Kế hoạch bài dạy Tiếng Anh Tiểu học - Tuần 20 - Năm học 2022-2023 - Lê Thị Ánh

 Week 20
Date of teaching: 1A ( 30/01/2023), 1B ( 02/2/2023)
Period: 20 
 UNIT 6: ACTIVITIES
 Lesson 2
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Pronounce the sounds of the letters Ee, Ff, Gg, Hh correctly;
2. Demonstrate the sounds of the letters Ee, Ff, Gg, Hh in the words elephant, food, 
father, girl, head, hopscotch through circling the letters and putting (v) or (x);
3. Have a sense of loving for people and animals. 
B. LANGUAGE FOCUS
- Sounds E/e, F/f, G/g, H/h
- Review: elephant, food, father, girl, head, hopscotch .
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 1- Student’s book, page 40, 41, Eduhome.vn, Teacher’s guide.
- Flashcards for Unit 6, poster for Unit 6.
- Computer, projector.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Performance Tasks Assessment tools
 products
1.Listen and repeat the sounds of the Observation 
 Student's speech
letters E/e, G/g.
2. Listen and point the sounds of the letters 
 Student’s speech Observation
F/f, H/h 
3. Circle the correct letters. Student’s answer Observation/ Key
 Observation/ Key
4. Put (v) or (x). Group’s answer
5. Show positive attitudes and appropriate 
 Student’s 
gestures to pronounce the sounds of the Observation
 interaction and 
letters Ee, Ff, Gg, Hh correctly;
 performance
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Activity 1: Greeting and singing
- Ask pupils to sing the Alphabet song. 
- Tell students that they are going to pronounce the sounds of the letters Ee, Ff, Gg, Hh
Activity 2: Language input 
1. Listen and repeat.
 - Use the “Finger air” technique to present the letters E/e, G/g and Their sounds.
- Have students look at the pictures.
- Point to the pictures and say the letters’ sounds.
- Play audio. Have students listen and repeat all together and individually. Correct 
student’s pronunciation if necessary.
- Have some students demonstrate the activity in front of the class.
2. Listen and point.
- Have students look at the letters.
- Play audio. Demonstrate the activity by pointing to the correct letters.
- Play audio again. Have students listen and point to the letters as they hear.
- Have students listen, point and repeat all together and individually. Correct student’s 
pronunciation if necessary.
- Have some students demonstrate the activity in front of the class.
Activity 3: Practice.
1. Circle the letters
- . Have students look at the pictures and call out the words.
- Demonstrate the activity using the example. 
- Have students look the letters and circle the correct beginning sounds. 
- Check answers as a whole class.
- Have students read all of the letter sounds all together and individually.
2. Put a tick or a cross. 
- Have students look at the pictures and call out the beginning sounds.
- Demonstrate the activity using the example. 
- Have students look the letters and put a tick or a cross. 
- Check answers as a whole class.
- Have students read all of the letter sounds all together and individually.
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
(learn the sounds of the letters Ee, Ff, Gg, Hh in some words)
2. What’re the core values of the lesson? 
(Have a sense of loving for people and animals. )
- Remind students to study P4 at home.
- Prepare for the next lesson Unit 7- Lesson 1
D. ADJUSTMENT.
Date of teaching: 2A,2B ( 30/01/2023)
Period: 20
 UNIT 6: AROUND TOWN
 Lesson 2
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Pronounce the sounds of the letters Rs, Ss, Tt, Uu correctly;
2. Demonstrate the sounds of the letters Rs, Ss, Tt, Uu in the words robot, sun, sea, 
top, tiger, umbrella through circling the letters and writing the letters.
3. Have a sense of keeping objects carefully and loving nature and animals.
B. LANGUAGE FOCUS
- Sounds Rs, Ss, Tt, Uu
- Review: robot, sun, sea, top, tiger, umbrella 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 2- Student’s book, page 42, 43, Eduhome.vn, Teacher’s guide.
- Flashcards for Unit 6, poster for Unit 6.
- Computer, projector.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Performance Tasks Assessment tools
 products
1.Listen and repeat the sounds of the Observation 
 Student's speech
letters R/r, T/t.
