Thị Ánh

 Week 16
 Teaching date:1A( 26/12/2022) 1B( 29/12/2022)
 Period:16. UNIT 5: ANIMALS
 Lesson 3
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: 
This is a (monkey)
3. apologize using “I’m sorry.” and forgive using “That’s OK.” 
4. identify the situations to apologize using “I’m sorry.” and forgive using “That’s OK.” 
5. 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: monkey, snake, bear, sorry, OK
 Structure: This is a (monkey).
 I’m sorry.
 That’s OK.
C. INSTRUCTIONAL RESOURCES
- Textbook: I-learn Smart Start 1, page 36,37
- 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 Observation
3. . Listen to the story.
 performance
 Student’s answers/ Observation
 4. Listen and repeat.
 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: Say and do the actions
- Ask SS to say the animals and do the actions.
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. 1. Listen to the story. (5’)
1. Introduce the situation. (Bobby, Vinh’s family) Ask students some questions about 
 the pictures, e.g. “What can you see in the picture? What is this? Where are the 
 boys?...
2. Have students call out the people or things they can see. 
3. Play audio CD-77 and have students listen and follow the story.
4. Play the audio again and have student listen and read.
Activity 2: D. 2. Listen and repeat. (5’)
1. Have students look at the useful language box.
2. Play audio CD-78. Have students listen to the useful language.
3. Have students practice the useful language
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( 26/12/2022) 
Period 16 UNIT 5: FREE TIME ACTIVITIES
 Lesson 3
A. OBJECTIVES
By the end of the lesson, students will be able to:
- Identify the words related to free time activities 
- identify the situations for free time activities (setting, participants, topic) and the 
sentence pattern: I ride my bike 
- Perform the game in interesting ways by using appropriate tone and meaningful 
gestures;(skill)
4. can identify free time activities and respect for each other while talk about free time 
 activities and positive attitudes, appropriate gestures and intonation in suggesting 
 activities or replying.(attributes)
 Teaching aids: Ss’ books, textbook, projector, flashcards
B. LANGUAGE FOCUS
Vocabulary : ride my bike, read books, listen to music, eat snacks 
Sentence pattern: I ride my bike
“Happy birthday”. “Thank you”. “Happy New Year”. “Merry Christmas”.
C. INSTRUCTIONAL RESOURCES
- Textbook: I-learn Smart Start 2, page 38,38
- flash card, Audios 
- pictures - a laptop , procjetor
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. Listen and repeat
 and performance
 Student’s interaction Observation
4. Listen and read.
 and performance
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Activity 1: Warm-up
What is missing?" game
 Divide the class into four teams.
 Place some flashcards on the board.
 Have students from the teams close their eyes.
 Remove one of the flashcards.
 Students have to remember and say the missing letter or word.
 Give the first team to guess correct flashcard one point.
The team that gets the most points wins. hole class/
The team that gets the most points wins.
Activity 2: Language in put A Listen and point. Repeat. (CD1 – Track 77)
1. Use some pictures to introduce the new words (ride my bike, read books, listen to 
 music, eat snacks). 
2. Have students listen to each new word.
3. Arrange the flashcards on the board, play audio, and point to each flashcard. 
4. Play audio again and have students point to the pictures in their books. 
5. Play audio again and have students listen and repeat. 
 Have students work in pairs, one of them points to the picture in the book and the 
 other says the word.
2. B1. Listen and point. (CD1 – Track 78)
  Have students call out the shapes they can see.
  Have students listen and follow.
  Play audio and demonstrate pointing.
  Play audio. Have students listen and point.
  Have students work in pairs, one says the sentences and one points to the correct 
 pictures. Swap roles.
3. B2. Listen and repeat. (CD1 - Track 79)
  Have students look at the useful language box.
  Play audio. Have students listen to the useful language.
Have students practice the useful language.
Activity 3. Practice
D. 1. Listen and read. (CD1 – Track 80)
- Introduce the situation: “The children are having different special occasions like 
birthday, Christmas and New Year.” Use DCR.
- Have students call out the people and things they can see. 
- Play audio and have students listen and read. 
- Have some students repeat. Correct mistake if necessary.
