Kế hoạch bài dạy Tiếng Anh Tiểu học - Tuần 22 - Năm học 2022-2023 - Lê Thị Ánh

 Week 22
Date of teaching: 1A ( 13/02/2023) 1B( 16/02/2023)
Period: 22
 UNIT 7: NUMBERS
 Lesson 1
 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 Bill, Kim and Sue (setting, 
participants, topics);
2. Talk about numbers, number of some school things
3. Perform the song in interesting ways by using appropriate tone and meaningful 
 gestures;(skill)
4. show their numbering abilities and great respect for other people’ abilities by 
using appropriate gestures and intonation when talking about numbers
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
 One, two, three
Key grammatical structure
The sentence patterns: one, two ......
C. INSTRUCTIONAL RESOURCES.
- Textbook
- flash card of activities (Activity 1 – page 44)
- a computer and a TV . 
 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 Bill, Kim and Sue such as 
 Key
setting, participant, topics.
2. Practice a role-play conversation 
 Students' talks and 
with classmates, using the picture Observation
 interaction
prompts.
3. talk about numbers, using the Student’s talks, and Observation
sentence patterns. interaction Questions & answers 4. Use positive attitudes and 
appropriate gestures to talk about Student’s interaction and Observation
their abilities and ask about performance
numbers.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and watching
- Greet the students. Then get the class to watch a video “number song” from youtube
Elicit the abilities which are mentioned in the video
(one, two, three,etc)
- Tell students that they are going to read a dialogue in which students talk about 
numbers and lead students to the new lesson.
Activity 1: Language input (Activity A: Listen and point. Repeat)
- mime some actions to elecit the words: one, two, three 
- Have students listen to each new word.
- Have students listen to each new word and repeat all together and individually. 
Correct student’s pronunciation if necessary.
- Arrange the flashcards on the board. Play audio and 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
Activity 1: Language input (Activity B: Listen and point.)
- Ask students to look at the three pictures (page 38) and answer questions to identify 
the situation for the conversation.
 1. Who are they? (They are Bill, Kim and Sue)
 2. Where are they? (in the park)
 3. What are they doing?( talking about numbers.)
- Ask students to look at the pictures(Activity 2) (page 44) and answer the following 
questions: 
 4. What does Sue say? (one, two, three)
 5. What does Bill answer? (one.)
- Elicit the number: one, two, three
- Tell students that they are going to practise talking about what someone can do. - 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 (Flash card cue drill.)
- hang the flash card on the bb
- ask Ss to talk about numbers
- Point to the first picture and get one St say ( one)
- Ask students to say the numbers chorally and individually. Repeat the same 
procedure with the rest of the pictures. 
- Ask students to practice in pairs, number their school things (pencil, bag, book) 
- Call on some Ss to talk in front of the class. Monitor the activity and offer help, if 
necessary. 
Task 2: less controlled. ( Activity C. Sing)
Play audio and have students listen.
2. Play audio and have students turn to page 44.
3. Play audio and have students sing the song as a whole class.
4. Have some students sing 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 numbers)
 2. What’re the core values of the lesson? 
(show their numbering ability and respect other people’s abilities.)
- Guide Sts to study D,E at home
- Remind students to prepare for the next lesson 
D. ADJUSTMENT.
Date of teaching: 2A, 2B ( 13/02/2023)
Period: 22
 UNIT 7: CLOTHES Lesson 1: A,B,C,D,E 
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, 
and Competence).
1.To be able to identify clothes.
 2.Identify and use vocabulary items about clothes
3.Ask and answer Yes ,No question about clothes
B. LANGUAGE FOCUS
Vocabulary: 
 T-shirt, dress, hat, shirt
Key grammatical structures:
 Is this your (T-shirt)?
 Yes, it is.
 Is this your (dress)?
 No, it isn’t
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 2: Student’s book page 
- Audios (Unit 7-page 46 ), 
- 4 cards .