2. Listen and point the sounds of the letters 
 Student’s speech Observation
S/s, U/u 
3. Circle the correct letters. Student’s answer Observation/ Key
 Observation/ Key
4. Write the letters Group’s answer
5. Show positive attitudes and appropriate 
 Student’s 
gestures to pronounce the sounds of the Observation
 interaction and 
letters Rs, Ss, Tt, Uu correctly;
 performance
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Activity 1: Greeting and singing
- Ask pupils to sing the Alphabet song. 
- Tell students that they are going to pronounce the sounds of the letters Rs, Ss, Tt, Uu 
Activity 2: Language input 
1. Listen and repeat.
- Use the “Finger air” technique to present the letters R/r, T/t. and Their sounds.
- Have students look at the pictures.
- Point to the pictures and say the letters’ sounds.
 - Play audio. Have students listen and repeat all together and individually. Correct 
student’s pronunciation if necessary.
- Have some students demonstrate the activity in front of the class.
2. Listen and point.
- Have students look at the letters. (S/s, U/u)
- Play audio. Demonstrate the activity by pointing to the correct letters.
- Play audio again. Have students listen and point to the letters as they hear.
- Have students listen, point and repeat all together and individually. Correct student’s 
pronunciation if necessary.
- Have some students demonstrate the activity in front of the class.
Activity 3: Practice.
1. Circle the letters
- . Have students look at the pictures and call out the words.
- Demonstrate the activity using the example. 
- Have students look the letters and circle the correct beginning sounds. 
- Check answers as a whole class.
- Have students read all of the letter sounds all together and individually.
2. Write the letters. 
- Have students look at the pictures and call out the things they can see. 
- Demonstrate the activity using the example. 
- Have students write the letters. 
- Check answers as a whole class 
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
(learn the sounds of the letters Rs, Ss, Tt, Uu in some words)
2. What’re the core values of the lesson? 
(Have a sense of keeping objects carefully and loving nature and animals).
- Remind students to study D, H at home.
- Prepare for the next lesson Unit 7- Lesson 1
D. ADJUSTMENT.
Date of teaching: 3A( 30/01/2023)
Period 69
 UNIT 5: SPORTS AND HOBBIES
 LESSON 1: A, B
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize sports from the pictures and recording (Cognition)
 2. Identify the situations using the sentence patterns Can you play soccer? Yes. I can/ No 
 I can’t.
 3. Practise about abilities,
 4. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation to ask and answer about 
 what sports they can do.
 B. LANGUAGE FOCUS
 Vocabulary: badminton, tennis, soccer, basketball, volleyball.
 Sentence patterns: Can you play soccer? Yes. I can/ No I can’t.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 68, Eduhome.vn, 
 - Flashcards 
 - Computer, projector .
 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 heads up. What’s missing? Student’s answers/ Observation
3. Listen and practice Student’s answers Observation
4. Read and write. Practice. Student’s answers, Observation
 performance
5. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
gestures and intonation to ask and answer 
 interaction Questions & answers
about what sports they can do.. 
 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.
 - Lead in the new lesson. 
 Activity 1: Language input (Activity A- 1. Listen and point. Repeat.)
 - Ask students to look at numbers (page 68 ) and answer questions to identify the 
 situation.
 - Play the recording more than once, if necessary, ask students to listen, point and 
 repeat.
 - Do choral and individual repetition, pointing to the characters speaking.
 - Play the recording again for students to listen and repeat.
- Have students work in pairs, one points at the picture in the book and the other says 
the word.
- Say the word and make the gesture.
- Do the actions and students say the word accordingly.
- Have students work in pairs, one would do the action, the other say the word.
Activity 2: Language in put (Activity A: 2. 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.
Activity 3: Language in put (Activity B: 1. Listen and practice)
 - Use DCR on Eduhome to show the useful language and have the students look and 
 read the useful language silently.
 - Explain that we use this to ask and answer yes/no questions about things people can 
 or can’t do.
