Kế hoạch bài dạy Tiếng Anh Tiểu học - Tuần 23 - Năm học 2022-2023 - Lê Thị Ánh

 Week 23
Date of teaching: 1A( 20/02/2023), 1B ( 23/02/2023)
Period: 23
 UNIT 7: NUMBERS
 Lesson 2
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Pronounce the sounds of the letters Ii, Jj correctly;
2. Demonstrate the sounds of the letters Ii, Jj in the words insect, ink, jump, juice 
 through listening and singing.
3. Perform the song in interesting ways by using appropriate tone and meaningful 
 gestures
4. Have a sense of the importance of pronounciation).
 B. LANGUAGE FOCUS
- Letters : Ii, Jj
- Vocabulary : insect, ink, jump, juice 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 1- Student’s book, page 46, 47, Eduhome.vn, Teacher’s 
 guide.
- Flashcards for Unit 7, poster for Unit 7.
- Computer, projector.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Performance Tasks Assessment tools
 products
1.Listen, repeat and trace the sounds I/I, Observation 
 Student's speech
 J/j
1.Listen and repeat the sounds of the 
 Student’s speech Observation
 letters I/I, J/j
3. Perform a song using appropriate tone Student’s 
 Observation
 and gestures performance
5. Show positive attitudes and appropriate Student’s 
 Observation
 gestures to pronounce the sounds of the interaction and 
 letters Ii, Jj 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 Ii, Jj .
Activity 2: Language input 
1. Listen and repeat. Trace
Listen and repeat:
- Have students look at the letter.
- 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.
Trace:
- Have students call out the letter sound.
- Demonstrate the steps of tracing the letters with your finger.
- Have students trace the letters with their fingers.
- 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. Sing
- . Have students look at the lyrics and pictures.
- Read the lyrics as a whole class.
- Play audio, have students listen and point at the letters/words.
- Have students listen and sing along.
- Have students sing and make a gesture (of an insect).
- Have some students sing and make the gesture 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? 
(learn the sounds of the letters Ii, Jj .in some words)
2. What’re the core values of the lesson? 
(Have a sense of the importance of pronounciation).
- Remind students to study P4 at home.
- Prepare for the next lesson Unit 7- Lesson 3
D. ADJUSTMENT.
Date of teaching: 2A, 2B ( 20/02/2023)
Period:23 
 UNIT 7: CLOTHES
 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 Vv, Ww correctly;
2. Demonstrate the sounds of the letters Vv, Ww in the words violin, vest, watch, 
 window through listening and singing.
3. Perform the song in interesting ways by using appropriate tone and meaningful 
 gestures
4. Have a sense of keeping objects carefully and the importance of pronounciation.
B. LANGUAGE FOCUS
- Letters : Vv, Ww
- Vocabulary : violin, vest, watch, window .
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 2- Student’s book, page 48, 49, Eduhome.vn, Teacher’s 
 guide.
- Flashcards for Unit 7, poster for Unit 7.
- Computer, projector.
 STAGE 2: ASSESSMENT EVIDENCE Performance 
 Performance Tasks Assessment tools
 products
1.Listen and repeat. Trace the sounds of Observation 
 Student's speech
 the letters V/v, W/w.
2. Listen and repeat. Write the sounds of 
 Student’s speech Observation
 the letters V/v, W/w.
3. Perform a song using appropriate tone Student’s 
 Observation
 and gestures performance
4. Show positive attitudes and appropriate 
 Student’s 
 gestures to pronounce the sounds of the Observation
 interaction and 
 letters V/v, W/wcorrectly;
 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 V/v, W/w.
Activity 2: Language input 
1. Listen and repeat. Trace
- Use the “Finger air” technique to present the letters V/v, W/w 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 repeat. Write
- Have students look at the pictures.
- Demonstrate the activity. 
- Play audio. Have students point to the letter as they hear it. 
- Play audio again. Have students listen and repeat. 
- Have students trace and write the letters. 
- Correct student’s pronunciation if necessary.