- a computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation
1. Listen and point correct 
 Point and read Questions & answers
picture.Repeat 
 Key
2. Listen to the story 
 Students' listen and repeat 
between Kim and Sue talk Observation
 and talk 
about clothes.
 Observation
3. Listen and tick. Student’s answer.
 Questions & answers
4. Use song to talk about Observation
 Student sing
clothes STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: conversation line.
Slap the board" game
- Teacher puts some pictures on the board.
- Divide the class into 2 teams.
- The teacher then has a student from each team come up to the board with fly 
swatters. They then listen as the teacher calls out a word or a sentence and they 
race to slap the correct picture. 
- Whoever is the fastest with the correct slap gets a point for their team and the 
next students then come up.
Activity 1: Listen and point.Repeat.
 - Use some pictures to introduce the new words (T-shirt, dress, hat, shirt ). Ask 
students if someone wears these in the class. 
- Have students listen to each new word.
 Sts listen and repeat one by one.
T play the record and ask sts repeat.
- Arrange the flashcards on the board, play audio, and point to each flashcard.
- Play audio again and have students point to the pictures in their books.
- 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. 
"Pictionary" game
-Divide the class into teams.
-Have a student from each team stand at the board with a marker or a piece of 
chalk and tell them something to draw, e.g. "dress”.
-Have teams try to guess what the student from their team is drawing.
-Give the first team to guess correctly one point.
-Repeat with different students.
-The team that gets the most points wins.
Activity 2: Controlled & guided practice
T Have ss look at the picture and answer. Who are they? Where is this?
Have students look and describe the picture, then call out the things they can see.
-Introduce the situation: “Mai and Sue are in the yard. They are talking about 
clothes.”
Divide the class into two groups, Mai and Sue. Play audio and have students listen 
and read.. -Have students work in pairs, listen to the dialogue and repeat.
* Listen and put a ( √ ) or a ( x ). (CD2 – Track 13)
-Play audio and demonstrate the activity using the example.
-Play audio and have students listen and put a tick or a cross.
-Play audio again and check answers as a whole class
C. Sing. (CD2 – Track 14)
-Have students turn to page 46.
-Play audio and have students listen.
-Read the lyrics and do actions following them.
-Play audio and have students listen, sing along, and do the actions.
Role play
-Have students work in pairs, practice the useful language like the conversation in 
their books.
-Have some pairs demonstrate 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? (protect your clothes carefully)
 2. What’re the core values of the lesson? (show their knowledge about clothes)
- Remind students to study D, E at home.
- Prepare for the next lesson Unit 7- Lesson 2
D. ADJUSTMENT.
Date of teaching: 3A ( 13/02/2023)
Period: 77
 UNIT 5: SPORTS AND HOBBIES
 P.E: C, D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize soccer sport from the pictures (Cognition)
2. Identify the situations using the sentence patterns: I use my legs and feet in soccer./ 
I can kick the ball in soccer./ I can’t kick the ball in basketball. 3. to talk about which sports they are good at and what can be done in different 
 sports.
 4. Show their responsibility and respect for each other while taking part in 
 activities and positive attitudes, appropriate gestures and intonation in talking 
 about which sports they are good at and what can be done in different sports.
 B. LANGUAGE FOCUS
 Vocabulary: hand, arm, foot/feet, leg, head, body, goalie.
 Sentence patterns: You use your legs and feet./ You can run and kick the ball 
 in soccer.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 78, 
 Eduhome.vn, 
 - Flashcards 
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
1. Read and fill in the blanks. Observation
 actions
2. Look and listen. Then circle Student’s answers/ Observation
3.Answer the questions about the 
 Observation
 situations such as setting, participants, Student’s answers
 Questions & answers
 topic 
4. Practice with your friends. Student’s answers Observation
5. Show positive attitudes and appropriate 
gestures and intonation in talking about Student’s talk and Observation, 
which sports they are good at and what interaction Questions & answers
can be done in different sports.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Say and touch your part of the body
 - Organize for the class to say and touch part of the body
 C. Read and fill in the blanks.
 - Use DCR on Eduhome to show the students the text.
