Kế hoạch bài dạy Tiếng Anh Tiểu học - Tuần 24 - Năm học 2022-2023 - Lê Thị Ánh

 Week 24
Date of teaching: 1A( 27/02/2023), 1B( 02/03/2023),
Period: 24
 UNIT 7: NUMBERS
 Lesson 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 some numbers ( four, five, six) 
2. Use the numbers to talk about somedody’s age.
3. Guess the number.
4. Show their numbering abilities and respect for other people’ abilities by using 
appropriate gestures and intonation when talking about somebody’s age.
B. LANGUAGE FOCUS
Vocabulary 
four, five, six
Key grammatical structure
The sentence patterns: Binh’s six 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 1- 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 Tasks Performance Assessment tools
 products
 Observation 
1. Listen, point. Repeat the numbers Student's speech
 Observation 
2. Listen and point the pictures Student's speech
 Observation 
3. Listen and repeat Student's speech
 Student’s interaction Observation/ key
4. Play game guess the number
 and performance
5. Use positive attitudes, appropriate 
 Student’s interaction Observation
gestures and intonation to talk about 
 and performance
somebody’s age.
 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
(four, five, six,etc)
- 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 2: Language input (Activity B: Listen and point. Repeat)
1. Listen and point
 Pre- listening: Introduce the situation, point at each person in the picture and have 
students call out the words “two”, "four", "five", "six".
 While- listening: Play audio and have students look at the picture.
- Demonstrate the activity by pointing at “two”, "four", "five", "six" in the picture. 
- Play the audio again. Have students listen and repeat.
- Play audio again. Have students listen and point.
Post- listening: Point at each picture and have students call out the words again “Binh’s 
four./Phuong’s five./ Bao’s two .”
- Have some students demonstrate the activity in front of the class.
2. Listen and repeat.
- Have students look at the useful language box.
- Play audio. Have students listen to the useful language.
- Have students practice the useful language.
- Have some students demonstrate the activity in front of the class.
Activity 3: Full Controlled & less controlled (Activity C: Play “ guess the number”
- Have students look at the example.
- Divide the class into two teams.
- Have a student stand facing away from the board and stick a flashcard on the board 
behind them.
- Have the student try to guess the answer without looking at the flashcard.
- Give that team one point if it's a correct guess.
- Have teams take turns.
- Give feedback
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(Use numbers to talk about somebody’s age)
 2. What’re the core values of the lesson? 
(Show their numbering ability and talk about somebody’s age.)
- Remind students to prepare for the next lesson 
D. ADJUSTMENT.
Date of teaching: 2A, 2B ( 27/02/2023)
Period:24
 UNIT 7: CLOTHES
 Lesson 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 some clothes.
2. Use “These” to talk about their clothes.
3. Show their knowledge about clothes and keep their clothes clean.
B. LANGUAGE FOCUS
Vocabulary: 
Pants, shorts, shoes, socks.
Key grammatical structures:
 These are my pants
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 2- Student’s book, page 50, Eduhome.vn, Teacher’s guide.
- Flashcards for Unit 7, poster for Unit 7.
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 1. Listen, point. Repeat the Observation 
 Student's speech
 clothes
 2. Listen and point the Observation 
 Student's speech
 clothes
 Observation 
 3. Listen and repeat Student's speech
 4. Play game board race Student’s interaction and Observation/ key
 performance
 4. Use positive attitudes, 
 appropriate gestures and Student’s interaction and Observation
 intonation to talk about performance
 their clothes
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: “Clap or Jump” game 
- Divide the class into four teams.
- Call out a letter sound or a word with that letter. 
- Have students stand up and clap if they hear the “/t/” sound, jump if they hear the 
“/ʌ/” sound. 
- Repeat the activity with other letter sounds/ words.
Activity 1: Language input (Activity A: Listen and point.Repeat.)
 - Use some pictures to introduce the new words (pants, shorts, shoes, socks). Ask 
students if someone wears these in the class. 
- Have students listen to each new word.
- Arrange the flashcards on the board, play audio, and point to each flashcard.
- Play audio again and have students point to the pictures in the 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. 
Activity 2: Language input (Activity B: Listen and point.)
1. Listen and point
- Have students call out the things they can see.
