Kế hoạch bài dạy Tiếng Anh Tiểu học - Tuần 32 - Năm học 2022-2023 - Lê Thị Ánh

 Week 32
Date of teaching: 1A( 24/4/2023), 1B( 27/4/2023),
Period: 32
 UNIT 10: MY HOUSE
 Lesson 2
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, 
and Competence).
1. Review the sounds for letters Aa to Mm.
2. Demonstrate the sounds of the letters Kk, Ll in the words through listening, 
Finding the odd one out. Circle a, b, or c and playing game.
3. Have a sense of the importance of pronounciation .
B. LANGUAGE FOCUS
- Review the sounds for letters Aa toMm
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 
Performance Tasks Assessment tools
 products
1.Listen and repeat the sounds of the Observation 
 Student's speech
letters K/k.
2. Listen and point the sounds of the 
letters Student’s speech Observation
 L/l.
3. Find the odd one out. Circle a, b, or c Student’s answer Observation/ Key
 Observation/ Key
4. Play “ Stepping stones” Group’s answer
5. Show positive attitudes and Student’s Observation
appropriate gestures to Review the interaction and sounds for letters A/a to M/m. performance
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Activity 1: Greeting and singing
- Ask pupils to sing the Alphabet song. 
- Tell students that they are going to pronounce the sounds of the letters M/m.
Activity 2: Language input 
1. Listen and repeat.
CD2- Track 56
 - Have students look at the pictures.
 - Point to the pictures and say the letters’ sounds.
 - Play audio. Have students listen and repeat the letter sounds.
2. Listen and point.
CD2-Track 57
 - Have students look at the pictures.
 - Demonstrate pointing to the correct letter when you hear the sound. 
 - Play audio. Have students point to the correct picture at the top of the page 
 when they hear the appropriate sound. 
Activity 3: Practice.
1. Find the odd one out. Circle a, b, or c.
 - Have students look at the pictures and call out the things they can see. 
 Demonstrate the activity using the example.
 - Have students choose the odd one out and circle a , b , or c .
 - Check answers as a whole class
2. Play “Stepping stones”. 
 - Divide the class into pairs.
 - Have each pair plays rocks, paper and scissors. The winner will play first.
 - Have Student A start at A and say the first letter sound.
 - Have Student B start at B and say the first letter sound.
 - Have students take turns saying the sounds and go all the way round
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
(Review the sounds for letters Aa, Mm in some words)
2. What’re the core values of the lesson? 
(Have a sense of the importance of pronounciation .) - Guide Sts to study at home.
- Prepare for the next lesson Unit 10- Review 9&10
D. ADJUSTMENT.
Date of teaching: 2A, 2B ( 24/4/2023)
Period: 32
 UNIT 10: DAYS OF THE WEEK
 Lesson 2 
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, 
and Competence).
1. Review the sounds for letters Aa to Zz.
2. Demonstrate the sounds of the letters Xx, Yy in the words through listening, 
writing the letters and playing game.
3. Have a sense of the importance of pronounciation .
B. LANGUAGE FOCUS
- Review the sounds for letters Aa to Zz.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 2- Student’s book, page 66, Eduhome.vn, Teacher’s 
guide.
- Flashcards for Unit 10.
- Computer, projector.
STAGE 2: ASSESSMENT EVIDENCE
 Performance 
Performance Tasks Assessment tools
 products
1.Listen and repeat the sounds of the Observation 
 Student's speech
letters Xx.
2. Listen and point the sounds of the 
 Student’s speech Observation
letters Yy.
3. Writing the letters Student’s answer Observation/ Key
 Observation/ Key
4. Play “ Board race” Group’s answer
5. Show positive attitudes and 
 Student’s 
appropriate gestures to Review the Observation
 interaction and 
sounds for letters A/a to Zz.
 performance
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Activity 1: Greeting and singing
- Ask pupils to sing the Alphabet song. 
- Tell students that they are going to . Review the sounds for letters A/a to Zz.
