Kế hoạch bài dạy Tiếng Anh Tiểu học - Tuần 30 - Năm học 2022-2023 - Lê Thị Ánh

 Week 30
Date of teaching: 1A ( 10/4/2023), 1B( 13/4/2023),
Period: 30 UNIT 9: TOYS
 Lesson 3
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, 
and Competence).
By the end of the lesson, students will be able to:
1. Identify some numbers ( seven, eight, nine, ten)
2. Count the objects ( eight cars .)
3. Have a sense of keeping the toys and controlling them.
B. LANGUAGE FOCUS
 Vocabulary : seven, eight, nine, ten
Sentence patterns: eight cars, ten balls .
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 1- Student’s book, page 60, Eduhome.vn, Teacher’s 
guide.
- Flashcards for Unit 9.
- Computer, projector.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
Performance Tasks Assessment tools
 products
 Student’s answers/ 
1. Listen and point. Repeat Observation
 actions
2. Listen and point each picture Observation
 Student’s answers
setting, participants, topic.
3. Point and say Student’s 
 Observation
 performance
4. Show positive attitudes and Student’s 
 Observation
appropriate gestures to count the objects interaction and 
 performance
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Musical cards 
- Play some lively music.
- Hand out the flashcards from the previous lesson.
- Children pass the flashcards around all the rows of seats while the music is 
playing.
- Stop the music suddenly. Ask the children who are holding the flashcards to 
stand up and say the word. E.g. “one.”
- Play the music and continue in the same way.
Activity 2: Language input 
1. Listen and point. Repeat.
- Arrange the flashcards on the board, play audio and point to each flashcard.
- Play audio again and have students point to the pictures in their books.
- Play audio again and have students listen and repeat.
- Play "Guess."
- Arrange the flashcards on the board and write a number 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 a number and 
have students take turns to guess the face-down card. Turn the card over after 
each guess.
2. Listen and point. 
- 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. 
3. 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.
Activity 3: Practice.
1. 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.
* 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.
 - Swap roles and continue. 
- Give feedback
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
(Learn about numbers and count some objects)
- Guide Sts to study D,E
- Prepare for the next lesson Unit 10- Lesson 1
D. ADJUSTMENT.
 Date of teaching: 2A, 2B ( 10/4/2023)
Period: 30
 UNIT 9: CLASSROOM ACTIVITIES
 Lesson 3.
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Identify some activities (count numbers, draw pictures, spell words, sing songs) 
 from the recording and the given pictures, talk about their abilities. (Cognition)
2 . Ask and answer about classroom activities and personalities (setting, 
 participants, topic) and the sentence pattern I can draw pictures. (Skill)
3. . Identify days of week .
4. Talk about school activities, using: I (sing songs) on (Wednesday). 5. Show students pride in their abilities, their responsibility and respect for each 
 other while taking part in activities.(attributes)
 B. LANGUAGE FOCUS
 Vocabulary 
 Activities: count numbers, draw pictures, spell words, sing songs ,Monday, 
 Tuesday, Wednesday
 Sentence patterns
 I can count numbers
 I (sing songs) on (Wednesday).
 C. INSTRUCTIONAL RESOURCES
 - Textbook: Tiếng Anh 2- Student’s book, page 62,63 Eduhome.vn, Teacher’s 
 guide.
 - Flashcards for Unit 9.
 - Computer, projector.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
1. Listen and point. Repeat Observation
 actions
2. Listen and point at each 
 Observation
 person/activity in the picture Student’s answers
setting, participants, topic.
 Student’s answers/ 
3. Listen and read interaction and Observation
 performance
4. Listen and repeat (setting, Observation
 Student’s answers
 participants, topic.)
 Student’s 
5. Point and say Observation
 performance
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Activity 1: Warm-up (Greeting & song)
 - Greet Ss. Remind ss to the previous lesson Then get the class to watch a video about some activities
- Elicit the activities mentioned in the song (swim, sing, run) and lead them to the 
new lesson by saying “You are going to know some activities in the new lesson 
today.”
Activity 2: Language in put (Activity A: Listen and point. Repeat. – P.61)
- Use some pictures to introduce vocabulary (Count numbers, draw pictures, spell 
words, sing songs). Give examples for each picture.
