Kế hoạch bài dạy Tiếng Anh Tiểu học - Tuần 6 - Năm học 2022-2023 - Lê Thị Ánh

 WEEK 6
 GRADE 1
 Date of teaching: 1A (17/10/2022),1B( 20/10/2022)
 Period: 05. UNIT 2: SCHOOL 
 Lesson 1
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. Identify classroom objects from the recording and the given pictures (Cognition)
 2. identify the situations for introducing classroom objects by using the sentence 
 patterns :It’s a pencil.
 3. . Practise saying about classroom objects using It’s a book
 4. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation when saying about 
 classroom objects.
 B. LANGUAGE FOCUS
 Vocabulary 
 pencil, book, bag
 sentence patterns
 It’s a pencil
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 1, page 14,15
 - Audios 
 - pictures 
 - a laptop and a TV 
 - Song lyrics printed in textbook.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
Performance Tasks products
 Student’s answers/ 
1. Listen point , then repeat Observation
 actions
2. Answer the questions about the 
 Observation
 situations such as setting, participants, Student’s answers
 Questions & answers
 topic.(Bill abd Sue) 3. Listen and point
 Student’s answers/ 
4. Point to the pictures and say. Observation
 actions
5. show positive attitudes and appropriate 
 gestures and intonation in saying about Student’s talk and Observation, 
 classroom objects. interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up : Review. Introduce family. 
 - Have students bring photos of their families.
 - Have them work in pairs, introduce their family to their partners.
 - Have some students demonstrate the activity in front of the class.
 Activity 2: Language input (Activity A- Listen and point. Repeat.)
 - Ask students to look at 3 pictures (page 14) and answer questions to identify the 
 situation.
 - Tell students that they are going to practise saying about classroom objects. 
 - Play the recording more than once, if necessary, ask students to listen, point and 
 repeat.
 - Do choral and individual repetition, pointing to the characters speaking.
 - Play the recording again for students to listen and repeat.
 - Have students work in pairs, one points at the picture in the book and the other 
 says the word.
 - Say the word and make the gesture.
 - Do the actions and students say the word accordingly.
 - Have students work in pairs, one would do the action, the other say the word.
 Activity 3: Language in put (Activity B: Listen and point)
 - Introduce the situation.
 - Play audio and have students look at the picture.
 - Demonstrate the activity by pointing at the words. 
 - Play the audio again. Have students listen and repeat.
 - Play audio again. Have students listen, repeat and point.
 - Point at each word and have students call it out.
 Activity 4: : Practice (D. Point and say)
 - Divide the class into pairs.
 - Have Student A point to the pictures and Student B say “It’s a pencil/ ”. - Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
Activity 5: Wrap-up & Assignments/ home-link.
1. What have you learnt from the lesson today? (identify about classroom objects)
2. What’re the core value 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 about 
classroom objects)
D. ADJUSTMENT
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 GRADE 1
 Date of teaching: 1A, 1B (20/10/2022),
Period: 6. UNIT 2: SCHOOL 
 Lesson 2
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. identify the letter /si:/and /c/ sound. 
2. identify the situations for introducing the word and sentence contained the 
sound. identify the letter /di:/and /d/ sound. 
3. identify the situations for introducing the word and sentence contained the 
sound.
4. Perform the song in interesting ways by using appropriate tone and meaningful 
 gestures;(skill)
5. Show their responsibility and respect for each other while taking part in 
activities and positive attitudes, appropriate gestures and intonation when saying 
the letter and sound.
B. LANGUAGE FOCUS
1. Phonics and Vocabulary 
Cc cap
2. Sentence patterns
This is my cap C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 1, page 16,17
 - Audios 
 - pictures 
 - a laptop and a TV 
 - Song lyrics printed in textbook.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
1. Listen and repeat, then trace the letter Observation
 actions
2. Answer the questions about the 
 Observation
situations to give the word and sentence Student’s answers
 Questions & answers
contained the sound.
3. Perform a song using appropriate tone Student’s Observation
and gestures performance
4. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
gestures and intonation in saying letter/ 
 interaction Questions & answers
sound.
