Kế hoạch bài dạy Tiếng Anh Tiểu học - Tuần 2 - Năm học 2022-2023 - Lê Thị Ánh

 GRADE 1
 Week 2
 Date of teaching: 1A, 1B (20/9/2022 ) 
 Period 2 
 Unit 1: Family
 Lesson 1
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 - introduce family members
 - Identify and use vocabulary about family members.
 - Show loving for their family
 B. LANGUAGE FOCUS
 Vocabulary 
 father, mother 
 Sentence patterns
 This is my (mother).
 C. INSTRUCTIONAL RESOURCES
 - Student’s book, p.8,9
 - Situational pictures and activity pictures on page 8
 - CD1, Tracks 9,10,11
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
1. Listen and point. Repeat Observation
 actions
 Student’s interaction Observation
2. Listen and point.
 and performance
 Student’s interaction 
3. Role- play Observation/ key
 and performance
4. Show positive attitudes and appropriate 
 Student’s talk and Observation, Questions & 
 gestures and intonation to introduce family 
 interaction answers
 members. 
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Warm-up 
Say “Hello!”
- Go around the class, say “Hello!” to students, one by one, and have them say “Hello!”
- Ask them say “Hello!” to their neighboring friends. 
Activity 2: Listen and point. Repeat. – P.8 (CD1-Track 09)
- Have students listen to each new word. Use DCR or ITS.
- Have students listen to each new word and repeat all together and individually. Correct 
student’s pronunciation if necessary.
- Arrange the flashcards on the board. Play audio and have students listen and point at the 
pictures in their books.
- Play audio again and have students listen, repeat several times.
- Change the order of the flashcards, point at them individually and have students say the words, 
correct pronunciation when needed.
- Have students work in pairs, one points at the picture in the book and the other says the word
- TPR practice step 1: say the word and make the gesture/ sound all together according to the 
word
- TPR practice step 2: do the actions and students say the word accordingly
- TPR practice step 3: have students work in pairs, 1 would do the action, the other say the word
Option 1: Play the “GUESS” game. 
 • Arrange the flashcards on the board.
 • Write a number under each flashcard.
 • Have students look at the flashcards for the count of ten. 
 • Turn the flashcards over to face the board when the students are not looking.
 • Call out a number and have students take turns guessing the face down card.
 • Turn the card over after each guess.
Activity 3: Listen and point. (CD1 – Track 10)
+ Pre- listening: Introduce the situation, point at each person in the picture and have students call 
 out the words “father, mother”.
+ While- listening: 
  Play audio and have students look at the picture.
  Demonstrate the activity by pointing at "father", "mother" in the picture. 
- Play the audio again. Have students listen and repeat.
- Play audio again. Have students listen and point.
+ Post- listening: Point at each picture and have students call out the words again “father/ 
mother/ Kim.”
Activity 4: D- Role-play. 
1. Point to each person in the pictures and have students call out the words "father/mother".
2. Demonstrate the activity with a student using the speech bubbles. 3. Show a flashcard to the class and have students practice the structure. E.g. (Teacher shows a 
 flashcard "mother") “This is my mother”.
 4. Repeat the activity with another flashcard.
 Role-play:
 1. Divide the class into pairs.
 2. Have pairs practice the conversations and swap roles.
 3. Have some pairs demonstrate the activity in front of the class.
 Activity 5: Wrap-up & Assignments
 1. What have you learnt from the lesson today? 
 (Introduce family)
 2. What’re the core value of the lesson? 
 ( love the family.)
D. ADJUSTMENT.
 GRADE 2
 Date of teaching:2A,2B (23/9/2022 ) 
 Period 2 
 Unit 1: Feelings
 Lesson 1
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. talk about how they feel. 
