Kế hoạch bài dạy Tiếng Anh Tiểu học - Tuần 25 - Năm học 2022-2023 - Lê Thị Ánh

 Week 21
Date of teaching: 1A( 06/03/2023), 1B ( 09/03/2023),
Period:25
 UNIT 8: FOOD
 Lesson 1
 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 food ( banana, cookie, sandwich)
2. Say what food they want
3. Perform the song in interesting ways by using appropriate tone and meaningful 
gestures.
4. Show their favorite food using appropriate gestures and intonation when talk 
about the food they want.
B. LANGUAGE FOCUS
Vocabulary 
banana, cookie, sandwich
Key grammatical structure
I want a (cookie
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 1- Student’s book, page 50, Eduhome.vn, Teacher’s guide.
- Flashcards for Unit 8
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation 
1. Listen, point. Repeat the food Student's speech
 Students' listen and Observation 
2. Listen and point
 point
 Student’s speech and Observation/ key
3. Sing a song
 performance
4. Use positive attitudes, appropriate Student’s interaction Observation
gestures and intonation to say what food and performance they want
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Pass the balls
 - Give two different colored balls to two students, a red ball ( ask the question) 
 and a yellow ball (answer the question).
 - Have students listen to music and pass the balls.
 - Stop music.
 - Have the student with a red ball make a question for the child who has yellow 
 ball. E. How old are you? The child with the yellow ball will answer his/ her 
 friend’s question. E. g. I’m (seven).
- Lead students to the new lesson.
Activity 1: Language input (Activity A, B)
1. Listen and point. Repeat.
 - Arrange the flashcards on the board, play audio and point to each flashcard. 
 Have students listen.
 - Play audio again and have students point to the pictures in their books.
 - Play audio again and have students listen and repeat. 
 - Have one student go to the board and play the role of a teacher, point to the 
 picture and have the others repeat.
2. Listen and point.
- Introduce the situation: The family are at the park. Ben says, “ I want a cookie.”
- Play audio and have students look at the picture.
- Play audio. Have students listen and repeat. 
- Demonstrate the activity by pointing to the new vocabulary items.
- Play audio. Have students listen and point.
- Have students work in pairs. Student A says, “ I want (a cookie).” Student B says, 
“Me too”. or “ I want (a sandwich).”
Activity 2 : Full Controlled & less controlled ( Play game - Feely Bag)
- Put some pictures in a bag. 
- Have children sit in a circle.
- Play some music and ask children to pass the bag from one child to the next 
around the circle.
- Stop the music suddenly. The child who has the bag when the music stops feels a 
picture in the bag and says “ I want a (cookie).” Then the child pulls the picture out 
of the bag to see if he/she was correct.
- Play the music and continue in this way until several children have had a turn.
- Give feedback Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(Say what food we want )
 2. What’re the core values of the lesson? 
(Show favorite food using appropriate gestures and intonation when talk about the 
food we want.)
- Guide sts to study D, E at home
- Remind students to prepare for the next lesson L2
D. ADJUSTMENT.
Date of teaching: 2A, 2B ( 06/03/2023)
Period: 25
 UNIT 8: TRANSPORTATION
 Lesson 1
 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 types of transportations: ( bus, boat, plane, motorbike)
2. Ask and answer about types of transportations
3. Show their knowledge about types of transportations and responsibility for 
family and the community by participating in traffic safely
B. LANGUAGE FOCUS
Vocabulary: 
Bus, boat, plane, mortobike
Key grammatical structures:
Can you see the ( bus)? Yes, I can/ No, I can’t.
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 2- Student’s book, page 52, 53, Eduhome.vn, Teacher’s guide.
- Flashcards for Unit 8, poster for Unit 8.
- Computer, projector . STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
1. Listen, point. Repeat the Observation 
 Student's speech
transportation 
2. Listen to the story 
 Students' listen and repeat 
between Bill and Sue talk Observation
 and talk 
about transportation.
3. Listen and put the Observation
 Student’s answer.
correct pictures Questions & answers
4. Use song to talk about Observation
 Student sing
transportation
5. Use positive attitudes, 
appropriate gestures and 
 Student’s interaction and Observation
intonation to ask and 
 performance
answer about what they 
can see.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: 
* Greet the students. : Review. What is the missing number?
- Lead students to the new lesson.
Activity 1: Language input (Activity A: Listen and point.Repeat.)
 - Use some pictures to introduce the new words ( bus, boat, plane, motorbike). 
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 to the story.)
1. Listen to the story
- Have students look and describe the picture, then call out the things they can see.