 ,
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Look and read (5’)
 - Have Ss read the word. “Hello, Goodbye, Listen, stand up, sit down, mother, 
 father, this is my mother, this is my father, a- ant, I can see an ant, Nice to meet 
 you, Nice to meet you, too)
 - Point to the word, Ss read.
 - Ask Ss to say and do the actions.
 - Give comments.
 - Let the class listen to the alphabet and introduce the lesson.
 Activity 1: Language input (Activity 1. Listen and repeat. Trace.) (8’)
 - Ask students to look at 2 pictures (page 11) and answer questions to identify the 
 situation.
 - Elicit the letter and sound.
 - Tell students that they are going to practise saying the letter and sound.
 - Play the recording more than once, if necessary, ask students to listen, point and 
 repeat.
 - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat.
- Have students work in pairs, one points at the picture in the book and the other 
says the word.
- Say the word and make the gesture.
- Do the actions and students say the word accordingly.
- Have students work in pairs, one would do the action, the other say the word.
Trace:
- Have students call out the letter sound.
- Demonstrate the steps of tracing the letters with your finger.
- Have students trace the letters with their fingers.
- Have some students demonstrate the activity in front of the class.
Activity 2: Language in put (Activity 2: Listen and repeat) (5’)
- Have students look at the picture and introduce the situation.
- Play audio and demonstrate the activity by pointing at the letter/sound and 
 word. 
- Play the audio again. Have students listen and repeat.
- Point at the letter/sound and word.and have students call it out.
- Call some students to read aloud in front of the class.
Activity 3: Practice
a. Activity 3. Sing (10’)
- Show the lyrics on TV
- Play the recording and have students listen.
- Play the recording again, have students do actions along
- Play the recoprding again, have students listen, sing along, and do the actions.
(Give feedback).
- Remind Ss to look at the lyrics if necessary.
b. Activity 4. Listen and hop (5’)
- Demonstrate the activity.
- Have students stand up.
- Have students hop when they hear the sound.
- Have some students demonstrate the activity in front of the class.
Activity 5: Wrap-up & Assignments/ home-link. (2’)
1. What have you learnt from the lesson today? (the letter /si:/and /c/ sound, the 
letter /di:/and /d/ sound). 
2. What’re the core value 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 letter and 
sound)
D. ADJUSTMENT
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 GRADE 2
 Date of teaching: 2A,2B (17/10/2022)
Period:5 UNIT 2: SHAPES
 Lesson 1
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to (Cognition, Skill, Attribute, 
and Competence).
- Realise shape of things.
- Communication and cooperation
- Self-learning, independent working and pair work, group work
- Linguistic competence 
B. LANGUAGE FOCUS
1. Knowledge
- Vocabulary: circle, square, rectangle, triangle 
- Structures: What shape is it? It's a (triangle).
2. Language skills
- Ask and answer about the shape of objects
C. INSTRUCTIONAL RESOURCES.
- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, 
projector/,computer, whiteboard.
- Students’ aids: Student books, notebooks, workbooks 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment tools
 products Student’s interaction Observation 
1. Listen and point.Repeat.
 and performance
 Student’s interaction Observation 
2. Listen and point 
 and performance
 Student’s interaction Observation 
3. Point ,ask and answer. 
 and performance
Warm-up.
 - Play “Pass the balls” game
+ Give two different colored balls to two students, a red ball (ask the question) and 
a yellow ball (answer the question).
+ Have students listen to music and pass the balls.
+ Stop music suddenly.
+ Have the student with a red ball make a question for the child who has yellow 
ball. 
E.g Student with the red ball will ask “What’s your name?” The child with the 
yellow ball will answer his/ her friend’s question “My name is (Vinh).”.
Activities 1
1. Listen and point.Repeat.
- Use some pictures to introduce the shapes (circle, square, rectangle, triangle). 
- Have students listen to each new word.
- Have students listen to each new word and repeat all together and individually- 
Correct student’s pronunciation if necessary.
- Arrange the flashcards on the board, play audio, and point to each flashcard. 
- Play audio again and have students point to the numbers in their books. 
- Play audio again and have students listen and repeat. 