 2. identify the situations for a conversation among Kim and Bill (setting, participants, topic) and 
 the sentence pattern How are you? – I’m ....(great);
 3. Identifying and use descriptive adjectives to express their feelings.
 B. LANGUAGE FOCUS
 Vocabulary 
 Happy, sad, fine/OK, great
 Sentence patterns
 How are you? – I’m ....(great)
 C. INSTRUCTIONAL RESOURCES - Student’s book, p.10,11
 - Situational pictures and activity pictures on page 10
 - CD1, Tracks 12,13,14
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
1. Listen and point. Repeat. Observation
 actions
 Observation
2. Listen and point. Student’s answers
 Questions & answers
 Student’s interaction Observation/ key
3. Point, ask, and answer. 
 and performance
4. show positive attitudes and appropriate 
 Student’s talk and Observation, Questions & 
 gestures and intonation in asking answering 
 interaction answers
 about feelings
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Activity 1: Warm-up 
 Sing the “Phonics song”
 (Source: 
 “Follow the leader” game
 - Have students line up behind the teacher and follow him/her around the classroom. Teacher 
 says “A”, then students take turns to say the letters in the Alphabet order e.g. “B”, “C”, “D” 
 till the last letter “Z”. 
 - Ask students to listen to the Phonics song (use the DCR, Getting started - Lesson 3) and 
 sing together once or twice
 Activity 2: Listen and point. Repeat. – P.10(CD1 - Track 12)
 1. Presentation
 - Use some pictures to introduce the feelings. 
 - Have students listen to each new word and repeat all together and individually. Use DCR.
 - 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 number of each picture in their books. 
 - Play audio again and have students listen and repeat several times. 
 - Change the order of the flashcards, point to them individually and have students say the words, 
 correct pronunciation when needed.
 2. Practice - Have students work in pairs, one of them points to the picture in the book and the other says the 
word or Use DHA (Lesson 1, Look and Find).
Activity 3: Listen and point. – (CD1 – Track 13)
1. Presentation
- Introduce the situation. Bill and Kim are greeting each other Use DCR
- Play audio and have students listen and look at the picture.
- Demonstrate the activity by pointing to the new vocabulary items.
- Play audio. Have students listen and point.
2. Practice
- Use DHA (Lesson 1, Listen and Find). 
- Ask students to find the correct picture for the word and then choose the right sentence
.Activity 4: Point, ask, and answer.
 Practice (optional).
- Divide the class into two teams. 
- Show a flashcard to the class. 
- Have Team A ask the question and Team B answer. 
Swap roles and repeat. E.g., (Teacher shows a flashcard "great".)
 • Team A: "How are you?" 
 • Team B: "I'm great." 
 Point, ask, and answer.
- Divide the class into pairs.
- Have Student A point to a picture and ask, have Student B answer.
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
 Answer keys
1. How are you? I'm fine.
2. How are you? I'm great.
3. How are you? I'm happy.
4. How are you? I'm sad.
"Hot seat" game
- Divide the class into teams.
- Have a student from each team sit on the chair facing the classroom with the board behind 
them.
- Write a word on the board.
- Have the other students mine to describe the word.
- Give the first team to guess correctly one point. The team that gets the most points win.
Activity 5: Wrap-up & Assignments
 1. What have you learnt from the lesson today ? 
 (people’s feeling)
 2. What’re the core value of the lesson? 
 (attitudes, appropriate gestures and intonation when talking about feeling) D. ADJUSTMENT.
 ...
 GRADE 3
 Date of teaching: 3A ( 19/9/2022) 
 Period 5
 GETTING STARTED
 Lesson 4: A,B,C, D
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and 
 Competence).
 1. Ask and answer about the colors of things.
 2. Listen and fill in the blank
 3. Play game ( Guess the picture)
 4. Show how to ask and answer about the colors of things correctly and immediately.
 B. LANGUAGE FOCUS
 Vocabulary: red, yellow, blue, black, white
 The sentence patterns: What color is it?/ It’s yellow. 
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 8, Eduhome.vn, Teacher’s 
 guide.
 - Flashcards 
 - Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation 
1. Listen and point. Repeat Student's speech
 Student’s interaction Observation 
2. Listen and fill in the blank. Repeat. Role- play
 and performance
 Student’s interaction Observation 
3. Point, ask, and answer.
 and performance
 Student’s interaction and Observation/ key
4. Play Guess the picture
 performance 5. Use positive attitudes, appropriate gestures and 
 Student’s interaction and Observation
 intonation to ask and answer about the colors of 
 performance
 things correctly and immediately.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Greeting and watching
 - Greet the students. Then get the class to watch a video “colours song” from youtube
 - Elicit the abilities which are mentioned in the video
 - Lead students to the new lesson.