2. Listen and repeat. (CD1 - Track 81) - Have students look at the useful language box.
- Play audio. Have students listen to the useful language.
- Have students practice the useful language.
Activity 4: Wrap-up & Assignments/ home-link.
1. What have you learnt from the lesson today? 
 (To be able to talk about activities they do in free time)
2. What’re the core values of the lesson? 
 (To take part in safe and useful activities in free time)
- Remind students to prepare for the lesson 
 D. ADJUSTMENT.
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Date of teaching: 3A(26/12/2022)
Period: 57
 UNIT 4: HOME
 Culture Lesson 4 :C,D
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize things from the pictures and recording (Cognition)
2. Identify and talk about living in Britain.
3. Show their responsibility and respect for each other while taking part in activities and 
positive attitudes, appropriate gestures and intonation in learning how to talk about 
living in Britain.
 B. LANGUAGE FOCUS
Vocabulary: bed, closet, chair, desk, TV, bedroom, living room, bathroom, houseboat,
Sentence pattern I live on a houseboat in England./ I love my bedroom.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: I-learn Smart Start 3, page 62, Sách mềm edu,home.
 - flashcards
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products Student’s answers/ 
 1. Read and circle Observation
 actions
 2. Look and listen Student’s answers/ Observation
 3. Listen and write Student’s answers Observation, 
 Questions & answers
 4. Show positive attitudes and Student’s talk and Observation, 
 appropriate gestures and intonation 
 interaction Questions & answers
 talking about their home.)
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up:Play the Slap the board game.
 - Divide the class into two teams and have them form two lines.
- Place the flashcards about the things on the board, showing the images. 
 - Call out a word and have the first student from each group race to slap the correct 
 image on the board and say it correctly. The first student to slap the correct flashcard 
 wins a point for their team
 Activity 1: Language input (Activity C- Read and circle .)
 - Use DCR on Eduhome to show the students the text.
- Have them read the text individually. 
 - Read the text as a whole class.
 - Help them correct their pronunciation.
 - Demonstrate the activity using the example.
 - Have them read and circle the correct answers.
 - Check answers as a whole class.
 Activity 2: Practice 
 1. Look and listen.)
- Have the students look at the script and pictures and ask these questions.
 • Who are talking? (Alex and Mia)
 • What are they talking about? (their homes)
 - Play the audio (using DCR) and have them look and listen.
 2. Listen and write
 - Have the students look at the sentences.
 - Play the audio (using DCR) and demonstrate the activity using the example.
 - Play the audio and have them listen and write.
 Play the audio again and check answers as a whole class.
 3. Practice with your friends. 
 - Divide the class into two pairs.
 - Have students practice saying the sentences.
 - Have some pairs demonstrate the activity in front of the class.
 Activity 4: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Talk about living in Britain.)
 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 talking about their home.).)
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK
 ..
 ..
Date of teaching: 3A(27/12/2022)
Period 58
 UNIT 4: HOME
 Culture Lesson 4 :E,F
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize things from the pictures and recording (Cognition)
2. Identify and talk about living in Vietnam.
3. Show their responsibility and respect for each other while taking part in activities and 
positive attitudes, appropriate gestures and intonation in learning how to talk about 
living in Vietnam.
B. LANGUAGE FOCUS
1. Vocabulary: Revision
2. Sentence pattern: Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: I-learn Smart Start 3, page 63, Sách mềm edu,home.
- flashcards
- a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
 Observation 
1. Read and circle True or False Student's speech
 Student’s interaction Observation 
2. Look at E. Write about your home.
 and performance
 Student’s Observation 
3.Talk about your home.
 performance
4. Use positive attitudes, appropriate Student’s interaction Observation
gestures and intonation to talk about 
 and performance
living in Vietnam.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
A. 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 (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: Practice
 1. Look at E. Write about your home.
 - Have the students read the text in Part E again.
 - Ask them to fill in the blanks about their home.
 - Check Ss’ answers.
 2. Talk about your home.
 - 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 3: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Talk about living in Vietnam.)
 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 learning how to talk about 
 living in Vietnam.
 - Remind students to prepare for the next lesson. 
 D. FEEDBACK
 .
