Kế hoạch bài dạy Tiếng Anh Tiểu học - Tuần 31 - Năm học 2022-2023 - Lê Thị Ánh

 Week 31
Date of teaching: 1A( 17/4/2023), 1B( 20/4/2023),
Period: 31
 UNIT 10: MY HOUSE
 Lesson 1
 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 rooms in a house (living room, kitchen, bedroom)
2. Introduce about their house, using: This is my livingroom
3. Perform the song in interesting ways by using appropriate tone and meaningful 
gestures
4. Have a sense of keeping their house clean.
B. LANGUAGE FOCUS
 Vocabulary : house, living room, kitchen, bedroom
Sentence patterns: This is my livingroom 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 1- Student’s book, page 62, Eduhome.vn, Teacher’s 
guide.
- Flashcards for Unit 10.
- 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. Perform a song using appropriate tone Student’s 
 Observation
and gestures performance
4. Show positive attitudes and Student’s Observation appropriate gestures to introduce about interaction and 
their house performance
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Activity 1: 
- Get Ss listen to the song: My house
- Introduce the new lesson 
Activity 2: 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. 
- 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.
* 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
2. Listen and point. 
- Introduce the situation: “Bill and Lola are talking about Bill’s house ”
 - Play audio and have students look at the picture.
 - Demonstrate the activity by pointing to the new vocabulary items. 
 - Play audio. Have students listen and point. 
 - Divide the class into two groups, one is in the role of Bill and one is in the 
 role of Lola. Have them listen, repeat and point to the pictures.
Activity 3: Practice. ( Activity C - Sing) - Have students turn to page 68.
 - Read the lyrics as a whole class.
 - Play audio and have students listen.
 - Play audio again and have students listen and sing along.
- Give feedback
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
( Introduce about my house)
2. What’re the core value of the lesson? 
( Have a sense of keeping our house clean.)
- Guide Sts to study D,E
- Prepare for the next lesson Unit 10- Lesson 2
D. ADJUSTMENT.
Date of teaching: 2A, 2B ( 17/4/2023)
Period: 31
 UNIT 10: DAYS OF THE WEEK
 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 days of the week 
2. Ask and answer about days of the week, using: What day is it today? It’s 
 Monday
3. Perform the song in interesting ways by using appropriate tone and meaningful 
gestures
4. Have a sense of remembering their timetable.
B. LANGUAGE FOCUS Vocabulary : Thursday, Friday, Saturday, Sunday.
 Sentence patterns: What day is it today? It’s Monday
 C. INSTRUCTIONAL RESOURCES
 - Textbook: Tiếng Anh 2- Student’s book, page 64, Eduhome.vn, Teacher’s guide.
 - Flashcards for Unit 10.
 - Computer, projector.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s speech 
1. Listen and point. Repeat Observation
 and performance
 Observation
2. Listen to the story Student’s speech
3. Listen and circle Student’s answer Observation
4. Perform a song using appropriate tone Student’s 
 Observation
and gestures performance
5. Show positive attitudes and appropriate Student’s 
 Observation
 gestures to ask and answer about days of interaction and 
 the week. performance
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Activity 1: Warm-up (Greeting & song)
 - Get Ss listen to the song: Days of week
 (source: The Singing Walrus – English Songs for Kids
 - Introduce the new lesson 
 Activity 2: Language in put (Activity A: Listen and point. Repeat– P.64)
 - Listen and point. Repeat. (CD2 - Track 57)
 - Use some pictures to introduce the new words (Monday, Tuesday, Wednesday, 
 Thursday, Friday, Saturday, Sunday). Ask students if they know how many days in 
 a week. 
 - 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 their books.
- Play audio again and have students listen and repeat.
- Have students work in pairs, one of them points to the pictures in the book and 
the other says the words. 
- Give feedback
Activity 3: Language in put (Activity B : Listen to the story . – P.64)
- Have student identify the picture and call out the things they can see.
- Introduce the situation. The teacher is starting her lesson, she asks her students,” 
What day is it today?’ ..
- Play audio and have students listen and read. 
Activity 4: Practice (Activity B, C– P.64 )
1. Listen and circle.
- Play audio and demonstrate the activity using the example.
- Play audio and have students listen and circle.
- Play audio again and check answers as a whole class
- Give feedback.
2. 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.
Activity 5: Wrap-up & Assignments/ home-link.
1. What have you learnt from the lesson today? 
(Ask and answer about days of the week, using: What day is it today? It’s Monday)
2. What’re the core value of the lesson? 
(Have a sense of remembering Sts’ timetable.)
- Guide sts to study D, E at home.
- Prepare for the next lesson Unit 10- Lesson 2
D. ADJUSTMENT
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 .....................................................................................................................................
 ..................................................................................................................................... Date of teaching: 3A ( 17/4/2023)
 Period: 113 
 UNIT 8: FOOD
 Lesson 1: E,F
 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.(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: Revision
 Sentence pattern: Revision
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 112, 
 Eduhome.vn, 
 - Flashcards 
 - Laptop, TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
1. Point and say Student’s answers Observation
2. Draw your shopping. Say. Student’s answers Observation
3. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
gestures and intonation in saying how 
 interaction Questions & answers
many different food items there are.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Vocabulary Race game.
 - Divide the class into four groups and ask them to stand in two lines facing the 
 board. 
 - Draw four columns on the board for Teams A, B, C, and D. - Give a marker to the first student of each team.
- Say “1 2 3” and then the students run to the board quickly to write a food 
 vocabulary on it. Next, the students pass the markers to the next friends and join 
 back of the line.
 Have them one minute write the words on the board and say “Stop”. The team 
 with the most words wins. 
Activity 1: Present the sentence pattern. 
 - Use DCR on Eduhome to show the class the sentence structure in Part E, 
 page 112 in their Student’s Book.
 - Give the students enough time to look at the target sentence structure and 
 have them read it silently.
 - Continue asking them what food in each picture is.
 - Control the class and give them help if needed.
 Lead in the new lesson.
Activity 2: Practice (Activity E. Point and say . )
 - Divide the class into two pairs.
 - Demonstrate the activity using the speech bubbles.
 - Have the student A point to a picture and the student B say.
 - e.g.
 - “There are two donuts.”
 - Swap roles and repeat.
 - Afterwards, have some pairs demonstrate the activity in front of the class.
Activity 3: Practice (Activity F. Draw your shopping. Say)
 - Use DCR on Eduhome to show the examples to the whole class.
 - Have the students draw their shopping.
 - Divide the class into pairs.
 - Have the students look at their drawings and say.
 - Swap roles and repeat.
Afterwards, have some pairs demonstrate the activity in front of the class.
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(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 for the next lesson. Lesson 2: A,B.
 D. FEEDBACK
 Date of teaching: 3A ( 18/4/2023)
 Period: 114 UNIT 8: FOOD
 Lesson 2: A, B
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize some food from the pictures and recording (Cognition)
 2. Identify the situations using the sentence patterns Are there any tomatoes?/ Yes, 
 there are (some tomatoes)./ No, there aren’t.
 Is there any onion?/ Yes, there is (an onion)./ No, there isn’t.
 3. ask and answer about the food.
 4. Show keeping their toys and share them for friends and 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 the food.
 B. LANGUAGE FOCUS
 Vocabulary: onion, tomato, egg, potato, lime.
 Sentence patterns: Are there any tomatoes?/ Yes, there are (some tomatoes)./ 
 No, there aren’t.
 Is there any onion?/ Yes, there is (an onion)./ No, there isn’t.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 113, 
 Eduhome.vn, 
 - Flashcards 
 - Computer, TV.
 STAGE 2: ASSESSMENT EVIDENCE
 Performanceproducts Assessment tools
 Performance Tasks
1. Listen and point to the pictures, then Student’s answers/ 
 Observation
repeat actions
2. Play Slap the board 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. Read and match. Practice
6. Show positive attitudes and 
 Student’s talk and Observation, 
appropriate gestures and intonation in 
 interaction Questions & answers
asking and answering about the food.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Yes or No game.
 - Draw a line on the ground with chalk. 
 - Explain to the students that one side is Yes and the other side is No. 
 - Show the students a flashcard and ask them a question: Is this a banana? 
 - Get the class to jump to the correct side to the answer.
 Activity 1: Language input (Activity A- 1. Listen and point. Repeat.) (CD3 
 Track 52) 
 - Arrange the flashcards (onion, tomato, egg, potato, lime) 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. (CD3 Track 
 53) 
 - Use DCR in Eduhome to show the useful language and have the students look 
 and read the useful language silently.
 - Explain that we use this to talk about and tell someone about quantities of 
 items that they do not know. We use “a” for singular nouns that begin with a 
 consonant sound, and “an” for singular 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. Read and match. Practice.)
 - Demonstrate the activity using the example. 
 - Have the students read and match the sentences in their Student’s Books.
 - Divide the class into pairs and have them check each other’s work.
 - Use DCR on Eduhome to check the answers as a whole class.
 - Have some pairs practice saying the sentences.
 - Monitor the class and support if needed.
 Activity 5: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (asking and answering about the food.)
2. What’re the core values of the lesson? 
Show keeping their toys and share them for friends and 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 the food.
- Remind students to prepare next lesson. Lesson 2: C,D.
D. FEEDBACK
 Date of teaching: 3A ( 18/4/2023)
Period: 115 
 UNIT 8: FOOD
 Lesson 2: C, D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize the /z/ sound from the recording (Cognition)
2. Say the /z/ sound
3. Listen and number the food
3. Ask and answer about the food correctly and fluently. 
4. Show their responsibility and respect for each other while taking part in 
activities and positive attitudes, appropriate gestures and intonation in saying the 
sound/l/; Asking and answering about the food correctly and fluently. 
B. LANGUAGE FOCUS
1. Sound : the /z/ sound
2. Vocabulary: onion, tomato, egg, potato, lime.
3. Sentence patterns: Are there any tomatoes?/ Yes, there are (some tomatoes)./ 
No, there aren’t.
 Is there any onion?/ Yes, there is (an onion)./ No, there isn’t.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 114, 
 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 number 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 saying the Student’s interaction Observation
 sound/z/; Asking and answering about the and performance
 food correctly and fluently. 
 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 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 54) 
 - Draw attention to the /z/ 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 55) 
 - 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 56) 
- Introduce the situation using DCR: “In the kitchen ”
- Have the students look at the story and ask these questions. • What food can you see in the fridge? (tomatoes, apples, limes, eggs)
• What is on the counter? (some limes and milk)
• What is Alfie holding? (a cup of smoothie)
• Is the smoothie good? (No)
- Play the audio.
 Have the students look and listen.
 Activity 4: Practice (Activity D. 2. Listen and number. (CD3 Track 57) 
- 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 sound/z/; Asking and answering about the food correctly and fluently. 
 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/z/; 
 Asking and answering about the food correctly and fluently. )
 - Remind students to prepare for the next lesson. Lesson 2: E,F.
 D. FEEDBACK
 Date of teaching: 3A ( 19/4/2023)
 Period: 116 
 UNIT 8: FOOD
 Lesson 2: E, F
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize some food from the pictures (Cognition)
 2. Ask and answer about the food correctly and fluently. 3. Show keeping their toys and share them for friends and 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 the food 
 confidently.
 B. LANGUAGE FOCUS
 Vocabulary: onion, tomato, egg, potato, lime.
 Sentence patterns: Are there any tomatoes?/ No, there aren’t.
 Is there an egg?/ Yes, there is.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 115, 
 Eduhome.vn, 
 - Flashcards 
 - Computer, TV.