 - Introduce the new word: goalie:thủ môn by using the picture.
 - 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 fill in the blanks.
- Check answers as a whole class.
D. 1. Look and listen. (CD2 Track 68) 
-Have the students look at the script and pictures and ask these questions.
Who are talking? (Tyler and Hannah)
What are they talking about? (sports)
-Play the audio and have them look and listen.
2. Look and circle. (CD2 Track 69) 
- 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 circle.
- Play the audio again and check answers as a whole class.
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.
4. Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(talking about which sports they are good at and what can be done in different 
sports.)
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 which 
sports they are good at and what can be done in different sports.)
- Remind students to prepare next lesson. P.E: E, F
D. FEEDBACK
Date of teaching: 3A ( 14/02/2023)
Period: 78
 UNIT 5: SPORTS AND HOBBIES
 P.E: E, F, G
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES By the end of the lesson, students will be able to 
 1. Recognize basketball sport from the pictures (Cognition)
 2. Identify the situations using the sentence patterns: My favorite sport is basketball./ 
 I can catch and throw the ball in basketball.
 3. talk about their favorite sport confidently.
 4. Show their responsibility and respect for each other while taking part in 
 activities and positive attitudes, appropriate gestures and intonation in talking 
 about their favorite sport confidently.
 B. LANGUAGE FOCUS
 Vocabulary: hand, arm, foot/feet, leg, head, body, favorite, basketball, kick, catch, 
 throw.
 Sentence patterns: My favorite sport is basketball./ I can catch and throw the ball 
 in basketball.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 79, 
 Eduhome.vn, 
 - Flashcards 
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
1. Read and circle the sport he is good at. Observation
 actions
2. Read and fill in the blanks. Student’s answers/ Observation
3.Answer the questions about the 
 Observation
 situations such as setting, participants, Student’s answers
 Questions & answers
 topic 
4. Look at E. Write about your favorite Student’s answers Observation
 sport.
5. Tell your friend about your favorite 
 sport.
6. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
gestures and intonation in talking about 
 interaction Questions & answers
their favorite sport confidently.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Play Touch your ..
E. 1. Read and circle the sport he is good at.
- 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 the sport he is good at.
- Check answers as a whole class.
 2. Read and fill in the blanks.
- Have the students read the sentences.
- Have them read and fill in the blanks.
- Check answers as a whole class.
F. Look at E. Write about your favorite sport.
- Have the students read the text in Part E again.
- Ask them to fill in the blanks about their favorite sport.
G. Tell your friend about your favorite sport.
 - Divide the class into four groups.
 - Have the students read the sentences to their group. 
- Afterwards, have some students read the sentences in front of the class.
4. Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(talking about their favorite sport confidently.)
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 
favorite sport confidently.)
- Remind students to prepare next lesson.Unit 5: Review and practice
D. FEEDBACK
Date of teaching: 3A ( 14/02/2023)
Period: 79
 UNIT 5: SPORTS AND HOBBIES
 REVIEW AND PRACTICE: A, B
A. OBJECTIVES
By the end of the lesson, students will be able to 1. Recognize characters and sports from the pictures (Cognition)
 2. Identify the situations using the sentence patterns: What are you good at?/ Can 
 you play soccer?
 3. review talking about what sports they can do and talking 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 talking 
 about what sports they can do and talking about what they are good at.
 B. LANGUAGE FOCUS
 Vocabulary: kicking, painting, hitting, throwing, catching, soccer, volleyball, 
 badminton, basketball. 
 Sentence patterns: What are you good at?/ Can you play soccer?
