Kế hoạch bài dạy Tiếng Anh Tiểu học - Tuần 28 - Năm học 2022-2023 - Lê Thị Ánh

 GRADE 1
Date of teaching: 1A(27/03/2023), 1B( 30/03/2023)
Period 28: UNIT 9: TOYS
 Lesson 1
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of this lesson, students will be able to identify names of toys
Ask and answer about numbers of objects.
B. LANGUAGE FOCUS
Vocabulary: 
car, teddy bear, ball
Key grammatical structures:
 • I have a (teddy bears) 
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 1: Student’s book page 
- Audios (Unit 9), 
- 4 cards .
- a computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
 Observation
1. Listen and point correct 
 Point and read Questions & answers
picture.Repeat 
 Key
 Students' listen and repeat 
2.Listen and point. Observation
 and talk 
3. Listen and Students’ listen and repeat. Observation
repeat.Point and say Point and say
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Song: sing the alphabet song
*.Whisper
-Arrange children into rows of at least six.
-Secretly show a flashcard to the first child in each group. This child whispers the 
word to the child next to him/her.
-Children continue whispering the word to the child next to them until the word reaches the final child.
-The final child says the word out loud, and the first child holds up the flashcard to 
see whether the word is correct.
*.Activity 1
A- Listen and point. Repeat.
CD2- Track 48
-Arrange the flashcards on the board, play audio and point to each flashcard.
-Play audio again and have students point to the pictures in their books.
-Play audio again and have students listen and repeat.
Play "Guess."
-Arrange the flashcards on the board and write toys under each card.
-Have 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 toys and have 
students take turns to guess the face-down card. Turn the card over after each 
guess.
*.Activity 2
1.Listen and point.
CD2- Track 49
-Have students call out the things they can see.
-Have them count the cars, balls and teddy bears.
-Have students listen and follow.
-Play audio and demonstrate pointing.
-Play audio. Have students listen and point. 
*.Activity 3
. Listen and repeat.
CD2- Track 50
-Have students look at the useful language box.
-Play audio. Have students listen to the useful language.
-Have students practice the useful language.
. Point and say.
-Have students look at the pictures and identify the things they see.
-Divide the class into pairs. 
-Have Student A point to the pictures and Student B say, e.g. "seven books."
-Swap roles and repeat.
-Have some pairs demonstrate the activity in front of the class. Option 1: Count the objects
-Have students take out their school objects and have them work in pairs. Student 
A points to the objects he/she has and say the quantity.
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
 ( call names of toys )
2. What’re the core values of the lesson? 
- keep your toys tidy,protect them carefully.
D.ADJUSTMENT
 .....................
Date of teaching 2A,2B(27/03/2023)
Period 28 UNIT 9: CLASSROOM ACTIVITIES
 Lesson 1
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
- Identify school things.
-Talk about classroom activities, using: Pick up your (eraser).
- Practise talking and listeningabout clothes
- Show positive attitudes and appropriate gestures to talk about clothes.
B. LANGUAGE FOCUS
Vocabulary: 
Eraser, ruler, crayon, pencil case
Key grammatical structures:
Pick up your (eraser).
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 2: Student’s book page 58
- Audios (Unit 9), 
- 4 cards .
- a computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools Observation
1. Listen and point correct 
 Point and read Questions & answers
picture.Repeat 
 Key
2. Listen to the story 
between Teacher,Bill,Kim 
 Students' listen and repeat 
and Lola talk about Observation
 and talk 
classroom activities using: 
Pick up your (eraser).
 Observation
3.Listen and tick the box Students’ listen and repeat.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm-up (5’)
Review
- Run through pictures to revise some vocabulary: bus, boat, plane, motorbike.
- Have students to listen to the word from one pupil and the other pupils do the 
action.
- Introduce the new lesson by showing the pictures (eraser, ruler, crayon, pencil 
case) on the projector.
- Teacher tells the class the objects of the lesson.
Activity 1: Listen and point.Repeat.
1. Teach vocabulary (6’)
- Use pictures to introduce the new words (eraser, ruler, crayon, pencil case). 
- Have students listen to each new word.
- Show the pictures of the part A on the projector and ask students to open the 
books.