Activity 2: Language input 
1. Listen and repeat.
CD2- Track 61
 - Have students look at the pictures.
 - Point to the pictures and say the letters’ sounds.
 - Play audio. Have students listen and repeat the letter sounds.
2. Listen and point.
CD2-Track 62
 - Have students look at the pictures.
 - Demonstrate pointing to the correct letter when you hear the sound. 
 - Play audio. Have students point to the correct picture at the top of the page 
 when they hear the appropriate sound. 
 - Have students work in pairs, one says the sound or word and one points to 
 the correct letter.
Activity 3: Practice.
1. Write the letters
- Have students look at the pictures and call out the things they can see.
- Demonstrate the activity using the example.
- Have students write the letters.
- Check answers as a whole class 
2. Play “Board race”. 
- Have students look at the example.
- Divide the class into teams and have one student from each team stand a distance 
from the board. - Write two letters on the board and then say a word beginning or ending with one 
of their sounds.
- Have the students race to the board, touch that letter, and say the correct letter 
sound.
- The first student to touch the letter and say the letter sound gets a point for their 
team.
- Continue with other students and letters
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
(Review the sounds for letters Aa to Zz in some words)
2. What’re the core values of the lesson? 
(Have a sense of the importance of pronounciation .)
- Guide Sts to study at home.
- Prepare for the next lesson Unit 10- Review 9&10
D. ADJUSTMENT.
Date of teaching: 3A ( 24/4/2023)
Period: 117 
 UNIT 8: FOOD
 Lesson 3: 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 Would you like some fries?/ Yes, 
please./ Sure, thanks! No, thank you.
3. Make and respond to offers. 4. Show their responsibility and respect for each other while taking part in 
 activities and positive attitudes, appropriate gestures and intonation in making and 
 responding to offers.
 B. LANGUAGE FOCUS
 Vocabulary: fries, pizza, cake, ice cream, chicken, fish.
 Sentence pattern: Would you like some fries?/ Yes, please./ Sure, thanks! No, 
 thank you.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 116, 
 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 flashcard peek 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. Read and write. Practice. Student’s answers Observation
6. Show positive attitudes and appropriate Observation, 
 Student’s talk and 
gestures and intonation in making and Questions & 
 interaction
responding to offers. answers
 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.
 Lead in the new lesson. 
 Activity 1: Language input (Activity A- 1. Listen and point. Repeat.) 
 (CD3 Track 58) - Arrange the flashcards (fries, pizza, cake, ice cream, chicken, fish) on the board.
 - Ask 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 Flashcard peek.
 - Have one student come to the front of the class.
 - Hold one flashcard facing your body so no one can see it.
 - Very quickly show the flashcard to the student and hide it again.
 - Have the students guess the new word on the flashcard.
 Repeat with other students and flashcards.
 Activity 3: Language in put (Activity B: 1. Listen and practice. )
 (CD3 Track 59) 
 - Use DCR on Eduhome to show the useful language and have students look and 
 read the useful language silently.
 - Explain that we use this to politely ask and answer about whether someone 
 wants a particular item.
 - Play the audio and have the students 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 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? 
 (Make and respond to offers.)
 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 making and 
responding to offers. 
- Remind students to prepare next lesson. Lesson 3 : C,D.
D. FEEDBACK
Date of teaching: 3A( 25/4/2023)
Period 118
 UNIT 8: FOOD
 Lesson 3: C,D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize the /aɪ/ and /ʊə/ sounds from the recording (Cognition)
2. Identify the situations using the sentence Would you like some fries?/ Yes, 
please./ Sure, thanks! No, thank you.
3. Make and respond to offers.
4. Show their responsibility and respect for each other while taking part in 
activities and positive attitudes, appropriate gestures and intonation in making and 
responding to offers.
B. LANGUAGE FOCUS
1. Sound : the /aɪ/ and /ʊə/ sounds 
2. Vocabulary: Review
3. Sentence pattern: Review.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 117, 
 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 making and 
 and performance
responding to offers.