- Have some students demonstrate the activity in front of the class.
Activity 3: Practice.
1. Sing
 - Play audio and have students listen. - Have students look at the lyrics. 
 - Read the lyrics and do actions following them. 
 - Play audio and have students listen, sing along, and do the actions. 
- Have students make a new verse with the word "window" and sing along the 
 same melody as the first one.
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 V/v, W/w in some words)
2. What’re the core values of the lesson? 
(Have a sense of keeping objects carefully and the importance of pronounciation).
- Remind students to study D, H at home.
- Prepare for the next lesson Unit 7- Lesson 3
D. FEEDBACK
Date of teaching: 3A ( 20/02/2023)
Period: 81 
 UNIT 6: CLOTHES
 Lesson 1: A,B
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to
1. Recognize activities from the pictures and recording (Cognition)
2. Identify the situations using the sentence What do you want?/ I want a dress.
3. Ask and answer what clothes they want
4. Show their responsibility and respect for each other while taking part in 
activities and positive attitudes, appropriate gestures and intonation in asking and 
answering what clothes they want
B. LANGUAGE FOCUS Vocabulary: dress, shirt, shorts, socks, pants
 Sentence pattern: What do you want?/ I want a dress.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: TiếngAnh 3 i-Learn Smart Start - Student’s book, page 82, 
 Eduhome.vn, 
 - Flashcards 
 - a laptop and a TV
 STAGE 2: ASSESSMENT EVIDENCE
 Performanceproducts Assessment tools
 Performance Tasks
1. Listen and point to the pictures, then Student’s answers/ 
 Observation
repeat actions
2. Play Guess. 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
6. Show positive attitudes and 
appropriate gestures and intonation in Student’s talk and Observation, 
asking and answering what clothes interaction Questions & answers
they want
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Slap the boardgame.
 - Divide the class into two teams and have them form two lines.
 - Place the flashcards about the sports and action verbson the board, showing the 
 images. 
 Call out a word and have the first student from each group race to slap the 
 correct image on the board and say it correctly. The first student to slap the 
 correct flashcard wins a point for their team.
 Activity 1: Language input (Activity A- 1. Listen and point. Repeat.)( (CD3 
 Track 01 
 -Arrange the flashcards(dress, shirt, shorts, socks, pants)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 studentrandomly 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 Guess.)
 - Arrange the flashcards on the board and write a number under each card.
 - Have the 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 the students take turnsguessing the face-down card. 
 Turn the card over after each guess.
 - Have one student come to the front of the class.
 - Hold one flashcard facing your body so no one can see it.
 - Very quickly show the flashcard to the student and hide it again.
 - Have the students guess the new word on the flashcard.
 - Repeat with other students and flashcards.
 Activity 3: Language in put (Activity B: 1. Listen and practice. )
 (CD2 Track 61)
- 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 circle 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 and answering what clothes they want)
2. What’re the core values of the lesson? 
 (Show their responsibility and respect for each other while taking part in 
 activities and positive attitudes, appropriate gestures and intonation in asking 
 and answering what clothes they want)
- Remind students to prepare next lesson. Lesson 1: C,D.
D. FEEDBACK
Date of teaching: 3A, ( 21/02/2023), 
Period: 82
 UNIT 6: CLOTHES
 Lesson 1: C, D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to
1. Recognize the /tʃ/soundfrom the recording (Cognition)
2. Identify the situations using the sentence What do you want?/ I want a dress.
3. ask and answer what clothes they want
4. Show their responsibility and respect for each other while taking part in 
activities and positive attitudes, appropriate gestures and intonation in asking and 
answering what clothes they want
B. LANGUAGE FOCUS
Sound : the /tʃ/ sound
 Vocabulary: dress, shirt, shorts, socks, pants
 Sentence pattern: What do you want?/ I want a dress.