- 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 the games with flashcards
- Call some students to read aloud (Give feedback)
Activity 3: Language in put (Activity B: Listen and point. – P.61)
1. Listen and point (CD2 – Track 53)
- Have students call out the things they can see.
- Have students listen and follow.
- Play audio and demonstrate pointing.
- Play audio. Have students listen and point. 
- Have students work in pairs, one student calls out the activities and the other 
student points to the correct pictures in their books.
2. Listen and repeat. (CD2 – Track 54)
- Have students look at the useful language box.
- Play audio. Have students listen to the useful language.
- Have students practice the useful language. 
- Give constructive feedback and correct their pronunciation if necessary.
Activity 4: Language in put (Activity D: Listen and read. – P.63)
- Use calendar to introduce vocabulary (Monday, Tuesday, Wednesday). Give 
examples for each picture.
- Have students identify the picture, call out the things they can see.
- Introduce the situation. 
- Play audio and have students listen and read. 
*play the games with flashcards
- Call some students to read aloud (Give feedback) Activity 5: Language in put (Activity D: Listen and repeat . – P.63)
1. 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. 
- Give constructive feedback and correct their pronunciation if necessary.
Activity 6: Practice (Activity E:Point and say.)
- Get Ss look at the timetable in their book
-Gget Ss work in pairs, point at the pictures and talk about the timetable
 beginning with: I . on (Monday)
- Divide the class into three groups, get each group look at the timetable
 And say aloud
- Give feedback.
Pass the ball 
- Ask Ss prepare a sentence beginning with: I . on (Monday)
- Play music and get Ss pass the ball one by one
- When music stop, who is holding the ball on will say a sentence
Activity 7: Wrap-up & Assignments/ home-link.
1. What have you learnt from the lesson today? 
(Learn about some activities and talk about abilities–I can sing songs.)
2. What’re the core value of the lesson? 
(Show students pride in their abilities, their responsibility and respect for each other 
while taking part in activities)
- Prepare for the next lesson Unit 10- Lesson 1
D. ADJUSTMENT
.....................................................................................................................................
 .....................................................................................................................................
Date of teaching: 3A( 10/4/2023)
Period: 109
 UNIT 7: TOYS
 REVIEW AND PRACTICE: A,B
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES By the end of the lesson, students will be able to 
 1. Review talking about what they can see, talking about how many things they 
 have, and saying where to put different things.
 2. Listen and tick the box
 3. Look and read. Put a tick or a cross
 4. Show their responsibility and respect for each other while taking part in 
 activities and positive attitudes, appropriate gestures and intonation in talking 
 about what they can see, talking about how many things they have, and saying 
 where to put different things.
 B. LANGUAGE FOCUS
 Vocabulary: marble, block, card, doll, sofa, toy box.
 Sentence patterns: What can you see?/ How many cards?/ Put the doll in the toy 
 box. 
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 108, 
 Eduhome.vn, 
 - Flashcards 
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
1.Answer the questions about the Student’s answers Observation
situations such as setting, participants, 
topic 
2. Listen and tick the box Student’s answers/ Observation
3. Look and read. Put a tick or a cross Observation
 Student’s answers
 Questions & answers
4. Show positive attitudes and appropriate 
gestures and intonation in talking about 
 Student’s talk and Observation, 
what they can see, talking about how 
 interaction Questions & answers
many things they have, and saying where 
to put different things.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Go get it game.
 - Divide the class into two teams. - Place the flashcards around the class.
- Say the word twice so that the students can hear.
- Say “Go get it” and then the student from each team has to run quickly to find 
 and grab the flashcard the teacher said and they have to repeat the word.
 The team with the most flashcards at the end wins.
Activity 1: Listen and () the box. (CD3 Track 45) 
 - Ask the students to look at the pictures.
 - Play the audio and demonstrate the activity using the example.
 - Play the audio and ask them to listen and tick the box.
 - Invite some students to give their answers.
 - Check the answers with the whole class using DCR. 
Activity 2: Look and read. Put a () or a ( ).
 - Demonstrate the activity using the example.
 - Have the students look at the pictures, read each statement, and put a tick in the 
 box if the statement is true, or a cross in the box if the statement is false.