- Introduce the situation. Bill and Sue are talking about means of transportation ..
- Play audio and have students listen and read.
- Divide the class into two groups, Mai and Sue. Play audio again and have 
students listen and read.
- Have students work in pairs, listen to the dialogue and repeat. 2. Listen and put a ( √ ) or a ( x ) .
- 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
Activity 3: Full Controlled & less controlled (Activity C, D)
1. Sing
- Have students turn to page 70.
- 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.
2. Ask and answer.
- Divide the class into two teams. 
- Show a flashcard to the class and say “Yes” or “No”. 
- Have Team A ask the questions and Team B answer. 
- Swap roles and repeat.
 E.g.
 (Teacher shows a flashcard "motorbike".)
 • Teacher: "Yes" 
 • Team A: "Can you see the motorbike?" 
 • Team B: "Yes, I can."
- Give feedback
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
( Use Can you see the boat to ask and answer about types of transportations)
 2. What’re the core values of the lesson? 
(Show their knowledge about types of transportations and responsibility for family 
and the community by participating in traffic safely).
- Remind students to study E at home.
- Prepare for the next lesson Unit 8- L2
D. ADJUSTMENT.
 Date of teaching: 3A ( 06/03/2023)
 Period: 89
 Unit 6: CLOTHES
 Lesson 3: 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: Is that your jacket?/ Yes, it is.
 Are those your pants?/ No, they aren’t.
 3. Practise asking and answering about 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 clothes B. LANGUAGE FOCUS
 Vocabulary: belt, scarf, sweater, pajamas, skiing.
 Sentence pattern: Is that your jacket?/ Yes, it is.
 Are those your pants?/ No, they aren’t.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: I-learn Smart Start 3, page 9, 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. Option 1. Play Draw it. Student’s answers/ Observation
 Option 2. Guess the picture 
4. Show positive attitudes and appropriate Student’s talk and Observation, 
gestures and intonation in asking and interaction Questions & answers answering about clothes.
 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 Draw it.)
 Option 1. Play Draw it.
 - Use DCR on Eduhome to show the examples to the whole class.
 - Demonstrate the activity using an example.
 - Divide the class into two teams.
 - Have a student from each team stand at the board with a chalk/ marker and tell 
 them something to draw.
 - Have the teams try to guess what the student from their team is drawing using 
 the useful language from the lesson.
 - Give the first team to guess correctly one point.
 - Repeat with different students.
 - The team that gets the most points wins. 
 Option 2. Guess the picture 
 - Choose 4 pictures of clothes. belt, scarf, pants, pajamas
 - Divide the class into two teams.
 - Guide SS how to play the game.
 - Call 1 student to organize the game for 2 teams.
 - Show a flashcard to the class and say “yes” or “no”. 
 Team A: “Is that your belt?”
 Team B: “Is that your scarf?”
 Teacher: “Yes, it is.”
 Team A: Are those your pants?
 Team A: Are those your pajamas?
 S: Yes, they are
 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 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 clothes.)
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK
Date of teaching: 3A ( 07/03/2023)
Period:90
 Unit 6: CLOTHES
 Culture: 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 What do you wear at school?/ 
I wear a blue tie. Do you like your uniform?/ Yes, I do./ No, I don’t.
3. Ask and answer about their school uniform.
4. Show their responsibility and respect for each other while taking part in activities 
and positive attitudes, appropriate gestures and intonation to ask and answer about 
their school uniform.
B. LANGUAGE FOCUS
Vocabulary: uniform, polo shirt, tie, sneakers.
Sentence patterns: What do you wear at school?/ I wear a blue tie.
 Do you like your uniform?/ Yes, I do./ No, I don’t.
 C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 91, Eduhome.vn, 
- Flashcards 
- Computer, TV.
STAGE 2: ASSESSMENT EVIDENCE
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products Student’s answers/ 
1. Listen and point, repeat Observation
 actions
2. Play Heads up. What’s missing Student’s answers/ Observation
3. Listen and practice Student’s answers Observation
4. Look and write. Practice Student’s writing/ Observation
 speaking
5. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
gestures and intonation to ask and answer 
 interaction Questions & answers
about their school uniform.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play What and Where game about clothes
 - Lead in the new lesson. 
 Activity 1: Language input (Activity A- 1. Listen and point. Repeat.)
 - Show the pictures page 91.
 - Ask students to look at numbers (page 91 ) and answer questions to identify 
 clothes.
 - Play the recording more than once, if necessary, ask students to listen, point and 
 repeat.
 - Do choral and individual repetition, pointing to the characters speaking.
 - Play the recording again for students to listen and repeat.