 - 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 4: Practice (Activity B. 2.Read and write. Practice)
- Demonstrate the activity using the example. 
- Have the students look and write their answers in their Student’s Books.
- Divide the class into pairs and have them check each other’s work.
- Use DCR on Eduhome to check the answers as a whole class.
- Have some pairs practice saying the sentences.
- Monitor the class and support if needed
Activity 5: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? (ask and answer about what sports they 
can do.)
 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 to ask and answer about 
what sports they can do.)
- Remind students to do exercises and to prepare for the next lesson: Lesson 1: C,D.
D. FEEDBACK
Date of teaching: 3A ( 31/01/2023)
Period 70
 UNIT 5: SPORTS AND HOBBIES
 Lesson 1: C,D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize the/a:/ sound from the recording (Cognition)
2. identify the situations using the sentence patterns Can you .?/ Yes, I can/ No I 
can’t.
3. Perform the chant in interesting ways by using appropriate tone and meaningful 
 gestures;(skill)
4. Ask and answer about abilities.
5. Show their responsibility and respect for each other while taking part in activities 
and positive attitudes, appropriate gestures and intonation to ask and answer about 
what sports they can do.
B. LANGUAGE FOCUS
1. Sound : the/aː/ sound
2. Vocabulary: badminton, tennis, volleyball, basketball, soccer.
3. Sentence pattern: Can you play soccer?/ Yes, I can./ No, I can’t.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 69, Eduhome.vn, 
- Flashcards 
- Computer, projector 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
 Observation 
1. Listen and repeat Student's speech
 Student’s interaction Observation 
2. Chant
 and performance
 Student’s Observation 
3. Look and listen then write
 performance
 Student’s interaction Observation/ key
4. Practice with friends
 and performance
5. Use positive attitudes, appropriate 
 Student’s interaction Observation
gestures and intonation when asking and 
 and performance
answering about what sports they can do.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Play the Circle jump game.
- Divide the class into two groups and make two lines to play the game.
- Draw two large circles on the ground with chalk.
- Place a flashcard in each circle.
 - Call out a word, and a student from each team has to run and stand inside the 
 corresponding circle as quickly as possible. 
 - Ask them to say the word when standing inside the circle.
 The first student getting the correct answer wins a point for their team..
 Activity 1: Language input (Activity C: 1. Listen and repeat)
 - Draw attention to the /aː/ sound.
 - 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: 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: “Talk about the sports ”
 - Have the students look at the story and ask these questions. 
 • Who can you see? (Alfie, Tom, Lucy, Mai and Grandma)
 • Where are they? (at the sports center)
 • What is Tom holding? (a soccer ball)
 • What is Grandma doing? (spinning a ball)
 - Play the audio (using DCR).
 Have the 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 the 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/aː/ sound and ask and answer about what sports they can do). 
 2. What’re the core values of the lesson? 
 (Show their responsibility and respect for each other while taking part in activities and 
 positive attitudes, appropriate gestures and intonation in saying the/aː/ sound; asking 
 and answering about what sports they can do.)
 - Remind students to prepare for the next lesson. Lesson 1: E,F
 D. FEEDBACK
 Date of teaching: 3A ( 31/01/2023)
 Period: 71
 UNIT 5: SPORTS AND HOBBIES
 Lesson 1: E,F
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize days of the week and subjects from the pictures.(Cognition)
 2. Identify the situations using the sentence patterns what sports they can do?
 3. Asking and answering about their abilities.
 4. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation to ask and answer about 
 what sports they can do.
 B. LANGUAGE FOCUS
 Vocabulary: badminton, tennis, volleyball, basketball, soccer.
 Sentence pattern: Can you play soccer?/ Yes, I can./ No, I can’t.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 70, Eduhome.vn, 
 - Flashcards 
 - Computer, projector 
 STAGE 2: ASSESSMENT EVIDENCE
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
1. Point, ask and answer Observation
 actions
2. Play the pretend game. Student’s answers/ Observation
3.Show positive attitudes and appropriate Student’s talk and Observation, 
gestures and intonation in asking and 
 interaction Questions & answers
answering about their abilities.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Vocabulary Race game.