C. INSTRUCTIONAL RESOURCES.
- Textbook: TiếngAnh 3 i-Learn Smart Start - Student’s book, page 83, 
 Eduhome.vn, 
- Flashcards 
- a laptop and a TV
 STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools
 products
 Observation 
 1. Listen and repeat Student's speech
 Student’s interaction Observation 
 2. Chant
 and performance
 Observation 
 3.Look and listen then number Student’sperformance
 Student’s interaction Observation/ key
 4. Practice with your friends
 and performance
 5. Use positive attitudes, appropriate 
 Student’s interaction Observation
 gestures and intonation asking and 
 and performance
 answering what clothes they want
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Circle jumpgame.
 - Divide the class into two groups and make two linesto 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. ) (CD3 Track 03)
- Draw attention to the /tʃ/sound.
- Briefly explain and demonstrate the sound.
- Play the audio (using DCR). 
- Have the students notice the sound.
- Play the audio again.
- Have the students listen and repeat. 
- Correct the students’ pronunciation if needed
 Activity 2: Language input (Activity C- 2.Chant.)
 (CD3 Track 04)
 - 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 
 students listen and repeat.
 - Play the audio again.
 - Have the students listen and clap along with the sound and words as they hear 
 them in the chant.
Activity 3: Practice (Activity D. 1. Look and listen.)(CD3 Track 05) 
- Introduce the situation: “Bored at home ”
- Have the students look at the story and ask these questions. 
• Where are the kids? (at home)
• Who is with them? (Grandma)
• What is Grandma doing? (skateboarding)
- Play the audio (using DCR).
- Have the students look and listen.Activity 4: Practice (Activity D. 2. Listen 
 and number.)(CD3 Track 06) 
- Play the audio (using DCR) and demonstrate the activity using the example. 
- Play the audio and have the students listen and number.
- 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? 
 (asking and answering what clothes they want)
2. What’re the core values of the lesson? 
 (Show their responsibility and respect for each other while taking part in 
 activities and positive attitudes, appropriate gestures and intonation in asking 
 and answering what clothes they want)
- Remind students to prepare for the next lesson. Lesson 1: E,F.
D. FEEDBACK
 Date of teaching: 3A ( 21/02/2023)
Period: 83
 UNIT 6: CLOTHES
 Lesson 1: E,F
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to
1. Identify the situations using the sentence What do you want?/ I want a dress.
2.Ask and answer what clothes they want
3. Play the chain game
4. Show their responsibility and respect for each other while taking part in 
activities and positive attitudes, appropriate gestures and intonation in asking and 
answering what clothes they want
B. LANGUAGE FOCUS
 Vocabulary: dress, shirt, shorts, socks, pants
 Sentence pattern: What do you want?/ I want a dress.
C. INSTRUCTIONAL RESOURCES.
- Textbook: TiếngAnh 3 i-Learn Smart Start - Student’s book, page 84, 
 Eduhome.vn, 
- Flashcards 
- a laptop and a TV
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
 Student’s interaction Observation 
1. Point, ask and answer
 and performance
 Observation 
2 . Play the chain game Student’sperformance
3. Use positive attitudes, appropriate 
 Student’s interaction Observation
gestures and intonation asking and 
 and performance
answering what clothes they want
 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 clothe 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: Present the sentence pattern. 
 - Use DCR on Eduhome to show the class the sentence structure in Part E, page 
 84 in their Student’s Book.
 - Give the students enough time to look at the target sentence structure and have 
 them read it silently.
 - Have some pairs ask and answer the question.
 - Continue asking them what clothes in each picture are.
 - Control the class and give them help if needed.
Lead in the new lesson.
Activity 2: Point, ask, and answer. 
 - Divide the class into two pairs.
 - Demonstrate the activity using the speech bubbles.
 - Have the student A point and ask, have the student B answer.
 - Swap roles and repeat.
Afterwards, have some pairs demonstrate the activity in front of the class.
Activity 3: 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 the student A turn to the student B and ask the question, then have student 
 B answer.
 - Next, have the student B turn to the student C and ask the question, then have 
 the 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? 