 STAGE 2: ASSESSMENT EVIDENCE
 Performanceproducts Assessment tools
 Performance Tasks
1. Play the Circle jump game. Student’s answers Observation
 Student’s answers/ 
2. Point, ask and answer Observation
 actions
3. Draw the food in your fridge. Ask Student’s Observation
and answer.
 answers/drawings Questions & answers
4. Show positive attitudes and 
appropriate gestures and intonation in 
 Student’s talk and Observation, 
Asking and answering about the food 
 interaction Questions & answers
correctly and fluently. 
 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: Practice (Activity E- 1. Point, ask and answer.) 
- Divide the class into two pairs.
- Demonstrate the activity on DCR 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 (Look and Say) 
 (Teacher shows the flashcard “apple” and says “one”.)
 Class: “There is one apple.”
 (Teacher shows the flashcard “donut” and says “two”.)
 Class: “There are two donuts.”
 E. Activity 3: Practice (Activity F: Draw the food in your fridge. Ask and 
 answer.
 - Use DCR on Eduhome to show the examples to the whole class.
 - Have the students look at the picture of the empty fridge and draw the food in it.
 - Divide the class into pairs.
 - Have the student A ask the student B about the food in student A’s fridge.
 - Swap roles and repeat.
 Afterwards, have some students demonstrate the activity in front of the class.
 Activity 4: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Ask and answer about the food confidently.)
 2. What’re the core values of the lesson? 
 Show keeping their toys and share them for friends and 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 the food confidently.
 - Remind students to prepare next lesson. Lesson 3: A,B.
 D. FEEDBACK
 Date of teaching: 4A, 4B ( 18/4/2023)
 Period 113: UNIT 18: WHAT’S YOUR PHONE NUMER? 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. use the words and phrases related to the topics Phone numbers.
2. ask and answer questions about phone numbers, using What’s ...’s phone 
number? It’s ... 
3.Use positive attitudes and appropriate gestures for Sts to ask and answer 
questions about phone numbers 
B. LANGUAGE FOCUS.
1. Key terms: phone number, Lily, John, Sally, Sam 
2. Key grammatical structure 
The sentence patterns: What’s ...’s phone number? It’s ... 
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4 - Student’s book, page 52 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 & 
Linda and Nam 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 
phone numbers using the sentence Questions & 
 interaction
patterns. answers
4. Use positive attitudes and 
 Observation
appropriate gestures for Sts to ask and Student’s interaction 
 Questions & 
answer questions about phone and performance
 answers
numbers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and talking
Prepare pupils for this unit by revising numbers from zero to nine. Write the 
numbers randomly on the board. Point at each of them and have pupils say the 
number. Point at a quicker pace to make it more challenging 
- Introduce the new topic
Activity 1: Language input (Activity 1: Look, listen and repeat.)
Tell the class that they are going to read a story in which the characters ask and 
answer questions about phone numbers, using What’s ...’s phone number? It’s ...
• Have pupils look at the four pictures to discuss the context in which the language is 
used.
Ask them questions such as Who are they? Where are they? What are they talking 
about? (Nam and Linda are at school. In Pictures a, b and c, they are talking about 
Linda’s new mobile phone. In Picture d, Nam asks Linda for her phone number, using 
What’s your phone number? and Linda answers It’s 0912 158 657.) Check 
comprehension.
• Play the recording so they can 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: full controlled & less controlled
Task 1: Controlled practice (Activity 2: Point and say.)
Tell pupils that they are going to practise asking and answering questions about 
phone numbers, using What’s ...’s phone number? It’s ...
• Have them look at the phone numbers in the pictures and the names under them. 
Point to Picture a and have them say the phone number. Do choral and individual 
repetition. Then tell the class to work in pairs and practise asking and answering 
questions about phone numbers, using the text in the bubbles and the picture cues.
• Call a few pairs to act out the dialogue in front of the class. Check as a class or 
correct pronunciation, if necessary. 
Task 2: Guided practice.( Activity 3:Work in pairs.)
Tell pupils that they are going to ask their partners’ phone numbers in pairs, using 
What’s ...’s phone number? It’s ...
• Ask pupils to write their own phone number on a piece of paper.
• Have them work in pairs, one asking and the other giving the answer.
• Call on a few pairs to act out the dialogue in front of the class. Correct the 
pronunciation, if necessary 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 phone numbers)
 2. What’re the core values of the lesson? 
(Use positive attitudes and appropriate gestures for Sts to ask and answer questions 
about phone numbers)
- Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 18. Lesson 1 P3-5 on page 53.
D. ADJUSTMENT
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 _________________________________
Date of teaching: 4A,B(18/04/2023)
Period 114: UNIT 18: WHAT’S YOUR PHONE NUMBER?
 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. use the words and phrases related to the topics Phone numbers.
2. Practice listening comprehension skills
3. Read and write 
4. Expand vocabulary and improve pronunciation through songs
What's your phone number?
5.Use positive attitudes and appropriate gestures for Sts to ask and answer 
questions about phone numbers 
B. LANGUAGE FOCUS.
1. Key terms: review
2. Key grammatical structure 
The sentence patterns: What’s ...’s phone number? It’s ... 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools Observation
1. Listen and tick.
 Students’ answers Questions & answers
 Key
 Student’s talks, and Observation
2. Look and write.
 interaction Questions & answers
 Student’s sing, and Observation
3. Let’s sing.
 interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and play game
Spend a few minutes revising the previous lesson. Call a few pairs to the front of 
the class to ask and answer the question What’s ...’s phone number? 
Activity 1: Language input (Activity 1: Listen and tick.)
Tell the class that they are going to listen to three dialogues about phone numbers 
and tick the correct pictures.
• Have pupils look at the pictures to identify that each picture shows one phone 
number. Ask them how these phone numbers are said in English. Have them point 
to each of the pictures and say aloud the phone number in English.
• Play the recording more than once, if necessary. Ask pupils to listen to the 
recording and tick the correct pictures. Tell them to focus on the phone numbers.
• Get pupils to swap their answers before you check as a class.
Key: 1 b 2 c 3 a 
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Look and write..)
Tell pupils that they are going to write phone numbers.
• Have them look at the pictures to identify the phone numbers. Ask them how 
these phone numbers are said in English.
• Give pupils time to do the task independently. Remind them to write the words 
for the numbers.
• Get them to swap their answers before checking as a class.
Key: 2 It’s oh-nine-eight-five, oh-nine-seven, oh-nine-nine.
3 It’s oh-nine-one-two, two-eight-three, eight-oh-four. 
Task 2: Let’s sing.
Tell pupils that they are going to sing the song What’s your phone number? Teach the 
song, following the procedure in Teaching the unit components in Introduction.
• Have them 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.
• When pupils are familiar with the tune, ask a pair to the front of the class. Each of 
them sings one line of the song. Then the class sings the song together and claps 
hands 
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (ask and answer questions about phone number.)
 2. What’re the core values of the lesson? 
(Use positive attitudes and appropriate gestures for Sts to ask and answer questions 
about phone number )
- Remind students to do exercises in the workbook.
- Prepare for the next lesson (Unit 18. Lesson 2. 1-3 on pages 54).
D. ADJUSTMENT
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Date of teaching: 4A,B(18/04/2023)
Period 115: UNIT 18: WHAT’S YOUR PHONE NUMBER?
 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 and phrases related to the topics Outdoor activities 
2. accept and decline an invitation, using Would you like to ...? I’d love to./Sorry, I 
can’t. 
3.Use positive attitudes and appropriate gestures for Sts to accept and decline an 
invitation 
B. LANGUAGE FOCUS.
1. Key terms: I’d love to, sorry, go for a walk, go for a picnic, go fishing, go 
skating
2. Key grammatical structure