- Have students work in pairs, one points to the shapes and one says the words. 
Swap roles and continue.
* Play "Flashcard walk" game .
- Divide the class into teams.
- Have students draw four shapes on four different paper.
- Place four paper on the floor.
- Have students from each team come up the front.
- Play some music and have the students walk around the flashcards.
- Stop the music and say a shape. (E.g. triangle)
- Have the students pick up the correct shape.
- Give the first team to pick the correct shape one point. The team that gets the 
most points wins. Activities 2.
1. Listen and point
- Introduce the situation. Bill and Sue are asking and answering about shapes.
- 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 2 groups, groups swap characters’roles 
- Invite an open-pair to read aloud ( model)
- Ask students to work in pairs to read the dialogue
- Give help if necessary
- Call a few pairs to act out the dialogue in front of the class
- Gives feedback.
- Elicit the sentence pattern: 
 What shape is it? It's a triangle.
Form: What shape is it ? It’s ...............
- Tell the class that they are going to ask and answer questions about the shapes, 
 using “What shape is it ? It’s ...............” Show the flashcards about shapes and 
 have them repeat
- Put flashcards on the board
- Students make questions and answer chorally
- Get students to work in pairs. Go around to offer help and correct the 
 pronunciation if necessary.
- Check as a class
Activities 3
1: Point, ask and answer.
- Divide the class into pairs.
- Have Student A point to a picture and ask, have Student B answer.
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
Answer key
1. What shape is it? It's a square.
2. What shape is it? It's a circle.
3. What shape is it? It's a triangle. 4. What shape is it? It's a rectangle.
5. What shape is it? It's a rectangle.
6. What shape is it? It's a triangle.
7. What shape is it? It's a rectangle.
8. What shape is it? It's a circle.
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
 (Talk about shape)
2. What’re the core values of the lesson? 
(recornige shape things )
- Remind students to prepare for the lesson 
D. ADJUSTMENT 
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 GRADE 2
 Date of teaching: 2A,2B(20/10/2022)
Period: 6 
 UNIT 2: SHAPES
 Lesson 2
A. OBJECTIVES
By the end of the lesson, students will be able to (Cognition, Skill, Attribute, 
and Competence).
1. Recognize and pronounce the sound of the letter Pp correctly.(Cognition)
2. Demonstrate the sound of the letter Pp in the words pen, penguin through 
listening
and singing.
3. Perform the song in interesting ways by using appropriate tone and meaningful 
 gestures
4. Have a sense of the importance of pronounciation.
B. LANGUAGE FOCUS Vocabulary: pen, penguin
- Structures: 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 2 i-Learn Smart Start - Student’s book, page 12,
 Eduhome.vn, Teacher’s guide.
- Flashcards for Unit 2
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
 Observation 
1. Listen and repeat. Trace Student's speech
 Student’s interaction Observation 
2. Listen and repeat. Write.
 and performance
 Student’s interaction Observation 
3. Listen and clap
 and performance
4. Use positive attitudes, appropriate 
 Student’s interaction Observation
gestures and intonation when talking about 
 and performance
feeling
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Activity 1. Warm-up (5’)
Sing the song “What shape is it?”
(Source: 
Sing the song and draw the shapes in the air.
Activity 2: Language imput
 Sing the alphabet song.
-Play the alphabet song and have students listen.
-Play audio again and have students sing the song.
-Put the flashcards on the board for the letters in red (A to P).
-Point to each flashcard, call out the letter's name, and have students repeat.
1. Listen and repeat. Trace. (CD1 - Track 31) -Introduce letter Nn and its sound
-Play audio. Have students listen and repeat.
-Demonstrate tracing the letters with your finger.
-Have students trace the letters with their fingers.
-Have students work in pairs, one traces the word and one guesses.
- Have some students demonstrate the activity in front of the class. 
2. Listen and repeat. Write. (CD1 - track 32)
-Introduce the words that begin with letter N.
-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.
Activity 3. Practice.
1. Sing. (CD1 – Track 33)
Play audio and have students listen.
-Have students look at the lyrics.
-Read the lyrics and do actions following them.
-Play audio and have students listen, sing along, and do the actions.