 Activity 1: Language input (Activity A: Listen and point. Repeat)
 - Arrange the flashcards (red, yellow, blue, black, white) on the board to introduce the new 
 words.
 - Ask the students to listen and pay their attention.
 - Play the audio (using DCR) and point to each flashcard. 
 - Then play the audio again and have them point to the pictures in their Student’s Books.
 - Play the audio and require them to listen and repeat.
 - Help them with their pronunciation if necessary.
 - Have the class work in pairs. One student randomly points to the pictures in their book, and the 
 other one says the words. Then have them swap roles and continue this activity.
 - Walk round the class and support them if needed. 
 Activity 2: Language input (Activity B: Listen and fill in the blank Repeat. Role- play)
- Have students call out the things they can see in each picture.
- Play the audio and have them fill in the blank.
- Play the audio again and have them repeat the new words. 
- Divide the class into pairs to role-play the dialogue.
- Swap roles and repeat.
- Invite some pairs to demonstrate the activity in front of the whole class. Go around the class and 
 support them if necessary.
 Activity 3: Full Controlled & less controlled 
 1. Activity C: Point, ask and answer.
- Divide the class into two teams.
- Have the student A point and ask and the student B answer.
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
- Monitor the class and support if needed.
 2. Activity D: Play Guess the picture
- Have the students time to look and read at the examples.
- Divide the class into two teams.
- Have a student stand facing away from the board and stick a flashcard on the board behind them. 
- Have someone from the same team ask the student a question about the flashcard.
- Have a student try to guess the answer without looking at the flashcard.
- Give that team one point if it’s a correct guess.
- Have teams take turns asking and guessing.
 Activity 4: Wrap-up & Assignments
 - Ask students to answer the following questions: 1. What have you learnt from the lesson today? 
 (Ask and answer about the colors of things)
 2. What’re the core values of the lesson? 
 (Show how to choose colors that are appropriate for the student's age.)
 - Remind students to prepare for Lesson 5
D. ADJUSTMENT.
 Date of teaching: 3A ( 20/9/2022) 
 Period: 6
 GETTING STARTED
 Lesson 5: A,B,C, D
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and 
 Competence).
 1. Ask how old someone is.
 2. Listen and fill in the blank
 3. Play game.(The chain game)
 4. Show how to ask how old someone is correctly and immediately. 
 B. LANGUAGE FOCUS
 Vocabulary: one, two, three, four, five, six, seven, eight, nine, ten.
 The sentence patterns: How old are you?/ I’m eight. 
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 9, Eduhome.vn, Teacher’s 
 guide.
 - Flashcards 
 - Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation 
1. Listen and point. Repeat Student's speech
 Student’s interaction Observation 
2. Listen and fill in the blank. Repeat. Role- play
 and performance
 Student’s interaction Observation 
3. Point, ask and asnwer
 and performance
4. Play the chain game Student’s interaction and Observation/ key performance
 5. Use positive attitudes, appropriate gestures and 
 Student’s interaction and Observation
 intonation to ask how old someone is correctly 
 performance
 and immediately.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Greeting and counting
 - Greet the students. Then get the class to count from one to ten
 - Lead students to the new lesson.
 Activity 1: Language input (Activity A: Listen and point. Repeat)
 - Arrange the flashcards (one, two, three, four, five, six, seven, eight, nine, ten.) on the board to 
 introduce the new words.
 - Ask the students to listen and pay their attention.
 - Play the audio (using DCR) and point to each flashcard. 
- Then play the audio again and have them point to the pictures in their Student’s Books.
- Play the audio and require them to listen and repeat.
- Help them with their pronunciation if necessary.
- Have the class work in pairs. One student randomly points to the pictures in their book, and the 
 other one says the words. Then have them swap roles and continue this activity.
 Walk round the class and support them if needed 
 Activity 2: Language input (Activity B: Listen and point. Repeat. Role- play)
- Have students call out the things they can see in each picture.
- Play the audio and and have them fill in the blank.
- Play the audio again and have them repeat the new words. 