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 80, 
 Eduhome.vn, 
 - Flashcards 
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
1.Answer the questions about the Student’s answers Observation
situations such as setting, participants, 
topic 
2. Listen and draw lines Student’s answers/ Observation
3. Look at the pictures. Look at the letters. Observation
 Student’s answers
 Write the words. Questions & answers
4. Show positive attitudes and appropriate 
gestures and intonation in talking about whatStudent’s talk and Observation, 
sports they can do and talking about what interaction Questions & answers
they are good at.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: 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 what 
 they are good at (What are you good at?) and what sports they can do (Can you 
 play soccer?). - Monitor the class and support them if necessary.
A. Listen and draw lines. (CD2 Track 70) 
- Have the students focus on the Listening task.
- Play the audio and ask them to listen and draw lines.
- Invite some students to give their answers.
- Check the answers with the whole class using DCR. 
B. Look at the pictures. Look at the letters. Write the words.
- Demonstrate the activity using the example.
- Write the unscramble letters on the board, then write the word “soccer” next to 
the letters, cross each letter once when they have been put in the correct order.
- Have the students individually look at the unscramble letters.
- Ask the students to write the words in the spaces provided.
- Check the answers as a whole class using DCR.
- Afterwards, have some students demonstrate spelling the words aloud in front of 
the class.
- Monitor the class and support if needed.
D. Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(talking about what sports they can do and talking about 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 talking about what sports 
they can do and talking about what they are good at.)
- Remind students to prepare next lesson.Unit 5: Review and practice
E. FEEDBACK
Date of teaching: 3A ( 15/02/2023)
Period: 80
 UNIT 5: SPORTS AND HOBBIES
 REVIEW AND PRACTICE: C
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize characters and sports from the pictures (Cognition) 2. Identify the situations using the sentence patterns: What are you good at?/ Can 
 you play soccer?
 3. review talking about what sports they can do, talking about what they are good 
 at, and asking for permission.
 4. Show their responsibility and respect for each other while taking part in 
 activities and positive attitudes, appropriate gestures and intonation in talking 
 about what sports they can do, talking about what they are good at, and asking for 
 permission.
 B. LANGUAGE FOCUS
 Vocabulary: kicking, painting, hitting, throwing, catching, soccer, volleyball, 
 badminton, basketball. 
 Sentence patterns: What are you good at?/ Can you play volleyball?/ May I go 
 out?
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 80, 
 Eduhome.vn, 
 - Flashcards 
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Assessment 
 Performance Tasks products tools
1. Ask and answer. Student’s Observation
 answers
2. Play Block buster. Student’s Observation
 answers/
3. Show positive attitudes and appropriate gestures 
 Observation, 
and intonation in talking about what sports they Student’s talk 
 Questions & 
can do, talking about what they are good at, and and interaction
 answers
asking for permission.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up:
 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 what 
 sports they can do (Can you play volleyball?), what they are good at (What are you 
 good at?), and ask for permission (May I go out?).
 - 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.
C. Play Block buster.
 - 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 to see which pair goes first.
 - Let the winning pair choose a block, match the symbol to the useful language, 
 and then ask and answer using the picture.
 - Have the pair mark that block as theirs if they use the useful language correctly.
 - Ask them to swap their roles.
 - The pair that creates a line of blocks from one side to the other first wins the 
 game.
 Pair 1: From orange to orange 
 Pair 2: From blue to blue
D. Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(review talking about what sports they can do, talking about what they are good at, 
and asking for permission.)
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 talking about what sports 
they can do, talking about what they are good at, and asking for permission.)
- Remind students to prepare next lesson.Unit 6: Lesson 1: A, B
E. FEEDBACK
Date of teaching: 4A, 4B ( 14/02/2023)
Period: 77
 UNIT 12: WHAT DOES YOUR FATHER DO?
 Lesson 2: 1- 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 Nam (Setting, 
participants, topics).
2. use the words and phrases related to the topics Jobs
3 ask and answer questions about places of work, using Where does he/she work?
He/She works in ... 
4. love labor and love people 
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
hospital, fi eld, factory and office 
Key grammatical structure
Where does he/she work?