 - Check the answers as a whole class using DCR.
 - Afterwards, have some students give a new true statement for each of the false 
 statements.
Monitor the class and support if needed.
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(talking about what they can see, talking about how many things they have, and 
saying 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 talking about what they 
can see, talking about how many things they have, and saying where to put 
different things.)
- Remind students to prepare next lesson.Unit 7: Review and practice: C
E. FEEDBACK
Date of teaching: 3A( 11/4/2023)
Period 110
 UNIT 7: TOYS
 REVIEW AND PRACTICE: C STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Review talking about what they can see, talking about how many things they 
 have, and saying where to put different things.
 2. Play connect three.
 3. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in talking about what they 
 can see, talking about how many things they have, and saying where to put different 
 things.
 B. LANGUAGE FOCUS
 Vocabulary: marble, block, card, doll, sofa, toy box.
 Sentence patterns: What can you see?/ How many cards?/ Put the doll in the toy 
 box. 
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 109, 
 Eduhome.vn, 
 - Flashcards 
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
1.Answer the questions about the Student’s answers Observation
situations such as setting, participants, 
topic 
 Observation
2. Play connect three Student’s answers
 Questions & answers
3. Show positive attitudes and appropriate 
gestures and intonation in talking about 
 Student’s talk and Observation, 
what they can see, talking about how 
 interaction Questions & answers
many things they have, and saying where 
to put different things.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Bingo game.
 - Write a list of 15 words on the board. - Ask the students to choose 5 words and write them on their paper.
- Show a flashcard to the class. If they have the word, they tick it. The student 
 who ticks all 5 words they have chosen shouts “Bingo” and wins the game.
 Lead in the new lesson.
 Activity 1: Answer the questions. 
 - Use DCR on Eduhome to show the class the pictures on page 109. 
 - Point to each picture and ask them to ask these questions.
 • What toy is it?/ What is it?
 • Where is the bed?
Walk round the class and support them if needed. 
 Activity 2: Play Connect three.
 - Divide the class into groups of four with two pairs in each group.
 - Guide the students how to play the game.
 - Have the pairs play rock, paper, scissors to see which pair goes first.
 - Have the winning pair choose a space, match the symbol to the useful language, 
 then ask and answer.
 - Have the pair mark that space as theirs if they use the useful language correctly.
 - Ask them to take turns.
The pair that gets three spaces in a horizontal, vertical or diagonal line wins the 
game.
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(talking about what they can see, talking about how many things they have, and 
saying 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 talking about what they 
can see, talking about how many things they have, and saying where to put 
different things.)
- Remind students to prepare next lesson.Unit 8: Lesson 1: A,B
E. FEEDBACK
Date of teaching: 3A ( 11/4/2023)
Period: 111 UNIT 8: FOOD
 Lesson 1: A,B
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize different food items from the pictures and recording (Cognition)
 2. Identify the situations using the sentence There is an apple./ There are eight 
 cupcakes.
 3. Say how many different food items there are.
 4. Show their responsibility and respect for each other while taking part in 
 activities and positive attitudes, appropriate gestures and intonation in saying how 
 many different food items there are.
 B. LANGUAGE FOCUS
 Vocabulary: apple, banana, carrot, cupcake, donut.
 Sentence pattern: There is an apple./ There are eight cupcakes.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 110, 
 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 heads up. What’s missing? Student’s answers/ Observation
 Observation
3.Answer the questions about the situations 
 Student’s answers Questions & 
 such as setting, participants, topic 
 answers
4. Listen and practice Student’s answers Observation
5. Look and write. Practice. Student’s answers Observation
6. Show positive attitudes and appropriate Observation, 
 Student’s talk and 
gestures and intonation in saying how many Questions & 
 interaction
different food items there are. answers 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 A- 1. Listen and point. Repeat.) 
 (CD3 Track 46) 
 - Arrange the flashcards (apple, banana, carrot, cupcake, donut) 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 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. )
(CD3 Track 47) 
 - 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 tell someone about quantities of items that they do 
 not know. We use “a” for singular nouns that begin with a consonant sound, 
 “an” for plural nouns that begin with a vowel sound, and “are” for plural nouns.
 - 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? 
 (Saying how many different food items there are.)