- Divide the class into pairs to role-play the dialogue.
- Swap roles and repeat.
- Invite some pairs to demonstrate the activity in front of the whole class. Go around the class and 
 support them if necessary.
 Activity 3: Full Controlled & less controlled 
 1. Activity C: Point, say and do.
- Divide the class into two teams.
- Have the student A point and ask and the student B answer.
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
- Monitor the class and support if needed.
 2. Activity D: Play the chain game 
- Have the students time to look and read at the examples.
- Divide the class into groups.
- Ask the students to stand up.
- Have student A turn to student B and ask the question, then have student B answer.
- Next, have student B turn to student C and ask the question, then have student C answer.
- Continue until all students have practiced.
 Have some groups demonstrate the activity in front of the class.
 Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Ask how old someone is.)
 2. What’re the core values of the lesson? 
 (Show how to care for others.)
 - Remind students to prepare for Unit 1- Lesson 1
D. ADJUSTMENT.
 Date of teaching: 3A ( 20/9/2022)
 Period: 7
 UNIT 1: MY FRIENDS
 Lesson 1: A,B
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and 
 Competence).
 1. Recognize the alphabet and spell names.
 2. Listen and practice spelling names.
 3. Play game.(What’s missing?)
 4. Show how to know the alphabet and spell names correctly and fluently. 
 B. LANGUAGE FOCUS
 Vocabulary: the alphabet.
 The sentence patterns: How do you spell “Alfie”?/ A-L-F-I-E.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 10, Eduhome.vn, Teacher’s 
 guide.
 - Flashcards for Unit 1
 - Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation 
1. Listen and point. Repeat Student's speech
 Student’s interaction Observation 
2. Listen and practice
 and performance
 Student’s interaction Observation 
3. Look and match. Practice
 and performance
4. Play What’s missing game. Student’s interaction and Observation/ key performance
 5. Use positive attitudes, appropriate gestures 
 Student’s interaction and Observation
 and intonation to spell names correctly and 
 performance
 fluently.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Greeting and Sing the alphabet song
 - Sing a song
 - Lead students to the new lesson.
 Activity 1: Language input (Activity A: Listen and point. Repeat)
 - Arrange the flashcards (the Alphabet) on the board to introduce the new words.
 - Ask the students to listen and pay their attention.
 - Play the audio (using DCR) and point to each flashcard. 
- Then play the audio again and have them point to the pictures in their Student’s Books.
- Play the audio and require them to listen and repeat.
- Help them with their pronunciation if necessary.
- Have the class work in pairs. One student randomly points to the pictures in their book, and the 
 other one says the words. Then have them swap roles and continue this activity.
- Walk round the class and support them if needed 
 Activity 2: Language input (Activity B: Listen and practice)
- Use DCR to show the useful language and have students look and read the useful language 
 silently.
- Explain that we use this for introductions, when we meet someone for the first time and their 
 name is unfamiliar.
- Play the audio and have them look at 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 3: Full Controlled & less controlled 
 1. Play Heads up. What’s missing?
 - 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.
 2. Look and match. Practice 
- Demonstrate the activity using the example. 
- Have the students look, read, and match.
- 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 4: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Spell names.) 2. What’re the core values of the lesson? 
 (Show how to spell names correctly and fluently.)
 - Remind students to prepare for the lesson 1- C,D
D. ADJUSTMENT.
 Date of teaching: 3A ( 23/9/2022), 
 Period: 8
 UNIT 1: MY FRIENDS
 Lesson 1: C,D
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and 
 Competence).
 1. Identify the /sp/ sound and practice the conversations.
 2. Listen and chant.
 3. Listen and write
 4. Practice with a partner
 5. Show how to identify the /sp/ sound and spell names correctly and fluently. 
 B. LANGUAGE FOCUS
 Vocabulary: spell, space.
 The sentence patterns: How do you spell “Alfie”?/ A-L-F-I-E.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 11, Eduhome.vn, Teacher’s 
 guide.
 - Flashcards for Unit 1
 - Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation 
1. Listen and repeat Student's speech
 Student’s interaction Observation 
2. Chant
 and performance
 Observation 
3. Look and listen then write Student’sperformance
 Student’s interaction and Observation/ key
4. Practice with friends
 performance
 Student’s interaction and Observation
5. Use positive attitudes, appropriate gestures 
 performance and intonation to identify the /sp/ sound and spell 
 names correctly and fluently. 