 - Divide the class into four groups and ask them to stand in two lines facing the 
 board. 
 - Draw four columns on the board for Teams A, B, C, and D.
 - Give a marker to the first student of each team.
 - Say “1 2 3” and then the students run to the board quickly to write a sport on it. 
 Next, the students pass the markers to the next friends and join back of the line.
 Have them one minute write the words on the board and say “Stop”. The team with the 
 most words wins. 
 Activity 1: Practice (Activity E. Point, ask, and answer. )
 - Divide the class into two pairs.
 - Demonstrate the activity using the speech bubbles.
 - Have the student A point and ask, have the student B answer.
 - Swap roles and repeat.
 - Afterwards, have some pairs demonstrate the activity in front of the class. 
 Extra practice. 
- Divide the class into two teams.
- Show a flashcard to the class and say “yes” or “no”.
- Have Team A make a question and Team B answer.
- Swap roles and repeat.
 e.g.
 (Teacher shows the flashcard “volleyball”.)
 Teacher: “Yes”
 Team A: “Can you play volleyball?”
 Team B: “Yes, I can.”
 (Teacher shows the flashcard “tennis”.)
 Teacher: “Yes”
 Team A: “Can you play tennis?”
 Team B: “No, I can’t.”
 Activity 2: Practice (Activity F. Play the 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.
 Activity 3: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Asking and answering about their abilities..)
 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 to ask and answer about what 
 sports they can do.)
 - Remind students to prepare for the next lesson . Lesson 2: A,B.
 D. FEEDBACK
 Date of teaching: 3A ( 01/02/2023)
 Period: 72
 UNIT 5: SPORTS AND HOBBIES
 Lesson 2: A, B
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize subjects from the pictures and recording (Cognition)
 2. Identify the situations using the sentence patterns What are you good at? – I am 
 good at kicking.
 3. Ask about what they are good at.
 4. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in asking about what they 
 are good at.
 B. LANGUAGE FOCUS
 Vocabulary: hitting, kicking, catching, throwing.
 Sentence pattern: What are you good at?/ I’m good at kicking.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 71, Eduhome.vn, 
 - Flashcards 
 - a laptop and a TV 
 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 the pretend game Student’s answers/ Observation
3.Answer the questions about the 
 Observation
 situations such as setting, participants, Student’s answers
 Questions & answers
 topic 
4. Listen and practice Student’s answers Observation
5. Look and write. Practice
5. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
gestures and intonation in asking what 
 interaction Questions & answers
they are good at.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Cover the flashcard with a piece of paper or card.
 - Very slowly move the paper to reveal the picture.
 - Ask the students to guess the picture on the flashcard.
 - Have them say “Aha” and the vocabulary.
 - Lead in the new lesson.
 Activity 1: Language input (Activity A- 1. Listen and point. Repeat.) (CD2 Track 
 54) 
 - Arrange the flashcards (hitting, kicking, catching, throwing) on the board.
 - Ask the students to listen and pay their attention.
 - Use DCR on Eduhome to play the audio and point to each flashcard. 
 - Then play the audio again and have them point to the pictures in their Student’s 
 Books.
 - Play the audio and require them to listen and repeat.
 - Help them with their pronunciation if necessary.
 - Have the class work in pairs. One student randomly points to the pictures in their 
 book, and the other one says the words. Then have them swap roles and continue 
 this activity.
 - Walk round the class and support them if needed. 
 Activity 2: Language in put (Activity A: 2. Play the 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 
 Activity 3: Language in put (Activity B: 1. Listen and practice. )
 (CD2 Track 55) 
 - Use DCR on Eduhome to show the useful language and have the students look and 
 read the useful language silently.
 - Explain that we use this to ask someone if they like something or not.
 - 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 4: Practice (Activity B. 2.Look and write. Practice.)
- Demonstrate the activity using the example. 
- Have the students look and write their answers in their Student’s Books.
- Divide the class into pairs and have them check each other’s work.
- Use DCR on Eduhome to check the answers as a whole class.