He/She works in ... 
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4- Student’s book, page 14, Sachmem.vn, Teacher’s guide. 
- Flashcards for Unit 4 poster for Unit 12
- A board, a computer, a projector/TV.
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
 Observation
1. Identify the situation for the 
 Questions & 
conversation between Mai and Nam Students’ answers
 answers
such as setting, participant, 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
places of work, using Where does Student’s talks, and 
 Questions & 
he/she work? interaction
 answers
He/She works in ... 
4. Use positive attitudes and Observation
 Student’s interaction 
appropriate gestures to ask about Questions & 
 and performance
places of work answers
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and singing
Spend a few minutes revising the previous lesson by having the class sing the song 
My family. Then invite a few pairs to ask and answer questions about the jobs of 
their parents. 
- Lead into the new lesson. Activity 1: Language input (Activity 1: Look, listen and repeat)
Tell the class that they are going to find out about a game played by Nam and Mai. 
Give them a few seconds to look at the pictures and read the text before playing the 
recording for them to repeat.
• Check their comprehension by asking: What is the name of the game Mai and 
Nam are playing? Where does the doctor in the picture work? How about the 
worker? And the farmer? Where does he/she work? (Mai and Nam are playing a 
game of jobs. The doctor works in a hospital. The worker works in a factory. The 
farmer works in a field.) Explain the words well done and great.
• 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.
• If time allows, ask pairs of pupils to act out the story 
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Point and say.)
Tell pupils that they are going to ask and answer about where someone works, 
using Where does a ... work? A ... works in + (place of work). Check 
comprehension. Explain the different forms of the verb work in the question and 
the answer (work and works).
• Use the pictures to teach the words hospital, fi eld, factory and office. Have pupils 
repeat the phrases in a hospital/fi eld/factory and in an office twice.
• Get pupils to work in pairs. Go around to monitor and offer help, if necessary.
• Call a few pairs to act out the exchanges. 
Task 2: Guided practice (Let’s talk)
Introduce the activity by saying Now you’re going to interview your partners about 
the jobs of their family members. Don’t forget to write down their answers to 
report your interview to the class later. Check comprehension. Then get pupils to 
work in pairs and interview each other. Remind them to use facts about their 
families.
• Write the following expressions on the board for pupils to practise speaking 
before they report their interviews: Hi, my name’s ... This is the report of my 
interview with ... His grandpa/ grandma/father/mother/brother/sister/is ... . He/She 
works in ... Thank you for listening.
• Call a few pairs to report their interviews to 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 
places of work, using Where does he/she work? He/She works in ...) 
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
 .
 .
 .
Date of teaching: 4A, 4B ( 15/02/2023)
Period: 78
 UNIT 12: WHAT DOES YOUR FATHER DO?
 Lesson 2: 4- 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 15, Sachmem.vn, Teacher’s guide. 
- Flashcards for Unit 4, posters for Unit 12
- A board, a computer, a projector/TV.
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment tools
 products
1. Identify specific information Observation
through listening to conversations to Students’ answers Questions & answers
number correct pictures. Key
2 Read and fill the gapped Observation
 Students’ answers
exchanges, using the pictures. Questions & answers 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. Questions & answers
 performance
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and playing
Spend a few minutes revising the previous lesson by inviting a few pupils to report 
their interviews in Activity 3. 
- Lead into the new lesson.
Activity 1: Listening practice (Activity 1: Listen and number.)
Introduce the activity and give a few seconds for pupils to look at the pictures. 
Check comprehension by eliciting pupils’ answers to questions such as: What can 
you see? What does she/he do? What’s her/his job? Where does she/he work?
• Play the recording more than once, if necessary, for pupils to listen and number 
the pictures. Ask them to focus on the jobs of the people.
• Get them to swap their answers before you check as a class.
• If time allows, invite one or two pupils to select a picture and describe it.