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Greeting and Sing the alphabet song
 - Sing a song
 - Lead students to the new lesson.
 Activity 1: Language input (Activity C: Listen and repeat)
- Draw attention to the /sp/ sound using DCR.
- Briefly explain and demonstrate the sound.
- Play the audio. 
- Have students notice the sound.
- Play the audio again.
- Have the students listen and repeat. 
- Correct the students’ pronunciation if needed. 
 Activity 2: Full Controlled & less controlled 
 1. 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.
 2. Look and listen
- Introduce the situation: “A friend from space ”
- Have the students look at the story (using DCR) and ask these questions. 
• Who can you see? (Alfie, Tom, Nick)
• What color is Alfie? (blue)
• Do they want to be friends? (yes)
- Play the audio.
 Have the students look and listen.
 3. 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.
 4. 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 4: Wrap-up & Assignments
 - Ask students to answer the following questions: 1. What have you learnt from the lesson today? 
 (Identify the /sp/ sound and practice the conversations.)
 2. What’re the core values of the lesson? 
 (Identify the /sp/ sound and spell names correctly and fluently..)
 - Remind students to prepare for the lesson 2
D. ADJUSTMENT.
 GRADE 4
 Date of teaching: 4A,4B( 21/9/2022), 
 Period: 5
 UNIT 1: NICE TO SEE YOU AGAIN
 Lesson 3: 1-2-3
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. Use the words and Pronounce the sounds of the letters l and n in the words Linda and night 
 respectively.
 2. Listen and circle the correct words filling the gapped sentences. Then fill the gapped sentences 
 and say them aloud.
 3. Say the chant Hello, friends!
 B. LANGUAGE FOCUS.
 1. Key terms.
 Morning,afternoon,evening, night,tomorrow, later, again, see, meet, Viet Nam, England
 2. Key grammatical structure 
 The sentence patterns: Good morning/Good afternoon/ Good evening, Nice to see you again
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 4: Student’s book page 10
 - 
 - Audios (Unit 1-page 10), 
 - 3 pictures of activities (Activity 2 – page 10)
 - a computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
1. Use the words and Pronounce the Students’ answers Observation sounds of the letters l and n in the words Questions & answers
Linda and night respectively. Key
2. Listen and circle the correct words 
filling the gapped sentences. Then fill Student’s talks, and Observation
the gapped sentences and say them interaction Questions & answers
aloud.
3. Say the chant Hello, friends! Student’s interaction and Observation
 performance Questions& answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warmer: Greeting and watch a video about the greeting.
 - Greet the students. Then get the class to watch a video about greeting from 
 -Elicit how to greet which are mentioned in the video. 
 Good morning, How are you?
 - Tell students that they are going to read a dialogue in which students ask and answer questions 
 about greeting lead students to the new lesson.
 Activity 1: Language input (Activity 1: Listen and repeat.)
 -Tell pupils that they are going to practise saying the letters, words and sentences in the book. 
 - Show the phonics letters l and n on the screen and say them a few times. 
 - Ps’ attention on the letters colored differently in the words Linda and night. Ss learn to 
 produce the sound of the letters “ l” in the word Linda and that of the letter “n” in the word 
 Good night.
 - Ask pupils to repeat after you. Prompt pupils to say the words and sentences, paying attention 
 to the target phonics letters. 
 - Do choral repetition of the words and sentences until pupils feel confident.
 - Get pupils to work in pairs or groups of three to interact.
 - Call a few pairs to perform in front of the class. Correct the pronunciation, if necessary.
 Activity 2: Controlled & guided practice
 Task 1: Controlled practice (Activity 2: Listen and circle.Then write and say aloud.)
 - Read 4 sentences and guess the suitable words to circle. Give pupils a few seconds to read the 
 text in silence before starting circling.
 - Listen to the recording 2 times and circle. 
 -Have pupils swap and check their answers before checking as a class. Write the correct answers 
 on the board for pupils to copy down into their notebooks.