Have students make a new verse with the word "nose" and sing along the same 
melody as the first one.
2. Listen and clap. (CD1 - track 34)
-Demonstrate the activity.
-Have students stand up.
-Have students clap when they hear the letter sound.
 Workbook page 16
-Have students open their workbooks page 16. 
-Have students look at part A and B, read the instruction of each.
-Set up time limit by 3 minutes timer bomb (source: 
 -Have students start doing their exercises. When the time ends by explosion 
students stop their work.
Activity 4: Wrap-up & Assignments/ home-link.
1. What have you learnt from the lesson today? 
(learn the sound of the letter P/p in some words)
2. What’re the core values of the lesson? 
(Have a sense of the importance of pronounciation)
- Remind students to prepare for the lesson 
D.ADJUSTMENT
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 GRADE 3
Date of teaching: 3A (17/10/2022),
Period 17
 UNIT 1: MY FRIENDS
 ETHICS: LESSON 4: C, D, E, F
 STAGE 1: DESIRED OBJECTIVES
STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
2. Identify the situations using polite greetings.
3. Practice listening, speaking, reading and writing about polite greetings.
4. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in saying polite 
 greetings. 
B. LANGUAGE FOCUS
Vocabulary: hi, good, great.
Sentence patterns: How are you?/ I’m good, and you? 
It’s nice to meet you./ It’s nice to meet you, too. 
Thank you./ You’re welcome.
C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 20,21, 
 Eduhome.vn, Teacher’s guide.
 - Flashcards 
 - Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
1. Look, read and number Observation
 actions
2. Look and listen. Then write Student’s talk and Observation, 
 interaction, their Questions & answers, 
 writing their writing
3. Practice with your friends Student’s talk and Observation, 
 interaction Questions & answers
4.Read and circle T or F Student’s answers Observation
5.Look and write a story Student’s talk and Observation, 
 interaction, their Questions & answers, 
 writing their writing
6.Role- play Student’s talk and Observation, 
 interaction Questions & answers
7. Show positive attitudes and Student’s talk and Observation, 
appropriate gestures and intonation in 
 interaction Questions & answers
saying polite greetings.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Review the polite greetings.
 - Divide the class into two teams.
 - Use the body language to express the greetings: hi, good, great.
 - Have Team A ask a question, and have Team B answer.
 - Swap roles and continue this activity.
 - Correct the students’ mistakes if necessary.
 - Lead in the new lesson.
 Activity 1: Practice (Activity C: Look, read, and number) 
 - Use DCR on Eduhome to show the students the story and the text.
 - Ask the students what they can see and where the boys are.
 - Have them read the text individually. 
 - Read the text as a whole class. - Help them correct their pronunciation.
 - Demonstrate the activity using the example.
 - Have them look, read, and number.
 - Check answers as a whole class.
 Activity 2: Practice (Activity D: 1. Look and listen)
- Have the students look at the pictures (using DCR) and ask these questions. 
- Play the audio.
 Have the students look and listen.
 Activity 3: Practice (Activity D: 2. Listen and write.)
- Play the audio (using DCR) and demonstrate the activity using the example. 
- Play the audio and have students listen and write.
- Play the audio again and check answers as a whole class.
 Activity 4: 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 1: 
 Practice 5(Activity E: Read and circle True or False.) 
 - Use DCR on Eduhome to show the students the text.
 - Have the students read the text individually.
 - Read the text as a whole class.
 - Demonstrate the activity using the example.
 - Have them read and circle “True” or “False”.
 - Check answers as a whole class.
 Activity 6: Practice (Activity F: Look at E. Write a story.)
- Have the students read the text in Part E again.
- Ask them to fill in the blanks to make a story. 
 Activity 7: Practice (Activity F: Role-play.)
- Divide the class into pairs.
- Have some pairs make role-plays similar to Part E with their own information.
- Afterwards, have some pairs speak in front of the class.
 Activity 8: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? (saying polite greetings)
 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 polite 
 greetings) - Remind students to prepare for the next lesson. 