- Play audio, and point to each flashcard for students to listen (CD2 - Track 42)
- Play audio again and have students point to the pictures in their books.
- Play audio again and have students listen and repeat. 
- Have students work in pairs, one of them points to the picture in the book and the 
other says the word. 
- Call some pairs to the board and check.
- Organize for students to play the game "Heads up. What's missing?" game
- 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.
2. Introduce sentence pattern (6’)
- Have students look at the picture, identify it and call out the things they can see. 
Ask some questions about the picture.
- Introduce the situation. Bill, Kim and Lola are in their classroom. They place 
their school objects on the floor .What does the teacher ask them you to do? Now 
listen to the story. (CD2 – Track 43)
- Play audio and have students listen and repeat. 
- Ask pupils what does the teacher ask Kim/Bill/ Lora to do?
Pick up your eraser
Activity 2: Controlled & guided practice
1. Realia drill (7’)
- Have students place their erasers, rulers, crayons and pencil cases on their desks.
- Have one student stand up and say, “Pick up your (eraser).” then the others pick 
up their (erasers).
- Continue this activity as the same way. 
2. Listen and draw lines. (4’)
(CD2 – Track 44)
- Play audio and demonstrate the activity using the example.
- Play audio and have students listen and draw lines.
- Play audio again and check answers as a whole class.
Activity 3: Listen and ( √ ) the box. 
- Have students look at the pictures and call out the clothes they can see.
- Play audio and demonstrate the activity using the example.
- Play audio. Have students listen and tick the box.
- Play audio again and check answers as a whole class.
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? (protect your school things 
carefully)
 2. What’re the core values of the lesson? (show their knowledge aboutschool things 
and how to require someone do some things. )
 Remind students to do exercises in the workbook and to prepare for the next lesson
D. ADJUSTMENT. 
Date of teaching: 3A( 27/3/2023)
Period 101
 UNIT 7: TOYS
 Lesson 2: C, D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize the /r/ sound from the recording (Cognition)
2. Identify the situations using the sentence patterns How many blocks do you 
have?/ I have ten blocks.
3. Asking and answering about how many things they have.)
5. Show their responsibility and respect for each other while taking part in 
activities and positive attitudes, appropriate gestures and intonation in saying 
sound/r/; asking and answering about how many things they have.)
B. LANGUAGE FOCUS
1. Sound : the /r/ sound
 Vocabulary: card, block, dice, marble.
 Sentence pattern: How many blocks do you have?/ I have ten blocks.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 100, 
 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
3. Look and listen then write Student’s Observation performance
 Student’s interaction Observation/ key
 4. Practice with your friends
 and performance
 5. Use positive attitudes, appropriate 
 gestures and intonation when asking Student’s interaction Observation
 and answering about how many things and performance
 they have
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Aha game.
 - Cover the flashcard with a piece of paper or card.
 - Very slowly move the paper to reveal the picture.
 - Ask the students to guess the picture on the flashcard.
 - Have them say “Aha” and the vocabulary.
 Activity 1: Language input (Activity C- 1. Listen and repeat. )
 (CD3 Track 32) 
 - Draw attention to the /r/ 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 33) 
 - 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 34) 
- Introduce the situation using DCR: “Playtime ”
- Have the students look at the story and ask these questions. 
- Have the students call out the things they can see. - Play the audio.
 Have the students look and listen.
 Activity 4: Practice (Activity D. 2. Listen and write.)
 (CD3 Track 35) 
- 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? 
 (saying the sound /r/ and asking and answering about how many things they have.)
 2. What’re the core values of the lesson? 
 (Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in saying the sound /r/ 
 and asking and answering about how many things they have.)
 - Remind students to prepare for the next lesson. Lesson 2: E,F.
 D. FEEDBACK
 Date of teaching:3A ( 28/3/2023)
 Period 102 UNIT 7: TOYS
 Lesson 2: E, F
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize toys from the pictures.(Cognition)
 2. Identify the situations using the sentence patterns: How many cards do you 
 have?/ I have nine cards.
 3. Ask and answer about how many things they have 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 how many things they have 
 B. LANGUAGE FOCUS
 Vocabulary: card, block, dice, marble.