 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 how many 
 different food items there are.)
 - Remind students to prepare next lesson. Lesson 1 : C,D.
 D. FEEDBACK
 Date of teaching: 3A ( 12/4/2023)
 Period: 112 
 UNIT 8: FOOD
 Lesson 1: C,D
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize the /ts/ sound from the recording (Cognition)
 2. Identify the situations using the sentence patterns There is an apple./ There are 
 eight cupcakes.
 3. Say how many different food items there are.
 4. Show their responsibility and respect for each other while taking part in 
 activities and positive attitudes, appropriate gestures and intonation in saying how 
 many different food items there are.
 B. LANGUAGE FOCUS
 1. Sound : the sound /ts/ 2. Vocabulary: robot, doll, big, small, car.
3. Sentence pattern: What can you see?/ I can see a big ball.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 111, 
 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 in saying how 
 and performance
many different food items there are.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Slap the board game.
- Divide the class into two teams and have them form two lines.
- Place the flashcards about the food on the board, showing the images. 
Call out a word and have the first student from each group race to slap the correct 
image on the board and say it correctly. The first student to slap the correct 
flashcard wins a point for their team.
Activity 1: Language input (Activity C- 1. Listen and repeat. )
(CD2 Track 48) 
 - Draw attention to the /ts/ 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 49) 
 - 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.
 - 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 50) 
 - Introduce the situation using DCR: “After the shopping ”
 - Have the students look at the story and ask these questions. 
 • Where are Mrs. Brown and the kids? (in the kitchen)
 • What is Lucy counting? (the apples)
 • What other food items can you see? (bananas, carrots, cupcakes, donuts)
 - Play the audio.
Activity 4: Practice (Activity D. 2. Listen and write. (CD3 Track 51) 
 - 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 how many different food items there are.)
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 /ts/ 
and saying how many different food items there are.)
- Remind students to prepare for the next lesson. Lesson 1: E,F. D. FEEDBACK
Date of teaching: 4A,B(11/04/2023)
Period 109: UNIT 17: HOW MUCH IS THE T-SHIRT?
 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.Identify the situation for the conversation between Mai and Hoa (setting, 
participants, topics);
2. ask and answer questions about prices of clothes (plural), using How much are 
the ...? They’re ... 3.Use positive attitudes and appropriate gestures for Sts to ask 
and answer questions about prices of clothes (plural), 
B. LANGUAGE FOCUS.
1. Key terms: Jeans, shoes, trousers, sandals 
2. Key grammatical structure 
The sentence patterns: How much are the ...? They’re ... 
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4 - Student’s book, page 48 Sachmem.vn, Teacher’s guide.
- Flashcards 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Answer the questions about the 
 Observation
situation for the conversation between 
 Students’ answers Questions & 
Mai and Hoa such as setting, 
 answersKey
participant, topics.
2. Practice a role-play conversation 
 Students' talks and 
with classmates, using the picture Observation
 interaction
prompts. 3. ask and answer questions about Observation
 Student’s talks, and 
prices of clothes (plural), using the Questions & 
 interaction
sentence patterns. answers
4.Use positive attitudes and 
 Observation
appropriate gestures for Sts to ask and Student’s interaction 
 Questions & 
answer questions about prices of and performance
 answers
clothes (plural),
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and watching.
Spend a few minutes revising the previous lesson. Call a group of twelve to the 
front of the class to play Pelmanism.
Prepare six questions and six answers about clothes on 12 pieces of paper 
respectively and put them into a box. Each pupil draws a slip of paper and looks 
for the pupil with the matching question or
answer. The quickest pair to say the question and answer aloud is the winner. 
- Introduce the new topic
Activity 1: Language input (Activity 1: Look, listen and repeat.)
Introduce the story by saying Look at the pictures and fi nd out what Mai wants to buy 
in the supermarket. (A pair of yellow trousers.)
-Give pupils a few seconds to read the story and check their comprehension by asking 
questions such as Where are Mai and Hoa? What does Mai want to buy? What does 
she ask? How much is it?
(Mai and Hoa are in the supermarket/clothes shop. Mai wants to buy a pair of yellow 
trousers. She asks for the price of the trousers, using How much are these trousers? 