 D. FEEDBACK
 Date of teaching: 3A (18/10/2022)
 Period 18
 UNIT 1: MY FRIENDS
 REVIEW AND PRACTICE 
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to
 1. Review spelling names, asking where people are from, and asking what their 
 friends like doing.
 2. Listen and write a name or a number.
 3. Look and read.
 4. Show their responsibility and respect for each other while taking part in 
 activities and positive attitudes, appropriate gestures and intonation in spelling 
 names, asking where people are from, and asking what their friends like doing.
 B. LANGUAGE FOCUS
 Vocabulary: name, age, class number, sing, read, India.
 Sentence patterns: What’s your name?/ Where are you from?/ How do you 
 spell ?/ Do you friends like ?
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 22,23 
 Eduhome.vn, Teacher’s guide.
 - Flashcards
 - Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
Performance Tasks products
1. Listen and write a name or a number. Student’s answers Observation
2. Look and read. Put a ( V) or a ( X) Student’s talk and Observation, 
 interaction, their Questions & answers, 
 writing their writing
3.Play the board game Student’s Observation performance
4.Show positive attitudes and appropriate 
gestures and intonation in spelling Student’s talk and Observation, 
names, asking where people are from, interaction Questions & answers
and asking what their friends like doing.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Snake game.
 - Have the class stand up and play the game.
 - Give the ball to the first student and ask them to begin by saying a letter or 
 number.
 - Then the first student passes the ball to any of their friends. The second friend 
 will name another letter/ number.
 - The students who are unable to say the letters/ numbers will sit down. The last 
 student who stands up at the end of the game is the winner.
 - Lead in the new lesson.
 Activity 1: Practice (Activity A: Listen and write a name or a number..)
 - Use DCR on Eduhome to show the class the picture on page 22.
 - Ask them to ask these questions.
 • What can you see in the picture?
 • How many people are there?
 • How do they feel?
 • Where are they?
 - (CD1 Track 34)
 - Have the students focus on the Listening task.
 - Play the audio and ask them to listen and write a name or a number in each blank.
 - Invite some students to give their answers.
 - Check the answers with the whole class.
 Activity 2: Practice (Activity B: Look and read. Put a ( V) or a ( X))
 - 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 if the statement is false.
 - Check the answers as a whole class using DCR.
 - Afterwards, have the students give a new true statement for each of the false 
 statements.
 - Monitor the class and support if needed.
 Activity 3: Practice Ask and answer. 
 - Let the class work in pairs to complete the task.
 - Have the students practice using the structures to ask and answer about spelling 
 names (How do you spell ?), asking where people are from (Where are you 
 from?), and asking what their friends like doing (Do your friends like ?). - Show the flashcards to the class.
 - Require them to look at the flashcards and use the appropriate structures to ask 
 their friends.
 Monitor the class and support them if necessary. 
 Activity 4: Practice (Activity C: Play the board game )
- 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 for each turn.
- The winning pair moves forward two spaces. The losing pair moves forward one.
- Each pair must match the symbol to the useful language and then ask and answer. 
 If they answer incorrectly, they must move back one space.
 The pair getting to the Finish first wins the game.
 Activity 5: Practice Ask and answer. 
 - Let the class work in pairs to complete the task.
 - Have the students practice using the structures to ask and answer about spelling 
 names (How do you spell ?), asking where people are from (Where are you 
 from?), and asking what their friends like doing (Do your friends like ?).
 - Show the flashcards to the class.
 - Require them to look at the flashcards and use the appropriate structures to ask 
 their friends.
 Monitor the class and support them if necessary
 Activity 6: Wrap-up & Assignments
 - Ask students to answer the following questions:
 1. What have you learnt from the lesson today? (spelling names, asking where 
 people are from, and asking what their friends like doing.)
 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 spelling names, asking 
 where people are from, and asking what their friends like doing.)
 - Remind students to prepare for the next lesson.
 D. FEEDBACK
 Date of teaching: 3A (18/10/2022)
 Period 19 UNIT 2: FAMILY
 Lesson 1: A, B,C,D
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize family members from the recording and pictures. (Cognition)
 2. identify the situations using the sentence patterns This is my father./ Hello, I’m 
 Alfie./ Hello, Alfie. (Skill)
 3. Introduce family members.
 4. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in introducing family 
 members.