 Sentence pattern: How many cards do you have?/ I have nine cards.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 98, Eduhome.vn, 
 - Flashcards 
 - Laptop, TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
1. Point, ask and answer Observation
 actions
2. Play Magic finger Student’s answers/ Observation
3. Show positive attitudes and appropriate 
gestures and intonation in asking and Student’s talk and Observation, 
answering about how many things they 
 interaction Questions & answers
have confidently.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Network: Toys
 - Team A and team B write toys on the board.
 - Lead in the lesson.
 Activity 1: Practice (Activity E. Point, ask, and answer. )
 - Divide the class into two pairs.
 - Demonstrate the activity using the speech bubbles.
 - Have the student A point and ask, have the student B answer.
 - Swap roles and repeat.
 Afterwards, have some pairs demonstrate the activity in front of the class.
 Activity 2: Practice (Activity F. Play the Magic finger game.
 - Have Ss time to look and read at the examples.
 - Divide the class into pairs.
 - Have the student A ask a question and write a number with their finger on the 
 student B’s back.
 - Have the student B try to guess which number it is and answer. Have the students swap roles and repeat.
 Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(Ask and answer about how many things they have confidently.)
 2. What’re the core values of the lesson? 
(Show their responsibility and respect for each other while taking part in activities 
and positive attitudes, appropriate gestures and intonation to asking and answering 
about how many things they have confidently.)
- Remind students to prepare for the next lesson . Lesson 3: A,B.
D. FEEDBACK
Date of teaching: 3A ( 28/3/2023)
Period: 103 
 UNIT 7: TOYS
 Lesson 3: A, B
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize toys, prepositions of position from the pictures and recording 
 (Cognition)
2. Identify the situations using the sentence Put the ball on the chair.
3. Say where to put different things.
4. Show their responsibility and respect for each other while taking part in 
activities and positive attitudes, appropriate gestures and intonation in say where to 
put different things.
B. LANGUAGE FOCUS
 Vocabulary: under, on, in, toy box, wardrobe.
 Sentence pattern: Put the ball on the chair.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 102, 
 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 Board race 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 match. Practice. Student’s answers Observation
6. Show positive attitudes and appropriate Student’s talk and Observation, 
gestures and intonation in say where to 
 interaction Questions & answers
put different things.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: 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 thing. 
 - Then the first student passes the ball to any of their friends. The second friend 
 will name another thing. 
 - The students who are unable to say the things 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 36) 
 - Arrange the flashcards (under, on, in, toy box, wardrobe) 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 board race.)
 - Have the students look at the example. - Divide the class into two teams and have one student from each team stand a 
 distance from a board.
 - Stick two flashcards on the board and then say one of the new words aloud.
 - Have the students race to the board, touch that flashcard, and repeat the new 
 word.
 - The first student to touch the flashcard and say the word correctly gets a point 
 for their team.
 - Continue with other students.
 Activity 3: Language in put (Activity B: 1. Listen and practice. )
 A. 1. Listen and practice. (CD3 Track 37) 
 - 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 instruct someone to put an item somewhere else. We 
 use “in”, “on”, and “under” to describe where we want things putting in more 
 detail. 
 - Play the audio and have them listen to 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 match . Practice.
- Demonstrate the activity using the example. 
- Have the students look and match the sentences with the correct 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? 
 (Say where to put different things.)
 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 say where to put 
 different things.)
 - Remind students to prepare next lesson. Lesson 3: C,D.
 D. FEEDBACK
Date of teaching: 3A, (29/3/2023),
Period: 104
 UNIT 7: TOYS
 Lesson 3: C, D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize the /ɔɪ/ and /eə/ sounds from the recording (Cognition)
2. Identify the situations using the sentence patterns Put the balls under the bed.
3. Say where to put different things.
5. Show their responsibility and respect for each other while taking part in 
activities and positive attitudes, appropriate gestures and intonation in saying 
sounds /ɔɪ/ and /eə/ . say where to put different things.)
B. LANGUAGE FOCUS
1. Sound : the /ɔɪ/ and /eə/ sounds
 Vocabulary:. under, on, in, toy box, wardrobe.
 Sentence pattern: Put the balls under the bed.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 103, 
 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
 Student’s Observation 
3. Look and listen then write
 performance
 Student’s interaction Observation/ key
4. Practice with your friends
 and performance 5. Use positive attitudes, appropriate 
 Student’s interaction Observation
 gestures and intonation when say where 
 and performance
 to put different things.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Circle jump game.