- Have some pairs practice saying the sentences.
 Monitor the class and support if needed
 Activity 5: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Asking what they are good at.)
 2. What’re the core values of the lesson? 
 (Show their responsibility and respect for each other while taking part in activities and 
 positive attitudes, appropriate gestures and intonation in asking what they are good at.)
 - Remind students to prepare next lesson. Lesson 2: C,D.
 D. FEEDBACK
Date of teaching: 4A,4B(31/01/2023)
Period 69 UNIT 11: WHAT TIME IS IT?
 LESSON 1: 1+2
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. identify the situation for the conversation between Phong and his mother (setting, 
participants, topics);?
2. talk about the time, using the sentence patterns “what time is it? It’s ”
3. save the time.
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
Time, breakfast, get up, o’clock
Key grammatical structure
The sentence patterns: “what time is it? It’s ”
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4, Student’s book page 6
- Track (Unit 11-page 6), 
-5 pictures of time (Activity 2 – page 6)
- Situational pictures and character cards
- 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 
 Students’ answers Questions & answers
between Phong and his mother 
 Key
such as setting, participant, topics.
2. Practice a role-play conversation 
 Students' talks and 
with classmates, using the picture Observation
 interaction
prompts.
3. Ask and answer about the time, Student’s talks, and Observation
using the sentence patterns. interaction Questions & answers
4. Use positive attitudes and 
 Student’s interaction and Observation
appropriate gestures to talk about 
 performance Questions& answers
the time.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and watching
 - Greet the students. Ask pupils to play Bingo , using the numbers five, ten, fifteen, 
twenty, twenty-five, thirty, thirty-five, forty, forty-five, fifty and fifty-five.
- Lead into new lesson
- Tell students that they are going to read a dialogue in which two people ask and answer 
questions about the time.
Activity 1: Language input (Activity 1: Look, listen and repeat.)
- Ask students to look at the 4 pictures (page 6) and answer questions to identify the 
situation for the conversation.
 1. Who are they? (phong and his mother )
 2. Where are they? (at home )
 3. What are they doing?( talking about the time.)
- Ask students to look at picture a (Activity 1) (page 6) and answer the following 
questions: 
 4. What does Phong ask? (what time is it?)
 5. What does Mai answer? (It’s seven o’clock.)
- Elicit the sentence patterns: “what time is it? It’s seven o’clock.
- Tell students that they are going to practise asking and answering questions about the 
time. 
- 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: full controlled & less controlled
Task 1: Controlled practice (Activity 2: Point and say.)
- Use pictures to elicit: seven thirty, seven fifteen, seven forty-five, seven twenty-five.
- 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: what time is it? Student: It’s seven o’clock
- 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: less controlled. Ask and answer questions about time.
- Show some pictures about the time.
- Have students choose the picture that they can tell the time using “what time is it? It’s 
- 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? 
(talk about our family memembers and use the sentence pattern “what time is it? It’s 
to ask and answer about the time )
 2. What’re the core values of the lesson? 
 (save time)
- Remind students to prepare for the next lesson 
Self-study: lesson 1(3-5)
D. D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
...............................................................................................................................
Date of teaching: 4A,4B(01/02/2023)
Period 70 UNIT 11: WHAT TIME IS IT?
 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 Time 
2.Look and write about about what time it is
3.Sing about what time it is
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 7
- Audios (Unit 11-page 7), 
- Pictures, posters of activities (Activity 4 – page 7)
- 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
 Student’s sing, and Observation
3. Let’s sing.
 interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting,chatting and play the game.
Spend a few minutes revising the previous lesson by getting pupils to play Bingo, 
using the five times in Activity 2, and seven twenty, seven thirty-fi ve, seven forty and 
seven fi fty-fi ve (nine different times in total). Then have the class make sentences 
with the words that were used in the game, using It’s + (time). 
Activity 1: Language input (Activity 1: Listen and tick.)
Tell pupils that they are going to listen to three dialogues about times and tick the 
correct pictures.
 • Have them look at the pictures to identify the time (1a. Five o’clock. 1b. Six o’clock. 