 B. LANGUAGE FOCUS
 1. Vocabulary: father, mother, brother, sister.
 2. Sentence patterns: This is my father./ Hello, I’m Alfie./ Hello, Alfie.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: I-learn Smart Start 3, page 24, audios , pictures , a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
1. Listen and point, then repeat Observation
 actions
2. Play four corners Student’s answers/ Observation
 actions
3. Answer the questions about the Observation
 situations such as setting, participants, 
 Student’s answers Questions & answers
 topic (Tom and Mai,Tom and Jill, Tom 
 and Nick)
 Observation 
4.Listen and repeat Student's speech
 Student’s 
 Observation 
5. Chant interaction and 
 performance Student’s Observation 
6.Look and listen then write
 performance
4. Show positive attitudes and 
 Student’s talk and Observation, 
appropriate gestures and intonation in 
 interaction Questions & answers
introducing family members.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Turn over the flashcards.
 - Place the flashcards on the board with the picture-side down.
 - Divide the class into two groups and sit on opposite sides of the flashcards.
 - Ask them to say a free time activity/ country and turn over the flashcard that they think 
 shows the picture of the activity/ country. If they are right, they keep the flashcard. If 
 they are wrong, they leave it in its original place.
 - The team with the most flashcards at the end wins the game.
 Activity1: Language input (Activity A- 1. Listen and point. Repeat.)
 - Ask students to look at pictures and answer questions to identify the situation.
 - Tell students that they are going to practise saying about family members.
 - Play the recording more than once, if necessary, ask students to listen, point and 
 repeat.
 - Do choral and individual repetition, pointing to the characters speaking.
 - Play the recording again for students to listen and repeat.
 - Have students work in pairs, one points at the picture in the book and the other 
 says the word.
 - Say the word and make the gesture.
 - Do the actions and students say the word accordingly.
 - Have students work in pairs, one would do the action, the other say the word.
 Activity 2: Language in put (Activity A: 2. Play Four corners)
 - Put one flashcard in each of the four corners of the classroom.
 - Make sure that all students can pronounce the new word in each card.
 - Choose one student to come to the front of the class.
 - Have the student close their eyes and have the rest of the class stand up and point 
 to a flashcard of their choice.
 - Have the student at the front say one of the words. All students pointing at that 
 flashcard are “out”. They must sit down.
 - Continue the game until only one student is left standing. Activity 3: Language in put (Activity B: 1. Listen and practice)
 - Introduce the situation (Tom and his father)
 - Play audio and have students look at the picture.
 - Demonstrate the activity by pointing at the words. 
 - Play the audio. Have students listen and repeat.
 - Have Ss role-play. 
 - Point at each word and have students call it out.
 Activity 4: Practice (Activity B. 2. Fill in the blanks. Practice)
 - Demonstrate the activity using the example. 
 - Have the students read and fill in the blanks.
 - 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 pairs practice saying the sentences.
 -Monitor the class and support if needed.
 Activity 5: Language input (Activity C: 1. Listen and repeat)
 - Ask students to look at numbers (page 25 ) and answer questions to identify the 
 situation.
 - Tell students that they are going to practise saying about the /ʌ/ sound
 - Play the recording more than once, if necessary, ask students to listen and repeat.
 - Do choral and individual repetition, pointing to the characters speaking.
 - Have students work in pairs.
 Activity 6: Practice (Activity C: 2. Chant)
 - Write the words or put up the flashcards on the board.
 - Play the audio (using DCR).
 - Have the students listen to the chant.
 - Point to a word or picture on the board, say the sound and word and have the 
 students listen and repeat.
 - Follow the same procedure with the other sound and word.
 - Play the audio again.
 - Have the students listen and clap along with the sounds and words as they hear 
 them in the chant.
 Activity 7: Practice (Activity D: 1. Look and listen)
- Have the students look at the pictures (using DCR) and ask these questions. 
• Who can you see? (Alfie, Tom, Tom’s father, Tom’s mother, Tom’s brother)
• Where are they? 
- Play the audio.
 Have the students look and listen.