 (asking and answering what clothes they want)
2. What’re the core values of the lesson? (Show their responsibility and respect for each other while taking part in 
 activities and positive attitudes, appropriate gestures and intonation in asking 
 and answering what clothes they want)
- Remind students to prepare for the next lesson. Lesson 2: A,B.
E. FEEDBACK
Date of teaching: 4A, 4B ( 21/02/2023)
Period:81 
 UNIT 13: WOULD YOU LIKE SOME MILK?
 Lesson 1: 1- 2
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of this period, students will be able to: 
1. use the words and phrases related to the topic Food and Drinks. 
2. ask and answer questions about favourite food and drink, using What’s your 
favourite food/
drink? It’s ... 
B. LANGUAGE FOCUS.
1. Key terms: would you like, fish, chicken, food, beef, drink, milk, orange juice,
pork, water, bread, rice, vegetables, lemonade 
2. Key grammatical structure 
The sentence patterns: What’s your favourite food/drink? - It’s 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 18
- Audios (Unit 4-page 18), 
- Flashcards
- A computer and a projector. 
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
 Observation
1. Look, listen and repeat.
 Students’ answers Questions & answers
 Key
 Student’s talks, and Observation
2. Point and say.
 interaction Questions & answers
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Spend a few minutes revising the previous lesson by asking the class to sing the 
song My family and clap their hands. 
Activity 1: Language input (Activity 1: Look, listen and repeat.)
Tell pupils that they are going to read a story in which pupils ask and answer 
questions about their favourite food and drink, using What’s your favourite 
food/drink? It’s ...
• Have them look at the four pictures and discuss with them the context in which 
the language is used. Ask questions such as Who are they? Where are they? and 
What are they saying? (Tom and Mai are in the canteen. In Picture a, Tom asks 
Mai about her favourite food, using What’s your favourite food?, and Mai answers 
It’s fi sh. In Picture b, Mai asks about Tom’s favourite food, using How about you? 
In Pictures c and d, they continue to ask each other about their favourite drink.) 
Check comprehension.
• Play the recording more than once, if necessary, for pupils to listen and repeat. 
Do choral and individual repetition, pointing to the characters speaking.
• Play the recording again for pupils to listen and repeat. 
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Point and say.)
Tell pupils that they are going to practise asking and answering questions about 
their favourite food and drink, using What’s your favourite food/drink? It’s ... Have 
pupils look at the bubbles to understand how the language is used.
• Point to Picture a and have pupils repeat the name of the food (beef) under the 
picture. Do choral and individual repetition. Then tell them to practise asking and 
answering about the food in pairs: What’s your favourite food? It’s beef. Point to 
Picture c and have pupils repeat the name of the drink (orange juice) under the 
picture. Then tell pupils to ask What’s your favourite drink? and answer It’s 
orange juice.
• Get pupils to work in pairs. Go around and offer help, if necessary 
Task 2: Guided practice 
Tell pupils that they are going to practise asking and answering questions about their
favourite food and drink, using What’s your favourite food/drink? It’s ...
• Ask them to work in pairs. Set a time limit for the activity.
• Call some pairs to practise 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? 
(. ask and answer questions about favourite food and drink, using What’s your 
favourite food/ drink? It’s ...)
2. What’re the core values of the lesson? 
(love food and drink, love people.) - Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 13.Lesson 1. 3-5 on pages 19).
D.FEEDBACK
 .....................
Date of teaching: 4A, 4B ( 22/02/2023)
Period:82
 UNIT 13: WOULD YOU LIKE SOME MILK?
 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 Food and Drink
 2.Look and write about favourite food and drink
3.Let’s sing: My favourite food and drink
B. LANGUAGE FOCUS.
1. Key terms: Food and drink
2. Key grammatical structure 
The sentence patterns: What’s your favourite food/drink? - It’s 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 19
- Audios (Unit 4-page 19), 
- Pictures, posters of activities (Activity 2 – page 19)
- 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. Call a few pairs to the front of 
the class to ask and answer the question What’s your favourite food/drink? Activity 1: Language input (Activity 1: Listen and tick.)