- Play audio and demonstrate pointing to the pictures or clothes.
- Play audio. Have students listen and point to their clothes or the pictures. 
- Have some students demonstrate the activity in front of the class.
2. Listen and repeat.
- Have students look at the useful language box.
- Play audio. Have students listen to the useful language.
- Have students practice the useful language.
- Have some students demonstrate the activity in front of the class.
Activity 3: Full Controlled & less controlled (Activity C: Play “Board race”
- Have students look at the example.
- Divide the class into teams and have one student from each team stand a distance from 
the board.
- Stick two flashcards on the board and then say one of them.
- Have the students race to the board, touch that flashcard,
and say the correct sentence.
- The first student to touch the flashcard and say the sentence gets a point for their team.
- Continue with other students 
- Give feedback
Activity 4: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(Use “These “ to talk about my clothes)
 2. What’re the core values of the lesson? 
(Show their knowledge about clothes and keep their clothes clean).
- Remind students to study D, E at home.
- Prepare for the next lesson Unit 8- L1
D. ADJUSTMENT.
Date of teaching:3A( 27/02/2023),
Period: 85
 UNIT 6: CLOTHES
 Lesson 2: C, D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize the /dʒ/sound from the recording (Cognition)
2. identify the situations using the sentence patterns Sentence pattern: What are you 
wearing?/ I’m wearing a yellow jacket.
3. Perform the chant in interesting ways by using appropriate tone and meaningful 
gestures;(skill)
4. Practise asking and answering about what they are wearing.
4. Show their responsibility and respect for each other while taking part in activities and 
positive attitudes, appropriate gestures and intonation in asking and answering about what 
they are wearing
B. LANGUAGE FOCUS
1. Sound : the /dʒ/sound
Vocabulary: skirt, jacket, jeans, boots, T-shirt.
Sentence pattern: What are you wearing?/ I’m wearing a yellow jacket.
C. INSTRUCTIONAL RESOURCES.
- Textbook: I-learn Smart Start 3, 84
- Audios 
- pictures 
- a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
1. Listen and repeat Student's speech Observation 
 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 what they are wearing
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Ask and answer
 - Show some clothes and ask SS: What are you wearing?/ I’m wearing a yellow jacket.
 - Lead in the lesson.
 Activity 1: Language input (Activity C: 1. Listen and repeat)
 - Draw attention to /dʒ/sound (using DCR).
 - Briefly explain and demonstrate the sounds.
 - Play the audio. 
 - Have students notice the sounds.
 - Play the audio again.
 - Have students listen and repeat. 
 - Correct 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: “At the station ”
- Have students look at the story and ask them what things they can see. 
- 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 /dʒ/sound and ask and answer about what they are wearing)
 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 sounds; asking and 
 answering about what they are wearing)
 - Remind students to prepare for the next lesson. 
 D. FEEDBACK
 Teaching date: 3A(28/02/2023)
 Period 86 . Unit 6: CLOTHES
 Lesson 2: E, F
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize clothes from the pictures. (Cognition)
 2. identify the situations using the sentence patterns: What are you wearing?/ I’m 
 wearing blue jeans.
 3. Practise asking and answering about what they are wearing.
 4. Show their responsibility and respect for each other while taking part in activities and 
 positive attitudes, appropriate gestures and intonation in asking and answering about what 
 they are wearing.
 B. LANGUAGE FOCUS
 Vocabulary: skirt, jacket, jeans, boots, T-shirt.
 Sentence pattern: What are you wearing?/ I’m wearing blue jeans.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: I-learn Smart Start 3, page 87, Eduhome.vn 
 - Audios 
 - pictures 
 - a laptop and a TV.
 STAGE 2: ASSESSMENT EVIDENCE
 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 
 Student’s answers/ 
2. Point, ask and answer Observation
 actions
3. Play Tic, tac, toe game Student’s answers/ Observation
4. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
gestures and intonation in asking and 
 interaction Questions & answers
answering about what they are wearing.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Organize Network game “Clothes” (Team A/ team B)
 - Lead in the new lesson.
 Activity 1: Controled- Practice (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.
 Activity 2: Further- Practice (F. Play Tic,tac,toe game )
 - Divide the class into two pairs.
 - Show a flashcard to the class and say the color
 - Have the student A point and ask, have the student B answer.
 - Swap roles and repeat.
 e.g.
 (Teacher shows the flashcard “jeans”.)
 Teacher: “res”
 Team A: “ What are you wearing?”
 Team B: “I am wearing red jeans.”
 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 what they are wearing.)
 2. What’re the core values of the lesson? 
 (Show their responsibility and respect for each other while taking part in activities and 
 positive attitudes, appropriate gestures and intonation in asking and answering about 
 what they are wearing.)
 - Remind students to do exercises and to prepare for the next lesson.
 D. FEEDBACK
 ..
 Teaching date: 3A(28/02/2023)
 Period 87 . Unit 6: CLOTHES
 Lesson 3: A, B
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize clothes from the pictures and recording (Cognition)
 2. Identify the situations using the sentence patterns Is that your belt?/ Yes, it is./ 
 No, it isn’t. Are those your pajamas?/ Yes, they are./ No, they aren’t.
 3. Ask and answer about their clothes
 4. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in asking and answering 
 about their clothes.
 B. LANGUAGE FOCUS
 Vocabulary: belt, scarf, sweater, pajamas, skiing.
 Sentence pattern: Is that your belt?/ Yes, it is./ No, it isn’t.
 Are those your pajamas?/ Yes, they are./ No, they aren’t.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 88, 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 Observation
 speaking/ actions
3.Answer the questions about the 
 Observation
 situations such as setting, participants, Student’s answers
 Questions & answers
 topic 
4. Listen and practice Student’s speaking Observation
5. Look and write. Practice Student’s writing/ 
 speaking
5. Show positive attitudes and 
 appropriate gestures and intonation in Student’s talk and Observation, 
 asking and answering about their interaction Questions & answers
 clothes.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Option 1. Organize Network game “Clothes” (Team A/ team B)
 - Lead in the new lesson.
 Option 2. Play the Snake game.
 - Have the class stand up and play the game.
 - Give the ball to the first student and ask them to begin by saying a clothing item. 
 - Then the first student passes the ball to any of their friends. The second friend will 
 name another clothing item. 
 - The students who are unable to say the clothes will sit down. The last student who 
 stands up at the end of the game is the winner.
 - Lead in the new lesson.
 Activity 1: Language input (Activity A- 1. Listen and point. Repeat.) 
 (CD3 Track 13) 
 - Show the pictures on the TV (belt, scarf, sweater, pajamas, skiing) 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 and answering about their clothes.)
 2. What’re the core values of the lesson? 
 (Show their responsibility and respect for each other while taking part in activities and 
positive attitudes, appropriate gestures and intonation in asking and answering about 
their clothes.)
- Remind students to prepare next lesson. Lesson 3: C,D.
D. FEEDBACK
Teaching date: 3A(01/03/2023)
Period 88 . Unit 6: CLOTHES
 Lesson 3: C, D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize the /sk/ sounds from the recording (Cognition)
2. identify the situations using the sentence patterns Is that ? Yes. It is / No It isn’t.
- Are those ?- Yes, they are. / No, they aren’t.
3. Perform the chant in interesting ways by using appropriate tone and meaningful 
 gestures;(skill)
4. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in asking and answering 
 about clothes
B. LANGUAGE FOCUS
1. Sound : the /sk/ sounds
2. Vocabulary: Review: belt, scarf, sweater, pajamas, skiing.
3. Sentence pattern: Review: Is that your sweater?/ Yes, it is.
 Are those your pajamas?/ Yes, they are./ No, they aren’t.
C. INSTRUCTIONAL RESOURCES.
- Textbook: I-learn Smart Start 3, page 89
- Audios 
- pictures 
- 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
 Student’s Observation 
3. Look and listen then circle
 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 performance
 and answering about clothes
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Playing the Change your seats game.
 - Divide the class into two groups and ask them to sit on the chairs in a circle.
 - Give each student a flashcard, stand in the middle, and say: “skirt, jacket, jean, 
 boots”. The students with these flashcards must change their seats. 
 - Find the chair to sit on. Then one student doesn’t have the chair to sit on, they will 
 stand in the middle of the circle and continue the activity with the other two words.
 Activity 1: Language input (Activity C: 1. Listen and repeat)
 (CD3 Track 15) 
 - Draw attention to the /sk/ sound (using DCR).
 - Briefly explain and demonstrate the sounds.
 - Play the audio. 
 - Have students notice the sounds.
 - Play the audio again.
 - Have students listen and repeat. 
 - Correct students’ pronunciation if needed.
 Activity 2: Practice (Activity C: 2. Chant)
 (CD3 Track 16) 
 - 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)
 (CD3 Track 17) 
- Introduce the situation: “Go skiing ”
- Have the students look at the story and ask these questions. 
• Is the room messy? (Yes)
• What can you see in the room? (scarves, pajamas, a belt, socks, sweaters, glasses, 
 jeans)
• Who wants the girl to tidy their room? (Grandma)
• Who wants to go skiing? (Grandpa)
- Play the audio (using DCR).
 Have the students look and listen.
 Activity 4: Practice (Activity D: 2. Listen and circle.)
 (CD3 Track 18) 
- Play the audio (using DCR) and demonstrate the activity using the example. 
- Play the audio and have students listen and circle.
- 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 /sk/ sound and ask and answer about clothes)
 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 sounds; asking and 
 answering about clothes)
 - Remind students to prepare for the next lesson. 
 D. FEEDBACK
 Date of teaching: 4A, 4B:( 28/02/2023)
 Period 85 
 UNIT 13: WOULD YOU LIKE SOME MILK ? 
 Lesson 3: 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. pronounce the sounds of the letters f and sh in the words beef, leaf and fish, dish
 respectively
 2. Listen and tick. Then write and say aloud
 3.Say the chant: Would you like sơm fish? 
 B. LANGUAGE FOCUS
 1. Vocabulary Revision
 2. Key grammatical structure
 The sentence patterns: Revision
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 4, Student’s book page 22 Sachmem.vn, Teacher’s guide.
 - Track (Unit 13-page 22), 
 - Posters
 - A Computer, a projector.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Observation
 Students’ say the Questions& 
 1.Listen and repeat.
 statements answers
 Observation
 2.Listen and tick. Then write and say aloud. Students' answers
 Key
 3.Perform a chant using appropriate tone and Student’s Observation
 gestures. performance
 Student’s Observation
 4.Use positive attitudes and appropriate 
 interactionand Questions& 
 gestures to talk about food and drink. 
 performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warm up: Greeting and play game
- Spend a few minutes revising the previous lesson by calling two pairs of pupils to the 
board to play the game Food or drink?
- Lead into new lesson.
Activity 1: Listen and repeat.
Tell pupils that they are going to practise saying the sounds of the letters f and sh in 
the words beef, leaf and fish, dish respectively.
• First, put the letters f and sh on the board. Play the recording and ask pupils to repeat 
a few times. Then put the words beef, leaf and fish, dish and the four sentences on the 
board. Play the recording more than once, if necessary, and let pupils say the words 
and the sentences, paying attention to the target sounds.
• Do choral and individual repetition of the sounds, words and sentences until pupils 
feel confident.
• Get some pupils to say the sentences in front of the class. Correct the pronunciation, 
if necessary 
Activity 2: Listen and tick. Then write and say aloud.
Tell pupils that they are going to listen to the recording and tick the correct answers.
• Give them a few seconds to read the sentences in silence and guess the words to fill 
the gaps.
• Have pupils listen to the recording more than once, if necessary, and tick the 
appropriate words to fill the gaps.
• Get them to swap their answers before checking as a class. Then ask pupils to read 
the sentences aloud.
Key: 1 a 2 b 3 a 4 b 
Activity 3:Let’s chant.
Tell pupils that they are going to say the chant Would you like some fi sh? Follow the 
procedure
in Teaching the unit components in Introduction.
• Have them read the chant and check comprehension.
• Play the recording a few times for pupils to do choral and individual repetition. Show 
 them
how to chant and do actions. Invite two pairs to give a demonstration, one pair chants 
the
first verse and the other chants the second verse.
• Get pairs or groups to sit opposite of each other and practise chanting and doing the 
actions.
Go around offering help, if necessary. 
Activity 3: Wrap-up & Assignments.
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
(. pronounce the sounds of the letters f and sh in the words beef, leaf and fish, dish
respectively)
2. What’re the core values of the lesson? 
( Love food and drink)
- Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 13. Lesson 3. 4 -6 on page 23
D. ADJUSTMENT.
Date of teaching: 4A,B: (01/03/2023)
Period 86 
 UNIT 13: WOULD YOU LIKE SOME MILK?
 Lesson 3: 4-5-6
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
By the end of the lesson, students will be able to:
1.Read and complete the table about Linda’s and Peter’s favourite food and drink
2. write about their favourite food and drink
3. interview their classmates about their favourite food and drink and then report the 
results to the class. 
B. LANGUAGE FOCUS.
Vocabulary : Revision 
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4, Student’s book page 23, Sachmem.vn, Teacher’s guide.
- Track (Unit 13-page 23), 
- Pictures, Posters
- A Computer, a projector.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Observation
 1.Read and complete Students’ answers
 Questions& 
 answers / Key
 Students' interaction
 2. Write about your food and drink. Observation
 writing
 Student’s 
 3.Project Observation
 performance
 4. Use positive attitudes and appropriate Observation
 Student’s interaction 
 gestures to talk about their favourite food and Questions& 
 and performance
 drink. answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
* Warm up: 
Spend a few minutes revising the previous lesson by getting two pairs to go to the 
front of the class to chant Would you like some fi sh? and do actions. The rest of the 
class claps to the rhythm. 
- Lead into new lesson
Activity 1. Read and complete .
Tell the class that they are going to read the text and complete the table.
• Have pupils read the text to find the information to fill the blanks. Tell them to focus 
on Linda’s and Peter’s favourite food and drink. If necessary, get pupils to work in 
pairs or groups. Check understanding.
• Give them time to do the task independently. Go around offering help, if necessary.
• Get pupils to swap their answers before checking as a class.
Key:
 Favourite food Favourite drink
 beef orange juice
 chicken lemon
Activity 2. Write about your favourtite food and drink. 
Tell pupils that they are going to write about their favourite food and drink.
• Have them work in pairs or groups to discuss what they are going to write in the 
blanks.
• 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 time, ask a few pupils to read aloud their partners’ answers.
Key: Pupils' own answers 
Activity 3.Project
Tell pupils that they are going to interview their classmates about their favourite food 
and drink and then report the results to the class.
• Give them time to interview three of their classmates and fill the gaps in the table. 
Ask them to look at the first row in the table as an example.
• Ask a few of them to report the results of their interviews to the class.
Example:
Name Favourite food Favourite drink
2. Van Tien fish orange juice
3. Thanh Tam beef apple juice
 4. Hien Luong pork lemonade
Here are the results of my interviews. Tien’s favourite food is fish and his favourite 
drink is orange juice. Tam’s favourite food is beef and her favourite drink is apple 
juice. Luong’s favourite food is pork and her favourite drink is lemonade. Thank you 
for listening.
Key: Pupils' own answers 
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
( Read, write and ask about their favourite food and drink.)
2. What’re the core values of the lesson?
( Love food and drink.)
- Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 14. Lesson 1. 1-3 on page 24.
D. ADJUSTMENT. 
Teaching date: 4A,4B(01/03/2023)
Period 87 
 UNIT 14: WHAT DOES HE LOOK LIKE?
 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 Physical appearance. 
2. ask and answer questions about someone’s physical appearance, using What does 
he/she look like? He’s/She’s ...
B. LANGUAGE FOCUS.
1. Key terms: look like, tall, short, slim, old, young
2. Key grammatical structure 
The sentence patterns: What does he/she look like? He’s/She’s ...
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 24
- Audios (Unit 4-page 24), 
- 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: 
Ask pupils to bring a photo of their father/mother and talk about him/her (e.g. his/her 
name, age, job and hobby 
Activity 1: Language input (Activity 1: Look, listen and repeat.)
Tell the class that they are going to read a story in which Phong asks Linda questions 
about her brother.
• Ask pupils to look at the four pictures to identify the characters (Linda and Phong) 
and the context in which the language is used. Ask them questions such as Where are 
they? What are they doing? (In Picture a, Linda is sitting at the computer and writing 
an e-mail to her brother, and Phong is standing nearby. In Pictures b, c and d, Phong is 
asking Linda about her brother (the place he lives, his job and his appearance)). 
Explain the meaning of the question What does he look like? and the answer He’s tall. 
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 pup ils that they are going to practise asking and answering questions about 
someone’s physical appearance.
• Have them look at the bubbles to understand how to use the language. Ask them to 
look at the five pictures to identify the physical appearance of the people. Elicit the 
meaning of the
adjectives describing people’s appearance: tall, short, slim, old and young.
• Point to the first picture and model the task with one pupil, using the expressions in 
the bubbles and the word under the picture. (Teacher: What does she look like? Pupil: 
She’s tall.)
Ask pupils to say the sentences chorally and individually. Repeat the same procedure 
with the rest of the pictures.
• Ask them to practise in pairs, using the prompts in the bubbles and pictures.
• Select some pairs to role-play the dialogue in front of the class. Monitor the activity 
and offer help, if necessary. 
Task 2: Guided practice 
Tell pupils that they are going to ask and answer questions about the appearance of their 
classmates’ family members, using What does your father/mother/brother/sister look 
like? And He’s/She’s 
• Ask them to work in pairs: one pupil asks the question and the other gives the answer 
about appearance of their family members. Monitor the activity and offer help, if 
necessary.
• Select some pairs to role-play the dialogue 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 someone’s physical appearance, using What does 
he/she look like? He’s/She’s ...)
2. What’re the core values of the lesson? 
 (love, love people.)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 14.Lesson 1. 3-5 on pages 25).
D.FEEDBACK
 .....................
Date of teaching: 4A,(03/03/2023) ,4B(02/03/2023)
Period 88 
 UNIT 14: WHAT DOES HE LOOK LIKE?
 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 Physical appearance
 2.Look and write about Physical appearance
3.Let’s play: Find someone who
B. LANGUAGE FOCUS.
1. Key terms: Physical appearance
2. Key grammatical structure 
The sentence patterns: What does he/she look like? He’s/She’s ...
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 25
- Audios (Unit 4-page 25), 
- Pictures, posters of activities (Activity 2 – page 25)
- 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 play.
 interaction Questions & answers
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting,chatting and play the game.
Spend a few minutes revising the question What does he/she look like? and the answer 
He’s/She’s ... Get pairs to role-play the question and the answer. 
Activity 1: Language input (Activity 1: Listen and tick.)
Tell the class that they are going to listen to three dialogues about people’s appearance 
and tick the correct pictures.
• Ask pupils to look at the pictures to identify the appearance of the people. Ask them 
questions such as Is she tall or short? Is he big or small? Check understanding.
• Play the recording more than once, if necessary, for pupils to listen and tick the 
 correct pictures.
• Play the recording again for pupils to check their answers.
• Get them to swap their answers before you check as a class.
Key: 1 c 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 complete the answers about someone’s appearance, 
using the picture cues.
• Ask them to look at the four pictures to identify the physical appearance of the 
person/ people in each picture. Then ask them to read the questions and write the 
answers. Get pupils to work in pairs, if necessary.
• Give pupils time 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 enough time, 
invite some pupils to read the complete sentences aloud.
 1 He’s tall/slim 2 She’s short/young
Key: 
 3 They’re old 4 They’re young/tall
Task 2: Let’s play.
Tell pupils that they are going to play the game Find someone who ..., using the words
related to people’s physical appearance.
• Divide the class into groups of five. Say to pupils Find someone who ... (e.g. Find 
someone who’s tall.) The group which is the quickest to point to a classmate who fits that 
description and says the correct sentence (e.g. Tu is tall.) gets a point. The group that gets 
most points wins. 
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 someone’s physical appearance, using What does he/she 
look like? He’s/She’s ...)
2. What’re the core values of the lesson? 
(love, love people.)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 14.Lesson 2. 1-3 on pages 26).
D.FEEDBACK
 .
Date of teaching: 5A ( 28/02/2023) 5B ( 27/02/2023)
Period 84 
 UNIT 13: WHAT DO YOU DO IN YOUR FREE TIME
 Lesson 3: 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)