 -Get pupils to work in pairs and practise saying the sentences.
 - Call a few pairs to read the sentences in front of the class. Correct the pronunciation, if 
 necessary. - 4 Ss write on the boad the sentences. The rest of the class write in the notebooks. 
 Keys: 1. a 2. b 3.b 4. A
 Task 2: Guided practice (Activity 3:Let’s chant)
 - Tell pupils that they are going to say the Hello, friends! chant. 
 - Read the chant and check comprehension.
 - Play the recording a few times for pupils to do choral and individual repetition.
 - Show pupils how to chant and do the actions.
 - Call two groups of four to give a demonstration.
 - Get groups of pupils to sit face to face and practise chanting and doing the actions. 
 - Go around to offer help, if necessary.
 -Call two groups to the front of the class to chant and do the actions. The rest of the class claps 
 along to the rhythm of the chant
 Activity 3: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (talk about greeting and use the sentence pattern “Good ..”
 2. What’re the core values of the lesson? 
 (show identify the greeting.)
 - Remind students to do exercises in the workbook and to prepare for the next lesson (Unit 1, Lesson 
 3 on pages 10).
D. ADJUSTMENT.
 Date of teaching: 4A,4B( 21/9/2022), 
 Period: 6
 UNIT 1: NICE TO SEE YOU AGAIN
 Lesson 3: 4-6
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. Read the information in the student’s cards, and answer the questions.
 2. Write about themselves, using the writing frame. 
 3. Show the name cards, read a classmates’ card and talk about it.
 B. LANGUAGE FOCUS.
 1. Key terms.
 goodbye, night, goodnight, see you later, see you again, tomorrow, It’s nice to meet you 2. Key grammatical structure 
 The sentence patterns: Good morning/ afternoon/evening. Nice to meet you.
 Goodbye. See you later /again / tomorrow.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 4: Student’s book page 11
 - Audios (Unit 1-page 11), 
 - pictures of activities (Activity 4 – page 11)
 - a computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation
1. Read and answer Students’ answers Questions & answers
 Key
 Student’s write, and Observation
2. Write about you.
 interaction Questions & answers
 Student’s interaction and Observation
3. Project. 
 performance Questions& answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warmer: Review how to greet and watch a video about the greeting.
 - Greet the students. Then get the class to watch a video about greeting from 
 -Have the whole class sing along and clap hands
 - Tell students that they are going to read a dialogue in which students ask and answer questions 
 about greeting lead students to the new lesson.
 Activity 1: Language input (Activity 4: Read and answer.)
 - Ask students to look at the 2 pictures (page 11) to identify the situation.
 - Look at 2 Students’ card on page 11.
 - Work in pairs. Read the questions & answers in pairs
 - Ss trade the answers in pairs for correction
 - 5-6 Ss report their answers. Others listen and comment.
 - Get pupils to swap their answers before you check as a class.
 -Monitor the activity and offer help, if necessary.
 -T checks their answer.
 Activity 2: Controlled & guided practice
 Task 1: Controlled practice (Activity 5: Write about you.)
 - Have students turn to page 11.
 - Have pupils look at pictures on page of the Student Book. Elicit the identification of the 
 information in the pictures and the characters’ words. Tell pupils that they are going to write 
 theirselves information about name, hometown and school.
 - Model to ss to know how to write the paragraph.
 - T give the answer. - Ask some questions to ensure pupils’ comprehension of the writing text.
 - Write and check their answer
 Task 2: Guided practice (Activity 6: Project)
 - Have pupils look at the picture and guess the suitable words to fill.
 - Guide ss to complete the exercise.
 - Give them time to do the task independently. 
 - Monitor the activity and offer help when necessary
 -Make a few questions to check Ss’ comprehension of the sentences.
 - Go around and offer help, if necessary.
 - Get them to swap their answers before checking as a class. 
 - Call some pupils to read aloud the complete sentences.
 Activity 3: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (talk about the information of student’s card)
 2. What’re the core values of the lesson? 
 (show identify the information about name, hometown and school)
 - Remind students to do exercises in the workbook and to prepare for the next lesson (Unit 2, Lesson 
 1 on pages 12).