The sales assistant answers They’re 99,000 dong.)
- Play the recording more than once, if necessary, for pupils to listen and repeat the 
language. Do choral and individual repetition, pointing to the characters speaking. 
Activity 2: full controlled & less controlled
Task 1: Controlled practice (Activity 2: Point and say.)
Tell pupils that they are going to ask and answer questions about the prices of the 
clothes with How much are the ...? They’re ... Check understanding of the activity.
- Teach the words jeans, shoes, trousers and sandals. Give explanations of the 
plural forms of these nouns, using the Language notes below. Have pupils repeat 
each word and price twice. - Do an example with a pupil using Picture a. Then get pupils to work in pairs 
before inviting one or two pairs to act out the exchanges. 
Task 2: Guided practice.( Activity 3: Let’s talk)
Introduce the activity and check comprehension. Then spend a few seconds revising 
the use of that and those and the nouns that follow them (e.g. that skirt, those skirts). 
Draw pupils’ attention to the plural forms of the nouns and verbs in those sentences.
- Get pupils to work in pairs to ask and answer questions about clothes. They may 
take turns to play the role of a customer and a sales assistant and point at other 
classmates’ clothes and ask and answer about the prices.
- Call a few pairs to act out their exchanges. 
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (ask and answer questions about prices of clothes (plural),). 
 2. What’re the core values of the lesson? 
 (Use positive attitudes and appropriate gestures for Sts to ask and answer 
questions about prices of clothes (plural),)
- Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 17. Lesson 2 P4-6 on page 49 .
D. ADJUSTMENT
......................................................................................................................................
......................................................................................................................................
......................................................................................................................................
Date of teaching: 4A,B(12/04/2023)
Period 110: UNIT 17: HOW MUCH IS THE T-SHIRT?
 Lesson 2: 4-6
 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 Mai and Hoa (setting, 
participants, topics); 2. ask and answer questions about prices of clothes (plural), using How much are 
the ...? They’re ... 3.Use positive attitudes and appropriate gestures for Sts to ask 
and answer questions about prices of clothes (plural), 
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 49
- Audios (Unit 4 -page 49), 
- Pictures, posters
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
 Observation
1. Listen and write the prices.
 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 sing.
 interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and asking
Spend a few minutes revising the previous lesson. Ask one or two pairs to the front 
of the class to ask and answer questions about the prices of clothes. 
Activity 1: Language input (Activity 1: Listen and circle.)
Tell pupils that they are going to listen to four dialogues about clothes and write 
the prices.
- Give a few seconds for them to look at the pictures and identify the clothing 
items (sandals, jeans, shoes and trousers).
- Play the recording three times. Ask pupils to listen to the recording and write the 
prices.
- Get them to swap their answers before you check as a class.
- When the listening activity is over, have four pupils tell the class the prices of the four clothing items (e.g. Look at this picture. The sandals are 90,000 dong.)
Key: a 90,000 dong b 73,000 dong c 80,000 dong d 95,000 dong 
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Look and write..)
Tell pupils that they are going to look at the pictures and write the name of each 
clothing item and its price.
- Give them a few seconds to look at the pictures and read the text.
- Set a time limit for the task. Remind pupils to write the words for the prices.
- Check answers as a class and call one or two pupils to read aloud the completed 
text.
Key: 2 brown sandals, seventy-two thousand dong
3 The pair of blue jeans is eighty-eight thousand dong
4 The pair of black and white shoes is eighty thousand dong 
Task 2: Let’s sing.
Tell pupils that they are going to sing the song Buying clothes. Follow the procedure 
in Teaching the unit components in Introduction.
- Have them look at the pictures and read the lyrics. Then check their comprehension.
- Play the recording for pupils to do choral and individual repetition. Then divide the 
class into two halves, one half singing the first four lines and the other half singing the 
last four lines. 
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 prices of clothes (plural), using How much are 
the ...? They’re ....)
 2. What’re the core values of the lesson? 
 ( Use positive attitudes and appropriate gestures for Sts to ask and answer 
questions about prices of clothes (plural), ).
- Remind students to do exercises in the workbook.
 - Prepare for the next lesson (Unit 17. Lesson 3. 1-3 on pages 50).
D. ADJUSTMENT
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