 .
 Date of teaching: 3A(27/12/2022)
 Period 59
 UNIT 4: HOME
 Review and Practice: A,B
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES By the end of the lesson, students will be able to 
1. Review asking where people are, asking what people are doing, and asking where 
things are.
2. Listen and tick the box
3. Look, read. Put a (X) or a ( V)
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 , what people are doing and asking where things are.
B. LANGUAGE FOCUS
 Vocabulary: Revision
 Sentence pattern: Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: I-learn Smart Start 3, page 64, Sách mềm edu,home.
- flashcards
- a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
1. Listen and tick the box Student’s answers Observation
2. Look and read. Put a (X) or a ( V) Student’s answers/ 
 Observation
 actions
3. Show positive attitudes and appropriate 
gestures and intonation in asking and Student’s talk and Observation, 
answering about where people are , what 
 interaction Questions & answers
people are doing and asking where things 
are.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm up: Play the Go get it game.
 - Divide the class into two teams.
- Place the flashcards around the class.
- Say the word twice so that the students can hear.
- Say “Go get it” and then the student from each team has to run quickly to find and grab 
the flashcard the teacher said and they have to repeat the word.
The team with the most flashcards at the end wins.
Activity 1: Controled- Practice (A. Listen and tick the box)
 - Have the students look at the pictures and call out the rooms they can see.
 - Play the audio and demonstrate the activity using the example.
 - Play the audio and ask them to listen and tick the box.
 - Invite some students to give their answers.
 - Check the answers with the whole class using DCR. 
Activity 2: Further- Practice (B. Look and read. Put a (￿) or a (￿).)
- Demonstrate the activity using the example. - Have the students look at the pictures, read each statement, and put a tick in the box 
 if the statement is true, or a cross in the box if the statement is false.
- Check the answers as a whole class.
- Afterwards, have some students give a new true statement for each of the false 
 statements.
- Monitor the class and support if needed.
- 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 about where people are , what people are doing and asking 
where things are.
 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 
where people are , what people are doing and asking where things are.
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK
 .
Date of teaching: 3A(28/12/2022)
Period 60
 UNIT 4: HOME
 Review and Practice: C
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize things from the pictures (Cognition)
2. Ask and answer about where people are, ask what people are doing, and ask where 
things are.
3. 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 , what people are doing and asking where things are.
B. LANGUAGE FOCUS
Vocabulary: bathroom, bedroom, living room, kitchen, yard, cleaning, cooking, playing, 
sleeping, eating.
Sentence pattern: Where’s Mom?/ Is the mirror in the living room, Dad?/ What’s she 
doing?
C. INSTRUCTIONAL RESOURCES.
- Textbook: I-learn Smart Start 3, page 65, Sách mềm edu,home.
- flashcards - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
 1. Play the board game Observation
 actions
 2. Ask and answer. Student’s talk and Observation, 
 interaction Questions & answers
 3. Show positive attitudes and 
 appropriate gestures and intonation in 
 Student’s talk and Observation, 
 saying rooms in the house, ask where 
 interaction Questions & answers
 where people are , what people are 
 doing.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Play the Roll the dice game.
- Divide the class into two groups to play the game.
- Choose six categories (rooms in the house, activities, furniture, names, family 
 members, and school things) and assign each category to a number on the dice.
- Ask each team to roll the dice and say a word related to that category.
 The team with the most correct answers wins the game.
 Activity 1: Language input (Activity C- Play the board game.)
 - Divide the class into groups of four with two pairs in each group.
 - Guide the students how to play the game.
 - Have the pairs play rock, paper, scissors for each turn.
 - The winning pair moves forward two spaces. The losing pair moves forward one.
 - Each pair must match the symbol to the useful language and then ask and answer. If 
 they answer incorrectly, they must move back one space.
 - The pair getting to the Finish first wins the game.
 Activity 2: Practice : Ask and answer.
 - Let the class work in pairs to complete the task.
 - Have the students practice using the structures to ask and answer about where people 
 are (Where’s Mom?), what people are doing (What’s she doing?), and where things are 
 (Is the mirror in the living room?).
 - Show the flashcards to the class.