 - Have students work in pairs, one points at the picture in the book and the other 
 says the word.
 - Say the word and make the gesture.
 - Do the actions and students say the word accordingly.
 - Have students work in pairs, one would do the action, the other say the word.
 Activity 2: Language in put (Activity A: 2. 2. Play Heads up. What’s missing?
 - Divide the class into two teams.
 - Arrange the flashcards on the board and remove one card when students are not 
 looking.
 - One student from each team calls out the missing flashcard.
 Activity 3: Language in put (Activity B: 1. Listen and practice)
 - Use DCR on Eduhome to show the useful language and have the students look 
 and read the useful language silently.
 - Explain that we use this to ask and answer yes/no questions about things people 
 can or can’t do.
 - Play the audio and have them look at the useful language.
 - Ask them to work in pairs and practice the useful language. - Require them to use the vocabulary from Part A.
- Go around the class and support them if necessary
Activity 4: Practice (Activity B. 2.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? (ask and answer about their school 
uniform.)
 2. What’re the core values of the lesson? 
(Show their responsibility and respect for each other while taking part in activities 
and positive attitudes, appropriate gestures and intonation to ask and answer about 
their school uniform.)
- Remind students to do exercises and to prepare for the next lesson: Culture: C,D.
D. FEEDBACK
Date of teaching: 3A ( 07/03/2023)
Period:91
 Unit 6: CLOTHES
 Culture: C, D
 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 What do you wear at school?/ 
I wear a blue tie. Do you like your uniform?/ Yes, I do./ No, I don’t.
3. Practise reading, listening and speaking about their school clothes in Australia. 4. Show their responsibility and respect for each other while taking part in 
 activities and positive attitudes, appropriate gestures and intonation to ask and 
 answer about their school uniform.
 B. LANGUAGE FOCUS
 Vocabulary: uniform, polo shirt, tie, sneakers, shorts, skirt.
 Sentence patterns: What do you wear at school?/ I wear a blue tie.
 Do you like your uniform?/ Yes, I do./ No, I don’t.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 92, Eduhome.vn, 
 - Flashcards 
 - Computer, TV.
 STAGE 2: ASSESSMENT EVIDENCE
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
1. Answer the questions about the 
 Observation
 situations such as setting, participants, Student’s answers
 Questions & answers
 topic 
 Student’s answers/ 
2. Read and circle Observation
 actions
3. Circle David’s uniform Student’s answers/ Observation
4. Look and listen. Then write Student’s writing/ Observation/Marking 
 speaking and Comments
5. Practice with your friends.
6. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
gestures and intonation to talk about their 
 interaction Questions & answers
school clothes in Australia.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Ask and answer
 What do you wear at school?/ I wear a blue tie.
 - Lead in the new lesson. 
 C. 1. Read and circle.
 - Ask them to look at the pictures and answer these questions.
 • Where is the boy from?
 • How does he feel?
 • What clothes can you see in each picture? - Introduce new words: uniform, polo shirt (áo thun polo), sneakers (giày thể thao)
- - Use DCR on Eduhome to show the students the text.
 - 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 circle.
 - Check answers as a whole class.
 2. Circle David’s uniform.
 - Use DCR on Eduhome to show the students the pictures.
 - Demonstrate the activity using the example.
 - Have them read and circle.
 - Check answers as a whole class.
 D. 1. Look and listen. (CD3 Track 21) 
 - Have the students look at the script and pictures and ask these questions.
 Who are talking? (Tom and Mia)
 What are they talking about? (their uniforms)
 - Play the audio and have them look and listen.
 2. Look and write. (CD3 Track 22) 
 - Have the students look at the sentences.
 - Play the audio and demonstrate the activity using the example.
 - Play the audio and have them listen and write.
 - Play the audio again and check answers as a whole class.
 3. Practice with your friends. 
 - Divide the class into two pairs.
 - Have students practice saying the sentences.
 - Have some pairs demonstrate the activity in front of the class.
 Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? (Practise reading, listening and 
 speaking about their school clothes in Australia.)
 2. What’re the core values of the lesson? 
 (Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation to talk about their school 
 clothes in Australia.) - Remind students to do exercises and to prepare for the next lesson: Culture: E,F
 D. FEEDBACK
 Date of teaching: 3A ( 08/03/2023)
 Period:92
 Unit 6: CLOTHES
 Culture: E, F,G
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize clothes from reading text. (Cognition)
 2. Identify the situations using the sentence patterns: What do you wear at school?/ 
 I wear a blue tie. Do you like your uniform?/ Yes, I do./ No, I don’t.