Tell pupils that they are going to listen to three dialogues about some children’s 
favourite food and drink and tick the correct pictures.
• Have them look at the pictures to identify the food and drink (1a. Chicken. 1b. 
Fish. 1c. Beef. 2a. Milk. 2b. Apple juice. 2c. Orange juice. 3a. Chicken and orange 
juice. 3b. Chicken and milk,
3c. Beef and water.) Check understanding.
• Play the recording more than once, if necessary. Ask pupils to listen to the 
recording and tick the correct pictures. Tell them to focus on the food and drink.
• Get pupils to swap their answers before you check as a class. Monitor the activity 
and offer help, if necessary.
Key: 1 b 2 c 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 questions about favourite 
food and drink suggested in the pictures.
• Give them a few seconds to look at the pictures. Ask them to read the question next 
to each picture and write the answer. 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 pupils to read aloud the answers.
Key: 1 It’s chicken 2 It’s orange juice 3 It’s fish and water 
Task 2: Let’s sing.
Tell the class that they are going to sing the song My favourite food and drink. 
Teach the song, following the procedure in Teaching the unit components in 
Introduction.
• Have pupils read each line of the lyrics aloud. Do choral and individual repetition 
and 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 a group of four to come to the front of 
the class. Each of them sings one line of the song. Then the class sings the song 
together and claps hands.
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(. ask and answer questions about favourite food and drink, using What’s your 
favourite food/ drink? It’s ...)
2. What’re the core values of the lesson? (love food and drink, love people.)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 13.Lesson 2. 1-3 on pages 20).
D.FEEDBACK
 .
Date of teaching: 4A, 4B ( 22/02/2023)
Period:83 
 UNIT 13: WOULD YOU LIKE SOME MILK?
 Lesson 2: 1-2-3
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES 
By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and 
Competence)
1.Identify the situation for the conversation between Linda, Mai and Mai’s mother 
(setting, participants, topics);
2. offer someone food or drinks and accept/decline someone’s offer, using Would 
you like some ...? Yes, please./No, thanks 
3. Show love food and drink
B. LANGUAGE FOCUS
Vocabulary : Would you like some ...? Yes, please./No, thanks 
Key grammatical structure: noodles, lemonade, vegetables, rice, bread
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4- Student’s book, page 20, Sachmem.vn, Teacher’s guide.
- Flashcards 
- A computer, a projector.
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment tools
 products
1. Answer the questions about the Observation
situation for the conversation between Questions & 
 Students’ answers
Linda, Mai and Mai’s mother such as answers
setting, participant, topics. Key
2. Practice a role-play conversation with Students' talks and 
 Observation
classmates, using the picture prompts. interaction
3. offer someone food or drinks and Observation
 Student’s talks, and 
accept/decline someone’s offer using the Questions & 
 interaction
sentence patterns. answers Observation
4. Use positive attitudes and appropriate Student’s interaction 
 Questions & 
gestures to talk about in free time. and performance
 answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Spend a few minutes revising the previous lesson. Ask some pupils to go to the 
front of the class to sing the song My favourite food and drink. Have the class clap 
hands. 
- Lead into new lesson
Activity 1: Language input (Activity 1: Look, listen and repeat.)
Tell the class that they are going to read a story in which the characters offer food 
and drink, using Would you like some ...? and accept/decline offers, using Yes, 
please./No, thanks.
• Have pupils look at the pictures. Ask them some questions such as Who are they? 
Where are they? and What are they saying? (Linda, Mai and Mai’s mother are in 
the kitchen. In Picture a, Mrs Lan offers Linda some noodles, saying Would you 
like some noodles? and Linda accepts her offer saying Yes, please. In Pictures b 
and c, Mrs Lan offers Linda milk and then orange juice, and Linda declines her 
offers, using No, thanks. In Picture d, Mrs Lan offers Linda lemonade and Linda 
accepts the offer by saying Yes, please.) Check comprehension.