 - Require them to look at the flashcards and use the appropriate structures to ask their 
 friends.
 - Monitor the class and support them if necessary.
 Activity 3: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 Saying rooms in the house, asking where where people are , 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 
where people are , what people are doing and asking where things are.
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK
 .
Teaching date: 4A, 4B(27/12/2022)
 UNIT 10: WHERE WERE YOU YESTERDAY?
Period 57 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 where someone was 
yesterday 
 2.Look and write about where someone was yesterday 
3.Sing about where someone was yesterday
B. LANGUAGE FOCUS.
1. Key terms: at home, at the zoo, on the beach, in the school library
2. Key grammatical structure 
The sentence patterns: Where were you yesterday? I was ... 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 65
- Audios (Unit 10-page 65), 
- Pictures, posters of activities (Activity 2 – page 65)
- A computer and a projector. 
 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
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting,chatting and play the game.
Spend a few minutes revising the previous lesson. Get some pairs of pupils to go to
the front of the class to ask and answer questions about where someone was 
yesterday/yesterday
morning/yesterday afternoon/last weekend. 
Activity 1: Language input (Activity 1: Listen and tick.)
Tell pupils that they are going to listen to three dialogues about where the characters 
were
and tick the correct pictures.
• Have them look at the pictures to identify the similarities and differences. (1a. Tom 
was in the
cinema. 1b. He was in the swimming pool.1c. He was at school. 2a. Linda was at the 
zoo. 2b.
She was in the library. 2c. She was in the cinema. 3a. Tony was on the beach. 3b. He 
was in the
library. 3c. He was in the garden.) Check understanding.
• Play the recording more than once, if necessary, for pupils to listen and tick the correct
pictures. Tell them that they should focus on where each pupil was.
• Get pupils to swap their answers before you check as a class. Monitor the activity and 
offer
help, if necessary.
Key: 1 c 2 b 3 a 
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Look and write..)
Tell pupils that they are going to complete the sentences about where the characters 
were.
• Give them a few seconds to look at the questions and the incomplete answers and to
identify the missing words they need to complete the answers. Then focus pupils on the
pictures to identify where the characters were. If necessary, get pupils to work in pairs.
• Give them time to do the task independently. Go around and offer help, if necessary. 
Get
pupils to swap their answers before checking as a class. If there is enough time, call 
some
pairs to role-play the dialogues.
Key: 1 at home/in the kitchen 2 in the library/at school 3 on the beach Task 2: Let’s sing.
Tell pupils that they are going to sing the song Where were you yesterday?
• Teach the song, following the procedure in Teaching the unit components in Introduction. 
First,
have pupils read each line of the lyrics aloud. Do choral and individual repetition and check
comprehension. Then, play the recording all the way through. Ask pupils to do choral and
individual repetition of the song line by line.
• When pupils are familiar with the tune, ask two groups of pupils to the front of the class. 
One
group sings the questions and the other sings the answers. Have the rest of the class sing
together and clap hands. 
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(ask and answer questions about where someone was in the past, using Where were you
yesterday? I was .....)
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 10.Lesson 2. 1-3 on pages 66).
D.FEEDBACK
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 Teaching date: 4A,4B(28/12/2022) 
 UNIT 10: WHERE WERE YOU YESTERDAY?
Period 58 Lesson 2 : Part 1-2-3
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. Objectives:
By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and 
Competence)
1. Identify the situation for the conversation between the Mai and Tony (Setting, 
participants, topics).
2. use the words and phrases related to the topics Past Activities 3 ask and answer questions about what someone did in the past, using What did you do
yesterday? I + verb-ed. 
4. love activities and love people 
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
played badminton, painted a picture and watered the flowers 
Key grammatical structure
What did you do yesterday? I + verb-ed 
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4- Student’s book, page 66, Sachmem.vn, Teacher’s guide. 
- Flashcards,v for Unit 10 
- A board, a computer, a projector/TV.
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
 Observation
1. Identify the situation for the 
conversation between Mai and Questions & 
 Students’ answers
Tonysuch as setting, participant, answers
topics.
 Key
2. Practice a role-play conversation 
 Students’ Talks and 
with classmates, using sentence Observation
 interaction
patterns.