 3. Practise reading, writing and speaking about their school uniform.
 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 school uniform.
 B. LANGUAGE FOCUS
 Vocabulary: uniform, polo shirt, tie, sneakers.
 Sentence patterns: What do you wear at school?/ I wear a blue tie.
 Do you like your uniform?/ Yes, I do./ No, I don’t.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 93, 
 Eduhome.vn, 
 - Flashcards 
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
1. Answer the questions about the 
 Observation
 situations such as setting, participants, Student’s answers
 Questions & answers
 topic Student’s answers/ 
2. Read and circle True or False Observation
 actions
3. Look at E. Write about your school Student’s answers Observation
 uniform
4. Talk about your school uniform
5. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
gestures and intonation in talking about 
 interaction Questions & answers
their school uniform.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Ask and answer
 What do you wear at school?/ I wear a blue tie.
 - Lead in the new lesson. 
 E. Read and circle True or False.
 - 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 “True” or “False”.
 - Check answers as a whole class.
 F. Look at E. Write about your school uniform.
 - Have the students read the text in Part E again.
 - Ask them to fill in the blanks about their school uniform..
 G. Talk about your school uniform. 
 - 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.
 Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Practise reading, writing and speaking about their school uniform.)
 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 
 school uniform.)
 - Remind students to prepare next lesson.
 D. FEEDBACK
Date of teaching: 4A,4B ( 07/03/2023)
Period:89
 UNIT 14: WHAT DOES HE LOOK LIKE?
 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 Nam and Peter (setting, 
participants, topics);
2. make comparisons, using Who is + (comparative)? ... is + (comparative).
B. LANGUAGE FOCUS
Vocabulary : tall – taller, short – shorter, big – bigger, small – smaller, old – 
older, young – younger
Key grammatical structure: Who is + (comparative)? ... is + (comparative)
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4- Student’s book, page 26, 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
Nam and Peter such as setting, answers
participant, topics. Key
2. Practice a role-play conversation with Students' talks and 
 Observation
classmates, using the picture prompts. interaction
 Observation
3. make comparisons, using Who is + Student’s talks, and 
 Questions & 
(comparative)? ... is + (comparative). interaction
 answers
4. Use positive attitudes and appropriate Observation
 Student’s interaction 
gestures to compare people’s Questions & 
 and performance
appearance.. answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Spend a few minutes revising the previous lesson. Call some pupils to the front of
the class to ask and answer questions about the physical appearance of their 
classmates, using What does he/she look like? He’s/She’s ... 
- Lead into new lesson
Activity 1: Language input (Activity 1: Look, listen and repeat.)
Tell the class that they are going to listen to two boys asking and answering 
questions about their family members.
• Ask pupils to look at the pictures to identify the context in which the language is 
used. Ask them questions such as Who are the boys? What are they doing? (In 
Picture a, Nam is showing a picture of his father to Peter and Peter says He’s tall. 
In Picture b, Nam is showing a picture of his brother and Peter says He’s tall, too. 
In Picture c, Nam is making a comparison between his father and brother, saying 
My brother’s taller than my father.) 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 asking and answering questions to 
compare people’s appearance.
• Have them look at the bubbles and the three pictures to identify how the language 
is used.
Teach the form and the meaning of the pairs of adjectives under the pictures.
• Point to the first picture and model the task with one pupil, using the sentences in 
the bubbles and the first pair of adjectives under Picture a. (Teacher: Who’s taller? 
Pupil: The girl is taller.) Ask pupils to say the question and answer chorally and 
individually. Repeat the same procedure with the rest of the pictures.
• Ask pupils to practise in pairs: one asks the question and the other gives the 
answer, using the prompts in the bubbles and words under the pictures.
• Select some pairs to demonstrate the task in front of the class. Monitor the 
activity and offer help, if necessary.
Task 2: Guided practice.( Activity 3: Let’s talk)
Tell pupils that they are going to practise asking and answering questions about 
their classmates’ appearance and making comparisons, using What does he/she 
look like? Who’s + (comparative)?
• Do the task with one pupil as a model (e.g. Teacher: What does Hang look like? 
Pupil: She’s thin.) Put the sentences on the board and do choral and individual 
repetition.
• Ask pupils to work in pairs, one pupil asking the questions and the other giving 
the answers. Monitor the activity and offer help, if necessary.
• Select some pairs to role-play the dialogue in front of the class. Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
What have you learnt from the lesson today? 
(make comparisons, using Who is + (comparative)? ... is + (comparative).
2. What’re the core values of the lesson? 
()
- Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 14. Lesson 2. 4 -5- 6 on page 27.