1c. Seven o’clock. 2a. Seven fifteen. 2b. Seven thirty. 2c. Seven forty-five. 3a. Eight 
fifteen. 3b. Seven forty-five. 3c. Eight fifty.) Have them say the times aloud. Check 
understanding.
• Play the recording more than once, if necessary. Ask pupils to listen to the recording 
and tick the correct pictures. Tell them that they should focus on the times.
• Get pupils to swap their answers before you check as a class. Monitor the activity 
and offer help, if necessary.
Key: 1 b 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 write the answers to the question What time is it? 
with the picture cues.
• Give them a few seconds to look at the clock and the answer in 1. Then have them 
look at the other clocks and use the appropriate words to complete the answers. Check 
comprehension. If necessary, get pupils to work in pairs.
• Give pupils time to do the task independently. Go around and offer help, if 
necessary.
• Get them to swap their answers before checking as a class. If there is enough time, 
invite some pairs to act out the dialogues.
Key: 2 It’s ten twenty. 3 It’s ten thirty. 4 It’s eleven fifty. 
Task 2: Let’s sing.
Tell pupils that they are going to sing the song What time is it? Teach the song, following 
the procedure in Teaching the unit components in Introduction.
• Have them read each line of the lyrics. Check comprehension.
• 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 two pupils to go to the front 
of the class. One group sings the questions, and the other sings the answers.
• Have the class sing the song again and clap their hands to reinforce the activity. 
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 what time it is, using What time it is? It’s ..)
2. What’re the core values of the lesson? 
(save time, love people, love labor)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 11.Lesson 2. 1-3 on pages 8).
D. ADJUSTMENT
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Date of teaching: 4A, 4B ( 01/02/2023 )
Period 71 : 
 Unit 11: WHAT TIME IS IT?
 Lesson 2 (1-3)
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES: By the end of the lesson, students will be able to:
1. Identify specific information about time in the dialogue
2. Ask and answer questions about daily routines.
3. Know how to do interesting in freetime 
4. Sharing time to do meaningful things
B. LANGUAGE FOCUS
1. Key terms: get up, have breakfast, have dinner, go to bed 
 2. Key grammartical structure: What time do you ____? − I _____ at _____.
C. INSTRUCTIONAL RESOURCES
- student’s and teacher’s book, class CDs, flashcards, 
 STAGE 2: ASSESEMENT EVIDENCES
Performance Tasks Performance Product Assessment tools
1. Identify specific information about Student’s answer, S Question and 
time in the dialogue talk answer key
 2. Ask and answer questions about Student’s talk and fill Observation
daily routines. the correct words
3. Know how to do interesting in Students’ chant and Observation, 
freetime interaction questions and 
 answers
4. Sharing time to do meaningful Student’s interaction Observation, 
things and performance questions and 
 answers
 STAGE 3: LEARNING EXPERIENCES
Warmer: - Get the class to sing the What time is it? song.
- Lead into new lesson
Activity 1. Look, listen and repeat.
- Introduce picture and ask some questions about the situations in the picture:
Who’s this? Where are they? What are they talking about?
- Play the recording and ask pupils to look at their book and listen to the tape.
- Explain new words: breakfast, dinner, lunch, go to bed.
- Say aloud the words, then ask pupils to repeat the words a few times
- Play the recording again and ask them to repeat a few times.
- Have pupils write down the new words into their notebooks
- Ask pupils work in pairs to practice the dialogue.
- Go around and check pupils can repeat and understand the dialogue.
- Check some pairs. 
- Others give comments.
 - Give comments.
Activity 2. Point and say. 
- Tell pupils that they are going to practice asking and answering questions about their 
timetables, using: 
*Structure: What time do you ...? I ... at + (time).
- Say aloud the structure for pupils to repeat.
- Call some pupils to read it aloud.
- Ask pupils to write down them into their notebook.
- Call on an open pair to the front of the class to give a model practice.
- Ask pupils to work in pairs, then point at the timetable to ask and answer using the 
structure.
- Call some pairs to practice the structure in front of the class.