Key: a 2 b 4 c 1 d 3 
Activity 2: Controlled & guided practice
Task 1: Writing practice (Activity 2: Look and write)
Introduce the activity to the class. Give pupils a few seconds to look at the pictures 
and read the text. Then check comprehension by asking: What’s her job? Where 
does she work? What’s his job? Where does he work?
• Set a time limit and go around to monitor and offer help, if necessary.
• Check answers as a class and call one or two pupils to read aloud the completed 
text.
Key: 1 a doctor/a nurse, in a hospital 2 a farmer, in a field 
 Task 2: Guided practice (Activity 3. Let’s play)
Prepare cards with jobs and the workplaces for the jobs. Remind pupils how to 
play Pelmanism: in pairs, pupils take turns turning over a pair of cards. If the cards 
show a job and a workplace that match, the player scores a point and continues to 
turn over another pair of cards. If they do not match, the other player has a turn. 
The player who gets the most points will be the
winner.
• To make the game more challenging, you may ask pupils to make sentences with the words on the cards they have. Award an extra point for every grammatically 
correct sentence. 
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? (Look, read, listen, number the 
pictures, and complete the sentences).
2. What’s the core values of the lesson? (Ss love labor, and love people.).
- Remind students to learn by heart vocabulary, sentence patterns, revise. 
- Prepare Unit 12: Lesson 3
* FEEDBACK 
 .
Date of teaching: 4A, 4B ( 14/02/2023)
Period: 79
 UNIT 12: WHAT DOES YOUR FATHER DO?
 Lesson 3 . 1 -3
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
By the end of the lesson, students will be able to:
1. pronounce the sound of the letters ie and ea in the words field, piece and teacher, 
reading respectively.
2. Listen and circle. Then say sentences with the circled words
3. Say the chant:Jobs and place of work
B. LANGUAGE FOCUS.
Vocabulary : Revision 
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4, Sach mem.vn Student’s book page 16
- Posters
- A computer, a projector.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation
 Students’ say the 
1. Listen and repeat Questions& answers
 statements
2. Listen and circle. Then say Students' answers Observation sentences with the circled words Key
3.Perform a chant using Observation
 Student’s performance
appropriate tone and gestures
4. Use positive attitudes and 
 Student’s interaction Observation
appropriate gestures to speaker 
 and performance Questions& answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Spend a few minutes revising the previous lesson by inviting one or two 
pairs of pupils to act out the story in Lesson 2, Activity 1. 
- Lead into new lesson
Activity 1. Listen and repeat. 
Tell the class that they are going to practise saying the sound of the letters ie and ea 
in the words field and teacher respectively.
• First, put the letters ie and ea on the board. Play the recording and ask pupils to 
repeat a few times. Then put the words field and teacher on the board, play the 
recording and ask pupils to repeat a few times. After that, write the four sentences 
on the board. Check pupils’ understanding of the vocabulary. Teach the word piece. 
Play the recording a few times and let pupils say the sentences, paying attention to 
the target sound.
• Do choral repetition of the sound, words and sentences.
• Check pronunciation as a class 
Activity 2. Listen and circle. Then say sentences with the circled words 
Tell pupils that they are going to listen to two sentences and circle the correct 
words.
• Give them a few seconds to read the words in silence.
• Play the recording once or twice for pupils to circle the words. Remind them to 
focus on the words with the sound ie/ea while listening. Check as a class. Then 
give pupils time to make sentences with the circled words.
• Call a few pupils to read aloud their sentences and correct their pronunciation, if 
necessary.
Key: 1 b 2 b 
Activity 3. Let’s chant 
Introduce the chant and ask pupils to do a matching exercise before listening to the 
chant (You’re going to chant about jobs and places to work. Now look at the 
pictures and draw lines to
match each person with his/her job and the place where he/she works.)
• Check answers as a class. Then have pupils repeat each line twice.
• Divide the class into two groups: one group chants the questions and the other 
chants the answers. Swap their roles after the first round.