D. ADJUSTMENT.
Date of teaching: 4A,4B ( 08/03/2023)
Period:90
 UNIT 14: WHAT DOES HE LOOK LIKE?
 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 Physical appearance
2. listen and circle
3. Look and write 
4. Let’s sing: What do they look like?
B. LANGUAGE FOCUS
Vocabulary : Revision
Key grammatical structure: Revision
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4- Student’s book, page 27, Sachmem.vn, Teacher’s guide.
- Posters
- A computer, a projector.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Observation
 1. Listen and circle Students' asnwers
 Key
 2.Look and write Student’s aswers and Observation performance
 Student’s Observation
 3.Let’s sing: What do they look like?
 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. Ask some pairs of pupils to ask 
and answer questions to compare the appearance of their classmates 
- Lead into new lesson
Activity 1: Listen and circle.
Tell the class that they are going to listen to Nam’s description of his family and 
circle the correct answers.
• Ask pupils to look at the four incomplete sentences and guess the possible 
answers for each sentence. Check understanding.
• Play the recording for them to listen and circle the answers.
• Play the recording again so that they can check their answers.
• Get pupils to swap their answers before you check as a class. Monitor the activity 
and offer help, if necessary.
Key: 1 a 2 a 3 b 4 b 
Activity 2: Look and write .
Tell pupils that they are going to write the answers to the questions to make 
comparisons of people’s appearance, using the picture cues.
• Ask them to look at the four pictures to identify the difference in appearance 
between the family members in each picture. Explain the meaning of the new word 
strong. Remind pupils that we use than when making comparisons. Then ask them 
to read the questions and write the answers. If necessary, get pupils to work in 
pairs.
• 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 pairs to act out the completed dialogues.
Key: 1 The brother is slimmer than the father. 2 The mother is shorter than the 
father.
3 The sister is older than the brother. 4 The brother is stronger than the father 
Activity 3: Let’s sing
Tell the class that they are going to sing the song What do they look like? Teach the 
song, following the procedure in Teaching the unit components in Introduction.
• Have pupils read each line of the lyrics aloud. Check comprehension. • Play the recording all the way through. Ask pupils to do choral and individual 
repetition of the song line by line until they get familiarized with the 
pronunciation, the stress, the rhythm and the tune of the song.
• Play the recording again and get pupils to sing along with the recording.
• Divide the class into two groups: one sings the questions and the other sings the 
answers. 
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1.What have you learnt from the lesson today? 
(Listen, write and play about Physical appearance.)
2. What’re the core values of the lesson? 
(Love people.)
- Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 14. Lesson 3. 1-2-3 on page 28.
D. ADJUSTMENT.
Date of teaching: 4A,4B ( 08/03/2023)
Period:91
 UNIT 14. WHAT DOES HE LOOK LIKE?
 Lesson 3. 1 -3
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to: 
1.Pronounce the initial clusters th in this, that, thin, and thick. 
2.Listen and tick the letters showing the correct words filling the gapped sentences. 
Then say the completed sentences aloud.
3.Say the chant This is my family.
B. LANGUAGE FOCUS.
Vocabulary : Revision 
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4, Sach mem.vn Student’s book page 28
- Posters STAGE 2: ASSESSMENT EVIDENCE
 Performance Assessment 
 products tools
 Observation
 Students’ say the 
 1. Listen and repeat Questions& 
 statements
 answers
 Observation
 2. Listen and tick Then write and say aloud. Students' answers
 Key
 3.Perform a chat using appropriate tone and Student’s Observation
 gestures performance
 4. Use positive attitudes and appropriate Observation
 Student’s interaction 
 gestures to when say Pronounce the initial Questions& 
 and performance
 clusters th in this, that, thin, and thick. answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warm up: Greetings and singing
- Ask Ps to sing the song “What do they look like?”
- Introduce the new topic
Activity 1. Listen and repeat. 
- Tell pupils that they are going to practise saying the soud of the letters th in the 
word this, that, thin, thick respectively.
- Put the letters th on the board. Play the recording and ask pupils to repeat a few 
times. 
- Put the words: this, that, thin, thick and the four sentences on the board, play the 
recording and ask pupil
s to repeat a few times. 
- Do choral and individual repetition of the sounds words and sentences until 
pupils feel confident
- Get some Ps to say the letters, the words and the sentences in front of the class. 
Check as a class and correct the pronunciation, if necessary
Activity2. Listen and tick. Then say aloud.
- Tell pupils that they are going to listen to the four sentences and tick the correct 
words.
- Ask them to look at the sentences and guess the words to fill the gaps