 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. )
(CD3 Track 60) 
 - Draw attention to the /aɪ/ and /ʊə/ sounds
 - Briefly explain and demonstrate the sounds.
 - Play the audio using DCR. 
 - Have the students notice the sounds.
 - 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 61) 
 - 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.
 - 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 62) 
 - Introduce the situation using DCR: “At the party ”
 - Have the students look at the story and ask these questions. 
 • What are they doing? (having a party in their garden)
 • What food can you see?(meat, apples, fries, cake, ice cream, and pizza)
 • What food does Alfie eat? (pizza, fries, ice cream, and cake)
 • What’s the matter with Alfie? (He has a stomachache.) 
 - Play the audio.
Have the students look and listen 
 Activity 4: Practice - Activity D. 2. Listen and write. (CD3 Track 63) 
 - 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? 
(Make and respond to offers.)
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 /aɪ/ and 
/ʊə/ sounds and making and responding to offers.)
- Remind students to prepare for the next lesson. Lesson 3: E,F.
D. FEEDBACK
Date of teaching: 3A ( 25/4/2023) Period: 119 
 UNIT 8: FOOD
 Lesson 3: 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 Would you like some fries?/ Yes, 
 please./ Sure, thanks! No, thank you.
 3. Make and respond to offers confidently.
 4. Show their responsibility and respect for each other while taking part in 
 activities and positive attitudes, appropriate gestures and intonation in making and 
 responding to offers confidently.
 B. LANGUAGE FOCUS
 Vocabulary: Revision
 Sentence pattern: Revision
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 118 
 Eduhome.vn, 
 - Flashcards 
 - Laptop, TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
1. Point, ask and answer. Student’s answers Observation
2. Play Guess the picture. Student’s answers Observation
3. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
gestures and intonation in making and 
 interaction Questions & answers
responding to offers confidently.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Jump game.
 - Ask the students to stand at their desks.
 - Hold up a flashcard from the vocabulary set and say a word.
 - If the word is the same as the flashcard, they jump. If it isn't, they keep still. 
 Ask them to say the word on the flashcard. Activity 1: Present the sentence pattern. 
- Use DCR on Eduhome to show the class the sentence structure in Part E, page 118 
 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, 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 3: Practice (Activity F. Play Guess the picture. )
- Have the students time to look and read at the examples.
- Divide the class into two teams.
- Have a student stand facing away from the board and stick a flashcard on the board 
 behind them. 
- Have someone from the same team ask the student a question about the flashcard.
- Have a student try to guess the answer without looking at the flashcard.
- Give that team one point if it’s a correct guess.
 Have teams take turns asking and guessing.
 Activity 4: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Make and respond to offers 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 in making and 
 responding to offers confidently.)
 - Remind students to prepare for the next lesson. Culture
 D. FEEDBACK
 Date of teaching: 3A ( 26/4/2023)
 Period: 120 
 UNIT 8: FOOD
 Lesson 4: CULTURE- A,B
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize some objects we use to eat from the pictures and recording 
 (Cognition)
 2. Identify the situations using the sentences We eat ice cream with a spoon./ We 
 often eat chicken./ My favorite food is fish.
 3. Talk about what we use to eat different food and their favorite food.
 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 we use to eat different food and their favorite food.
 B. LANGUAGE FOCUS
 Vocabulary: knife, fork, spoon, chopsticks, noodles.
 Sentence pattern: We eat ice cream with a spoon./ We often eat chicken./ My 
 favorite food is fish.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 119, 
 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
3. Introduce the situations for talking about Observation
what we use to eat different food and their Student’s answers Questions & 
favorite food. answers
4. Listen and practice Student’s answers Observation
5. Read and write. Practice. Student’s answers Observation 6. Show positive attitudes and appropriate 
 Observation, 
gestures and intonation in talking about what Student’s talk and 
 Questions & 
we use to eat different food and their favorite interaction
 answers
food.