3. ask and answer questions about Observation
what someone did in the past, using Student’s talks, and 
What did you do yesterday? I + interaction Questions & 
verb-ed. answers
4. Use positive attitudes and Observation
 Student’s interaction 
appropriate gestures to ask what 
 and performance Questions & 
someone did in the past answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and singing
Spend a few minutes revising the previous lesson by calling some pupils to the front
of the class to sing the song Where were you yesterday 
- Lead into the new lesson.
Activity 1: Language input (Activity 1: Look, listen and repeat)
Tell pupils that they are going to read a story where pupils ask and answer questions
about what they did in the past.
• Ask them to look at the four pictures to identify the characters and the context in which 
the
language is used. You may ask questions such as Who are they? Where are they? What 
are they
doing? (In Picture a, Tony asks Mai where she was yesterday and she answers she was 
at home.
In Pictures b, c and d, Tony asks what Mai did, using What did you do in the 
morning/afternoon?
and What about yesterday evening?) Check comprehension.
• Play the recording more than once, if necessary, for pupils to listen and repeat the 
language.
Do choral and individual repetition, pointing to the characters speaking. 
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Point and say.)
Tell pupils that they are going to ask and answer questions about what someone did in 
the
past.
• Have them look at the bubbles to understand how the language is used to ask and 
answer
questions about what someone did in the past, using What did you do yesterday? I + 
verb-ed.
• Ask pupils to look at the four pictures to identify what the pupils did yesterday. Teach 
the
phrases played badminton, painted a picture and watered the fl owers.
• Point to the first picture and do the task with one pupil as a model, using the question 
in
the first bubble and the phrase under the picture for the answer. (Teacher: What did you 
do
yesterday? Pupil: I played badminton.) Ask pupils to say the question and the answer 
chorally
and individually. Repeat the same procedure with the rest of the pictures.
• Ask them to practise in pairs: one asks the question and the other gives the answer,
using the prompts in the bubbles and the picture cues. Then select some pairs of pupils to demonstrate the task in front of the class. Check as a class or correct pronunciation, if
necessary. 
Task 2: Guided practice (Let’s talk)
Tell pupils that they are going to revise what they have learnt in Lesson 1 and Lesson 2,
using Where were you yesterday? and What did you do?
• Ask them to work in pairs: one asks the questions and the other gives the answers, 
using
facts about themselves.
• Select some pairs to role-play in front of the class. 
Activity 3: Wrap -up & Assignments
- T asks Ss about what they have learnt in their lesson today.
1. What have you learnt from the lesson today? (ask and answer questions about what 
someone did in the past, using What did you do
yesterday? I + verb-ed.) 
2. What’re the core values of the lesson? (Ss love labor and love people ).
- Remind students to learn by heart vocabulary, sentence patterns. 
- Prepare: Lesson 2 (4-6).
* FEEDBACK
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 Teaching date: 4A, 4B(28/12/2022) 
 UNIT 10: WHERE WERE YOU YESTERDAY?
Period 59 Lesson 2: Part 4-5-6
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. Objectives:
By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and 
Competence)
1. Identify specific information through listening to conversations to number correct 
pictures.
2. Read and fill the gapped exchanges, using the pictures. .
3. Let’s play Pelmanism 4. Ss love labor and love people.
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
Revision.
Key grammatical structure
Revision.
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4- Student’s book, page 67, Sachmem.vn, Teacher’s guide. 
- Flashcards, posters for Unit 10
- A board, a computer, a projector/TV.
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment tools
 products
 Observation
1. Identify specific information 
through listening to conversations to Students’ answers Questions & answers
number correct pictures.
 Key
 Observation
2 Read and fill the gapped 
 Students’ answers Questions & answers
exchanges, using the pictures.
 Key
 Observation
3. Let’s play. Student’s answers Questions & answers
 Key
 Student’s 
4. Use positive attitudes and Observation
 interaction and 
appropriate gestures to practice.
 performance Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and playing
Spend a few minutes revising the previous lesson by playing Charades. Follow the
procedure in Games in Introduction. Ask pupils to mime what they did yesterday (e.g.