- Divide the class into two groups and make two lines to play the game.
- Draw two large circles on the ground with chalk.
- Place a flashcard in each circle.
- Call out a word, and a student from each team has to run and stand inside the 
 corresponding circle as quickly as possible. 
- Ask them to say the word when standing inside the circle.
 The first student getting the correct answer wins a point for their team
Activity 1: Language input (Activity C- 1. Listen and repeat. )
(CD3 Track 38) 
 - Draw attention to the /ɔɪ/ and /eə/ sounds using DCR.
 - Briefly explain and demonstrate the sounds.
 - Play the audio. 
 - Have the students notice the sounds.
 - Play the audio again.
 - Have the students listen and repeat. 
Correct students’ pronunciation if needed
Activity 2: Language input (Activity C- 2. Chant.)
 - (CD3 Track 39) 
 - 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 40) 
 - Introduce the situation using DCR: “It’s time to clean up ”
 - Have the students look at the story and ask these questions. 
 • What can you see? (two balls, a toy box, a robot, a bed, a wardrobe)
 • How does Mom/Mrs. Brown feel? (She’s angry.)
 • Does Mom/Mrs. Brown want the kids to clean up? (Yes) • What are the kids doing now? (They’re cleaning up.)
 - Play the audio.
Have the students look and listen. 
Activity 4: Practice (Activity D. 2. Listen and write.)
 (CD3 Track 41) 
 - 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 the 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? 
(saying the /ɔɪ/ and /eə/ sounds, say where to put different things.)
 2. What’re the core values of the lesson? 
(Show their responsibility and respect for each other while taking part in activities 
and positive attitudes, appropriate gestures and intonation in saying the /ɔɪ/ and 
/eə/ sounds, say where to put different things.)
- Remind students to prepare for the next lesson. Lesson 3: E,F.
D. FEEDBACK
Date of teaching: 4A, 4B( 28/3/2023)
Period 101
 UNIT 16: LET’S GO TO THE BOOK SHOP?
 Lesson 1: 1-2
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and 
Competence)
1. Ask and answer questions about what people do at a festival. 2. Read, listen and circle the letters showing the correct verb phrases completing 
the sentences. 
3. Read the question and complete the answers, using the pictures.
4.Play the game Physical line-up.
B. LANGUAGE FOCUS.
1. Key terms: Revision
2. Key grammatical structure 
The sentence patterns: Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 33
- Audios (Unit 4 -page 33), 
- Pictures, posters
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
 Observation
1. Listen and circle.
 Students’ answers Questions & answers
 Key
 Student’s talks, and Observation
2. Look and write.
 interaction Questions & answers
 Student’s play, and Observation
3. Let’s play.
 interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and asking
- Ask pupils to play the game Slap the board, using some picture about activities 
on/ at some festivals.
- Ask Ss to ask and answer questions about activities on/ at 
Activity 1: Language input (Activity 1: Listen and circle.)
- Tell the class that they are going to listen to three dialogues between Linda and 
Phong. Then circle the correct answers.
- Have Ss look at four incomplete sentences and guess the answers for each 
sentence.
- Play the recording for pupils listen and circle the answers (Twice)
- Ask pupils to work in pairs to check the answers.
- Have Ss give the answers
- Have Ss listen and check their answers.
* Key: 1- a 2- b 3- b 4- a
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Look and write..)
- Tell the pupils that they are going to look at the pictures and write the answers to 
the questions about what the characters do at Tet, using the picture cues. - Have Ss work in pairs to look at four pictures and identify the missing 
information in each picture to find out the information to fill in the gaps. 
- Get Ss to do their task in 5 minutes. 
- Get Ss to swap their answers before checking as a class.
- Call some pairs to act out the dialogues.
Task 2: Let’s play.
- Tell Ss that they are going to play game “Physical line- up .” using the 
phrases related to the festivals.
-Make a few questions to check pupils’ comprehension.
- Asking Ps to focus on the structure once again.
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 ( Listen and write answer questions about Tet.)