 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.
 Lead in the new lesson. 
 Activity 1: Language input (Activity A- 1. Listen and point. Repeat.) 
 (CD3 Track 64) 
 - Arrange the flashcards (knife, fork, spoon, chopsticks, noodles) 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 the 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 65) 
 - Use DCR on Eduhome to show the useful language and have the students look 
 and read the useful language silently.
 - Explain that we use “We ” to talk about general truth shared by a group of 
 people. “Often” is used to say that something happens frequently. We use “My 
 favorite ” to talk about the thing we like the most. - 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 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? 
 (Talk about what we use to eat different food and their favorite food.)
 2. What’re the core values of the lesson? 
 (Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in talking about what we 
 use to eat different food and their favorite food.
 - Remind students to prepare next lesson. C,D.
 D. FEEDBACK
 Date of teaching: 4A,4B ( 25/4/2023)
 Period: 117 
 UNIT 18. WHAT’S YOUR PHONE NUMBER?
 Lesson 3. 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. pronounce two-syllable words with the stress on the second syllable: re'peat, 
 en'joy, in'vite and com'plete. 
 2. Listen and circle. Then say the sentences aloud.
 3.Say the chant 
 B. LANGUAGE FOCUS. Vocabulary : Revision 
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4, Sach mem.vn Student’s book page 56
- Posters
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Observation
 Students’ say the 
 1. Listen and repeat Questions& 
 statements
 answers
 2. Listen and circle. Then say the sentences Observation
 Students' answers
 aloud. Key
 3.Perform a chat using appropriate tone and Student’s Observation
 gestures performance
 4. Use positive attitudes and appropriate Observation
 Student’s interaction 
 gestures to when pronounce two-syllable Questions& 
 and performance
 words with the stress on the second syllable answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warm up: Greetings and singing
Spend a few minutes revising the previous lesson. Have pupils play the game Say 
the phone numbers again. 
- Introduce the new topic
Activity 1. Listen and repeat. 
Tell pupils that they are going to practise pronouncing the following words: 
re'peat, en'joy, in'vite and com'plete.
• First, put the words re'peat, en'joy, in'vite and com'plete on the board, with the 
stress marks. Play the recording and ask pupils to repeat the words a few times. 
Then put the four sentences on the board. Play the recording more than once, if 
necessary, and let pupils say the sentences,
paying attention to the target words and stress.
• Do choral and individual repetition of the words and sentences until pupils feel 
confident.
• Get some pupils to say the sentences, while the rest of the class claps at the 
stressed syllables of the target words. Correct the pronunciation, if necessary. Activity2. Look at the sentences and the stress mark. Then listen and say 
aloud.
Tell pupils that they are going to listen to the recording and circle the correct 
answers.
• Give them a few seconds to read the sentences in silence and guess the words to 
fill the gaps.
• Have pupils listen to the recording and circle the answers. Go around offering 
help, if necessary.
• Have them swap their answers before checking as a class. Then ask them to read 
aloud the answers.
Key: 1 a 2 b 3 b 4 a 
Activity 3. Let’s chant.
Tell pupils that they are going to say the chant I’d like to invite you to my party. 
Follow the procedure in Teaching the unit components in Introduction.
• Have them read the chant and check comprehension.
• Play the recording a few times for pupils to do choral and individual repetition. 
Show them how to chant and do actions. Call two groups to give a demonstration.
• Get groups to sit opposite of each other and practise chanting and doing actions. 
Go around offering help, if necessary.
• Call two groups to the front of the class to chant and do actions. The rest of the 
class claps along to the rhythm. 
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
(pronounce two-syllable words with the stress on the second syllable)
 2. What’re the core values of the lesson? 
( Use positive attitudes and appropriate gestures to when pronounce two-syllable 
words with the stress on the second syllable)
- Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 18. Lesson 3.P4 -6 on page 57 .
D.FEEDBACK
 .....................