- Give feedback and correct mistakes of pronunciation
Activity 3. Let’s talk 
- Tell pupils that they are going to practise asking and answering questions about what 
they have learnt in Lessons 1 and 2. 
- Ask them to work in pairs, using What time is it? and What time do you ...?
- Set a time limit for the class to practice
- Go around the class and offer help, if necessary.
- Call a few pairs to act out their conversation.
- Give feedback.
- Summary the lesson
- Tell pupils to read the part 1 again.
- Do exercises in workbook, learn by heart the new words and the pattern.
D. ADJUSTMENT
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Date of teaching: 4B ( 02/02/2023 ) ,4A ( 03/02/2023 )
Period 72 : 
 Unit 11: WHAT TIME IS IT?
 Lesson 2 (4-6)
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES: By the end of the lesson, students will be able to:
Ask and answer questions about daily routines.
- Listen, draw the time on the clock faces. 
- Read the questions, draw the time on the clock faces, and write the answer.
- Play the game Pass the secret!
- Sentence Patterns: Revision
 - Vocabulary: Revision
B. LANGUAGE FOCUS
1. Key terms: get up, have breakfast, have dinner, go to bed 
 2. Key grammartical structure: What time do you ____? − I _____ at _____.
C. INSTRUCTIONAL RESOURCES
- student’s and teacher’s book, class CDs, flashcards, 
 STAGE 2: ASSESEMENT EVIDENCES
Performance Tasks Performance Product Assessment tools
1. Listen and draw the time Student’s answer, S Question and 
 talk answer key
 2. Draw and write the time. Student’s talk and fill Observation
 the correct words
3. Let’s play Students’ play and Observation, 
 interaction questions and 
 answers
 STAGE 3: LEARNING EXPERIENCES
Warmer:
- Ask some pupils to go to the front of the class and talk about their daily routines.
- Lead into new lesson
Activity 1. Listen and draw the time. 
- Tell pupils that they are going to listen to Tom’s daily routine and draw the hands of the 
clocks.
- Tell them to look at the clock in each picture and explain that they have to draw the hands 
to show the time.
- Play the recording twice for pupils to listen and draw
- Ask pupils to give answers
- Play the recording again for pupils to listen and check
- Give correct answers
* Key: b 7.30 c 8.15 d 8.00 e 9.00 
Activity 2. Draw and write the time. 
- Tell pupils that they are going to draw the time and write about their daily routines. 
- First, ask them to look at the questions and identify what daily routines they are going to 
write about.
- Give pupils time to do the task in pairs.
- Call four pupils to read aloud and write their answers in the board.
- Ask other pupils to give feedback.
- Give the correct answers.
* Key: 
Activity 3. Let’s play
- Tell pupils that they are going to play the game Pass the secret!
- Divide the class into groups of six or seven. Ask them to sit in circles. 
 - Pupil 1 in each circle whispers a sentence to Pupil 2, e.g. I get up at six o’clock. Then Pupil 
2 whispers the same sentence to Pupil 3. 
- Continue until the last pupil has heard the sentence and said it aloud. 
- The group that says the sentence correctly in the shortest time will win the game. 
- Call on one group to act out the game 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 and answer questions about what time it is, using What time it is? It’s ..)
2. What’re the core values of the lesson? 
(save time, love people, love labor)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 11.Lesson 3. 1-3 on pages 10).
D. ADJUSTMENT
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Date of teaching: 5B ( 30/01/2023), 5A( 31/01/2023)
Period 68 
 UNIT 11: WHAT’S THE MATTER WITH YOU?
 Lesson 1: 1-2-3 
 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 situation for the conversation between Tom, Mr Green and Mrs Green 
(setting, participants, topics);
2. Ask and answer questions about common health problems, using “What’s the matter 
with you? I have ”
3. Identify specific information through listening to conversations about common 
health problems; 
4. Have a sense of taking care of their own health and identify how to prevent some 
common diseases.
B. LANGUAGE FOCUS
Vocabulary 
fever, headache, toothache, earache, sore throat, stomachache.
Key grammatical structure
“What’s the matter with you? I have ”.