• Play the recording more than once, if necessary, for pupils to listen and repeat. 
Do choral and individual repetition, pointing to the characters speaking.
• Play the recording again for pupils to listen and repeat. 
Activity 2: 
Task 1: Controlled practice (Activity 2: Point and say.)
Tell pupils that they are going to practise offering someone food/drinks and 
accepting or declining someone’s offer.
• Ask them to look at the pictures and the words under them. Teach the words 
bread, rice, vegetables and lemonade. Check comprehension. Have pupils repeat 
each word a few times.
• Point to Picture a and have pupils repeat the word bread. Then tell one pupil to 
make an offer saying Would you like some bread?, and another accepting or 
declining the offer saying Yes, please or No, thanks.
• Repeat the same procedure with the rest of the pictures. Do choral and individual 
repetition and then ask pupils to practise asking and answering the questions in 
pairs.
• Invite pairs to act out the dialogues in front of the class. Correct pronunciation, if 
necessary. 
Task 2: Guided practice.( Activity 3: Let’s talk) Tell pupils that they are going to revise what they have learnt in Lessons 1 and 2, 
using facts about themselves. Remind pupils of the questions What’s your 
favourite food/drink? And Would you like some ...? and how to respond to them.
• Invite pairs to ask and answer the above two questions. Remind them to answer 
according to their own preferences. Go around and offer help. Correct 
pronunciation, if necessary.
• Call on a few pairs to act out the dialogues in front of the class. Correct 
pronunciation, if necessary 
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
What have you learnt from the lesson today? 
(offer someone food or drinks and accept/decline someone’s offer, using Would 
you like some ...? Yes, please./No, thanks 
2. What’re the core values of the lesson? 
(Love foof and drink)
- Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 13. Lesson 2. 4 -5- 6 on page 21.
D. ADJUSTMENT.
 Date of teaching: 4A,(25/02/2023) 4B(24/02/2023)
Period 84 
 UNIT 13: WOULD YOU LIKE SOME MILK?
 Lesson 2: 4-5-6
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and 
Competence)
1. Use the words & phrases related to the topics food and drink. offer someone 
food or drinks and accept/decline someone’s offer, using Would you like some ...?
Yes, please./No, thanks 
2. Look, listen, and number
3. Look and write the menu using pictures 
4. Let’s play: Food or drink
B. LANGUAGE FOCUS
Vocabulary : Revision
Key grammatical structure: Revision
C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 4- Student’s book, page 21, Sachmem.vn, Teacher’s guide.
- Posters
- A computer, a projector.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Observation
 1. Listen and number Students' asnwers
 Key
 Student’s aswers and Observation
 2.Look and write
 performance
 Student’s Observation
 3.Let’s play: Food or drink
 performance Key
 Student’s Observation
 4. Use positive attitudes and appropriate gestures 
 interactionand Questions& 
 to talk about food and drink.
 performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm up:Greeting and chatting
Spend a few minutes revising the previous lesson. Call a pair of pupils to the front 
of
the class to perform how to offer someone food/drink and how to accept or decline 
an offer, using Would you like some ...? 
- Lead into new lesson
Activity 1: Listen and number.
Tell the class that they are going to listen to four dialogues about people’s 
favourite food and drink and number the pictures.
• Give pupils a few seconds to look at the pictures. Ask them to say the food and 
drink aloud.
• Play the recording more than once, if necessary, for pupils to listen and number 
the pictures.
• Get pupils to swap their answers before you check as a class. Monitor the activity 
and offer help, if necessary.
Key: a 3 b 1 c 2 d 4 
Activity 2: Look and write .
Tell pupils that they are going to complete the menu, using the picture cues.
• Have them look at the two worked examples in the menu. Then ask them to look 
at the pictures and write the words for the food and drink. Check understanding.
• Set a time limit for pupils to do the task independently. Go around offering help,
if necessary.
• Get them to swap their answers before checking as a class.
• If there is time, tell pupils to work in pairs or groups, asking and answering