Date of teaching: 4A,4B ( 26/4/2023)
Period: 118 
 UNIT 18. WHAT’S YOUR PHONE NUMBER?
 Lesson 3: 4- 6 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of this period, students will be able to: 
- Read the paragraph and tick True or False 
- Write about where they usually go on Sundays and what they do 
- ask four classmates for their phone numbers, and then report
the results to the class. 
B. LANGUAGE FOCUS.
 - Sentence Patterns: Revision 
 - Vocabulary: Revision 
The sentence patterns: 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4:Sachmem.vn , student’s book page 57
- Pictures,posters
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation
1. Read and tick Students’ answers Questions & answers
 Key
 Student’s talks, and Observation
2. Let’s write
 interaction Questions & answers
 Student’s talks, and Observation
3. Project.
 interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: 
Spend a few minutes revising the previous lesson. Have the class pronounce
two-syllable words with the stress on the second syllable. Remind them to use a 
louder voice for the second syllable. You may ask them to clap at the stressed syllable 
as they say the words. Here are some words you may use: repeat, enjoy, invite, 
complete, about, because, today. 
Activity 1: Language input (Activity 1: Read and complete.)
 Tell the class that they are going to read the text about Tom’s picnic with his 
family, decide whether the five statements are true or false and tick the correct 
answers.
• You may get pupils to read the sentences under the text and guess which sentence 
is true and which one is false.
• Give them time to do the task independently. Go around and offer help, if 
necessary.
• Get pupils to swap their answers before checking as a class. • If time allows, ask them more questions about the text (e.g. Where does Tom have 
picnics with his family? What does Tom like doing?)
Key: 1 False 2 True 3 False 4 True 5 True 
 Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Let’s write)
Tell pupils that they are going to complete a short paragraph about themselves.
• Have them work in pairs or groups to discuss what they are going to write in the 
gaps of the sentences. Focus them on where they usually go on Sundays and what 
they want to do there.
• Give pupils time to do the task independently. Go around offering help, if 
necessary.
• Get them to swap their answers before checking as a class.
Key: Pupils’ own answers 
Task 2: Guided practice (Activity 3: Project)
Tell pupils that they are going to ask four classmates for their phone numbers, and 
then report the results to the class.
• Give each pupil a card and ask them to copy the table from the Pupil’s Book on 
their cards.
• Give pupils time to ask their classmates for their phone numbers and write them 
down.
• Have pupils look at the table and tell the class their classmates’ phone numbers. 
You may ask them to assume that they are reading from a phone book.
Example:
Name Phone number
1 Van Thang 0946 608 382
2 Thu Trang 0982 074 511
3 Ngoc Quang 0985 097 099
4 Thu Ha 0912 283 804
Good afternoon, class. In my phone book, there are four numbers. Thang’s phone 
number is 0946 608 382. Trang’s phone number is 0982 074 511. Quang’s phone 
number is 0985 097 099. And Ha’s phone number is 0912 283 804. Thank you for 
listening.
Key: Pupils’ own answers
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(read and write about where they go, what they do )
2. What’re the core values of the lesson? 
(Use positive attitudes and appropriate gestures to read and write about where they 
go, what they like doing), - Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 19 – lesson 1).
D.FEEDBACK
Date of teaching: 4A,4B ( 25/4/2023)
Period: 119 
 UNIT 19. WHAT ANIMALS DO YOU WANT TO SEE?
 Lesson 1. Part 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 topic Zoo animals.
2. ask and answer questions about someone’s desire, using What animal do you 
want to see? I want to see ... 
3.Use positive attitudes and appropriate gestures for Sts to ask and answer 
questions about someone’s desire 
B. LANGUAGE FOCUS.
1. Key terms: animal, monkeys, kangaroos, crocodiles, tigers, elephants, zebras, 
2. Key grammatical structure 
The sentence patterns: What animal do you want to see? I want to see ... 
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4 - Student’s book, page 58 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 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 
someone’s desire using the sentence Questions & 
 interaction
patterns. answers