 2. What’re the core values of the lesson? 
(Ss Live responsibly, Love Tet and do things at Tet. ) 
- Remind students to do exercises in the workbook.
 - Prepare for the next lesson (Unit 16. Lesson 1.3-5 on pages 33).
D. ADJUSTMENT
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
Date of teaching: 4A, 4B( 29/3/2023)
Period 102
 UNIT 16: LET’S GO TO THE BOOK SHOP?
 Lesson 1: 3-5
 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 initial letter clusters cl in clothes, close, and flinflowerand floor. 
2. Listen and complete the sentences. Then say the completed sentences aloud.
3. Say the chant What do you do at Tet?
B. LANGUAGE FOCUS.
Vocabulary : Revision 
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, Sach mem.vn Student’s book page 34
- Posters
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks 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
 gestures to when say pronounce the initial Student’s interaction 
 Questions& 
 letter clusters cl in clothes, close, and and performance
 answers
 flinflowerand floor
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warm up: Greetings and singing
- Ask Ps to play the game Physical line- upin groups.
- Introduce the new topic
Activity 1. Listen and repeat. 
-Tell pupils that they are going to practise saying the sound of the letters cl in the 
word clothes, close and fl in flower, floor respectively.
- Put the letters th on the board. Play the recording and ask pupils to repeat a few 
times. 
- Put the words:clothes, close, flower, floor and the four sentences on the board.
- Play the recording and ask pupils 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 write the correct 
words.
- Ask them to look at the sentences and guess the words to fill the gaps
- Play the recording so they can listen and tick the words. Remind Ps to focus on 
the sound of the letters cl and fl while listening.
- Get Ps to swap and check their answers. - Ask Ps to read aloud the sentences 
- Play the recording again for Ps to check if necessary.
* Key : 1- flower 2- Close 3- clothes 4- floor.
Activity 3. Let’s chant.
- Tell pupils that they are going to say the chant What do you do at Tet follow the 
procedure in teaching the unit components in introduction
- Have them read the chant and check comprehension.
- Play the recording more than one, if necessary, for pupils listen and repeat.
- Show Ps how to chant and do the action.
- Divide the class into group of four and call two group of Ps to give the 
demonstration. Ask the groups to sit opposite of each other. Go around and offer 
help if necessary.
- Call two groups to the front of the class chant and do the action. The rest of the 
class claps along the rhythm.
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
(Listen write pronounce the initial letter clusters cl in clothes, close, and fl in 
flower and floor.) 
2. What’re the core values of the lesson? 
( Use positive attitudes and appropriate gestures to when say pronounce the initial 
letter clusters cl in clothes, close, and flinflower and floor. Love their family.)
- Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 16. Lesson 2.1 -3 on page 35 .
D. ADJUSTMENT
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
Date of teaching: 4A, 4B( 28/3/2023)
Period 103
 UNIT 16: LET’S GO TO THE BOOK SHOP?
 Lesson 2: 1-3
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and 
Competence)
1.Read the paragraph and complete the sentences. 2. Read the writing, and write about their Tet. 
3.Make a greetings card for Tet, and write wishes for a friend.
B. LANGUAGE FOCUS.
1. Key terms: Revision
2. Key grammatical structure 
The sentence patterns: Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 35
- Audios (Unit 4 -page 35), 
- Posters
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Observation
 1. Read and write. Students’ answers Questions& 
 answers / Key
 Students' interaction
 2. Write a bout your Tet. Observation/ key
 writing
 Student’s 
 3.Project Observation
 performance
 Observation
 4.Use positive attitudes and appropriate Student’s interaction 
 Questions& 
 gestures for Sts to talk about their Tet. and performance
 answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm up:Greeting and chantting
- Revising the previous lesson. Get two groups of five pupils to go to the front of 
the class to say the chant What do you do at Tet?. Ask the rest of the class to listen 
and clap their hands.
- Lead into new lesson
Activity 1. Read and write.
-Tell the class that they are going to read the text about Tet and complete the 
sentences.
- Get Ss to read the question first. Then ask them to read the email and focus on the 
information needed to complete the sentences. 
- Get pupils to work in pairs to discuss the possible information to complete the 
sentences.
- Give Ss time to do the task independently. Go around and offer help, if necessary.
- Get pupils to swap and check their answers before checking as a class.