D. ADJUSTMENT.
 Date of teaching: 4A,4B( 23/9/2022), 
 Period: 7
 UNIT 2: I’M FROM JAPAN
 Lesson 1: 1-2
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. Identify the situation for the conversation between Nam and Akiko (setting, participants, topics);
 2. Interview their friends about asking and answering questions about where someone is from, using 
 the sentence patterns “Where are you from? I’m from ”;
 3. Measure student’s level of awareness of how to respond appropriately to the specific place 
 someone lives .
 B. LANGUAGE FOCUS.
 1. Key terms.
 Akiko, Hakim, Tom, Tony, Linda ,Japan, Malaysia, America, Australia, England.
 2. Key grammatical structure The sentence patterns: Hi. I’m ____. Where are you from? 
 Hi, ____. I’m____. I’m from ____.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 4: Student’s book page 12
 - Audios (Unit 2-page 12), 
 - 4 pictures of activities (Activity 2 – page 12)
 - a computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
1. Answer the questions about the 
 Observation
situation for the conversation between 
 Students’ answers Questions & answers
Nam and Akiko such as setting, 
 Key
participant, topics.
2. Interview their friends about Asking 
and answring about where someone is Student’s talks, and Observation
from, using the sentence patterns “Where interaction Questions & answers
are you from? I’m from ”
3. Use positive attitudes and appropriate 
 Student’s interaction and Observation
gestures to talk about place someone 
 performance Questions& answers
lives. 
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warmer: Greeting and watch a video about saying goodbye.
 - Greet the students. Then get the class to watch a video about saying countries - 
 -Elicit the word which are mentioned in the video. 
 Russia, Malaysia, England,England, Australia
 - Tell students that they are going to read a dialogue in which students say and respond about 
 countries and someone lives
 Activity 1: Language input (Activity 1: Look, listen and repeat.)
 - Ask students to look at the four pictures (page 12) and answer questions to identify the situation 
 for the conversation.
 1. Who are they? (They are Nam and Akiko)
 2. Where are they? (on the beach)
 3. What are they talking? (They’re are talking about asking and answring where they are 
 from.)
 - Ask students to look at picture c (Activity 1) (page 12) and answer the following questions: 
 4. What does Nam ask? (Where are you from?)
 5. What does Akiko answer? (I’m from Japan .)
 - Elicit the sentence patterns: Where are you from?I’m from ..
 - Play the recording more than once, if necessary, ask students to listen and repeat the dialogue - Do choral and individual repetition, pointing to the characters speaking.
- Play the recording again for students to listen and repeat. 
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Point and say.)
- Use pictures to elicit: Malaysia, America, Australia, England.
- Point to the first picture and model the task with one student, using the expressions in the bubbles 
and the word under the picture. 
Teacher: Hi. I’m Nam. Where are you from? 
Student: Hi, Nam. I’m Hakim. I’m from Malaysia 
- Ask students to say the phrases chorally and individually. Repeat the same procedure with the rest 
of the pictures. 
- Ask students to practice in pairs, using the prompts in the bubbles and the pictures. 
- Call on some pairs to role-play the dialogue in front of the class. Monitor the activity and offer 
help, if necessary. 
Task 2: Guided practice (Activity 3: Further practice) Work in pairs. Imagine you are 
Hakim/Tom/ ony/ Linda/ Akiko. Introduce yourself and ask where your partner is from
- Have students choose activities and tell their classmates using:
* Hi. I’m . Where are you from? 
 Hi, .. I’m ... I’m from ..
- Ask them to interview 3 or 4 friends: one student asks the question and the other answers with 
facts about themselves and then exchange the roles.
- Monitor the activity and offer help if necessary. 
- Call on some groups of students to role-play 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? 
(Asking and answring about where someone is from, using the sentence patterns “Where are you 
 from? I’m from ”
2. What’re the core values of the lesson? 
(show identify situation the place someone lives.)
- Remind students to do exercises in the workbook and to prepare for the next lesson (Unit 2, Lesson 
1 on pages 12).
Date of teaching: 4A,4B( 23/9/2022), 
Period: 8
 UNIT 2: I’M FROM JAPAN
 Lesson 1: 3-5
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES