Kế hoạch bài dạy Tiếng Anh Tiểu học - Tuần 7 - Năm học 2022-2023 - Lê Thị Ánh

 WEEK 7
 GRADE 1
 Date of teaching: 1A (24/10/2022),1B( 27/10/2022)
 Period: 7 REVIEW 1 & 2
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. Identify family members from the recording and the given pictures (Cognition)
 2. identify the situations for introducing family members by using the sentence 
 patterns This is my (mother).
 3.Say about classroom objects.
 4. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation when introducing family 
 members. 
 B. LANGUAGE FOCUS
 1. Vocabulary: Revise (father, mother, brother, sister, red, yellow, blue)
 2. Sentence patterns
 This is my (brother). 
 It’s red
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 1, page 18,19
 - Audios 
 - pictures 
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
Performance Tasks products
1. Listen and circle (A or B) Student’s answers Observation
2. Answer the questions about family Observation
 Student’s answers
 members Questions & answers
3. Answer the questions about classroom Observation, 
 Student’s answers
 objects. Questions & answers
4. Show positive attitudes and appropriate 
 gestures and intonation in saying about Student’s talk and Observation, 
 family members. interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up : Play ‘Family'.
 - Have students work in groups of 5.
 - Have 1 student from each group introduce other members as their family members.
 E.g. This is my father/ mother/ brother/ sister.
- Have students swap roles and repeat.
- Have some groups demonstrate the activity in front of class.
Activity 1: Listen and circle (A or B). 
- Have students look at the pictures. Point to each person in the pictures and have students 
call out the people they see. 
- Play audio and have students look at the picture and people.
- Demonstrate the activity by pointing at the example.
- Have students listen and circle. 
- Check the answers as a whole class.
- Point at each person in the picture and have students say "This is my mother/...".
- Have some students demonstrate the activity in front of the class.
Activity 2: Play "Stepping Stones”
- Divide the class into pairs.
- Have Student A start at A and say the first sentence.
- Have Student B start at B and say the first sentence. 
- Have students take turns saying the sentences and go all the way round.
- Have some pairs demonstrate the activity in front of the class.
Activity 3: Wrap-up & home-link.
1. What have you learnt from the lesson today? ( introducing family members)
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 introducing family members)
D. ADJUSTMENT
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 GRADE 2
 Date of teaching:2A,2B(24/10/2022)
Period: 7 REVIEW 1 & 2
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
By the end of the lesson, students will be able to:
 1. Knowledge:
Talk about feelings
Ask and answer about names
Identify shapes
2.Competence: 
 - Communication, ability to use language (work in groups, Talk about feelings)
 - Ability to solve problems (play the games) 
 - Cooperation:(work in groups/pairs).
 3.Quality: hardworking, responsible and honest.
 4. Skills: listening and speaking 
 5. Language focus: What’s your name? My name ’s ..
 Teaching aids: Ss’ books, textbook, projector, flashcards
 B. LANGUAGE FOCUS
 Vocabulary , sentence pattern
 Review 
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 2, page 20,21
 - Audios 
 - pictures 
 - a laptop and a projector 
 - Song lyrics printed in textbook.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
Performance Tasks products
 Student’s answers/ 
1. Listen and draw line Observation
 actions
 Student’s answers/ 
2. Listen and circle Observation
 actions
 Observation
3. Play the “chain” game Student’s answers
 Questions & answers
3. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
gestures and intonation in talking about 
 interaction Questions & answers
how other people feel, about name.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Activity 1: Warm-up
 * Sing and do action a song “ If you are happy” 
 * Running dictation (8’)
 -Stick some pictures ( happy, sad, hungry,..) on the walls in the class.
 - Have students work in pairs. One runs and find the pictures around him/ her, then 
 turn back to his pair and tell what he/ she has seen. E. g. happy His/ Her friend writes 
 down the word he/ she has heard. 
 Activity 2: Listen and draw lines. (CD1 - Track 39) (8’)
 -Have students look at the pictures and call out the people and feelings they can see. 
 -Play audio and demonstrate the activity using the example. 
-Play audio. Have students listen and draw lines. 
-Play audio again and check answers as a whole class.
Activity 3: . Listen and circle (A or B). (CD1 - Track 40)
 1. Presentation
  Have students look at the pictures and call out the shapes they can see.
  Play audio and demonstrate the activity using the example.
  Play audio. Have students listen and circle A or B.
  Play audio again and check answers as a whole class.
Have students work in pairs, practice asking and answering the questions with the 
circle shapes.
Activity 4 .Play the "Chain" game.(5’)
-Have students look at the example.
-Divide the class into groups of four. 
-Have the students stand up. 
-Have Student A turn to Student B and ask the question, then have Student B answer. 
-Next, have Student B turn to Student C and ask the question, then have Student C 
answer. 
-Continue until all students have practiced. 
-Have some groups demonstrate the activity in front of the class.
Activity 5: Wrap-up & Assignments/ home-link.
1. What have you learnt from the lesson today? 
(review talking about how other people feel and name.) 
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 talking about how other 
people feel and name.
D. ADJUSTMENT
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Date of teaching: 3A (24/10/2022)
Period: 21. 
 UNIT 2: FAMILY
 Lesson 2: C, D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize the /ð/ sound from the recording (Cognition)
2. identify the situations using the sentence patterns Who’s he?/ He’s my brother.
What’s his name?/ His name’s Alex.
3. Perform the chant in interesting ways by using appropriate tone and meaningful 
 gestures;(skill)
4. Practise asking and answering about who someone is.
5. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in asking and answering 
 about who someone is.
B. LANGUAGE FOCUS
1. the /ð/ sound
2. Vocabulary: grandfather, grandmother, uncle, aunt, cousin.
3. The sentence patterns: Who’s he?/ He’s my brother.
 What’s his name?/ His name’s Alex.
C. INSTRUCTIONAL RESOURCES.
- Textbook: I-learn Smart Start 3, page 28
- Audios 
- pictures 
- 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 circle
 performance
 Student’s interaction Observation/ key
4. Practice with friends
 and performance
5. Use positive attitudes, appropriate 
 gestures and intonation when saying the Student’s interaction Observation
 sound correctly and asking and and performance
 answering about who someone is.
 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)
 - Ask students to look at .) and answer questions to identify the situation.
 - Tell students that they are going to practise saying about the /ð/ 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 2: 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 3: 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 and Tom)
- What photos do they look at? (Tom’s family photos)
- Who are the people in the photos? (Tom’s brother, Tom’s cousin, Tom’s uncle, Tom’s 
 aunt)
- Play the audio.
 Have the students look and listen.
 Activity 4: Practice (Activity D: 2. Listen and circle.)
 - Play the audio (using DCR) and demonstrate the activity using the example. 
 - Play the audio and have the students listen and circle.
 - Play the audio again and check answers as a whole class.
 Activity 5: Practice (Activity D: 3. Practice with your friends. )
 - Divide the class into two pairs.
 - Have the students practice saying the sentences.
 - Have some pairs demonstrate the activity in front of the class.
 Activity 6: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Identify the /ð/ sound and asking and answering about who someone is..)
 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 sounds; asking and 
 answering about who someone is.)
 - Remind students to prepare for the next lesson. 
 D. FEEDBACK
 Date of teaching: 3A(25/10/2022)
 Period: 22 
 UNIT 2: FAMILY
 Lesson 2: E, F
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. identify the situations using the sentence patterns: Who’s he?/ He’s my 
 grandfather 
 2. Practise asking and answering about who someone is.
 3. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in asking and answering 
 about who someone is.
 B. LANGUAGE FOCUS
 1. Vocabulary: grandfather, grandmother, uncle, aunt, cousin.
 2. Sentence patterns: Who’s he?/ He’s my grandfather.
 What’s his name?/ His name’s Dan.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: I-learn Smart Start 3, page 29
 - cards chairs, ruler, chalk 
 - pictures 
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
1. Point, ask and answer Observation
 actions
2. Draw your family. Ask and answer Student’s talk and Observation, 
 interaction, their Questions & answers, 
 writing their writing
3. Show positive attitudes and 
 appropriate gestures and intonation in Student’s talk and Observation, 
 asking and answering about who interaction Questions & answers
 someone is.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Play the Circle jump game.
 - Divide the class into two groups and make two lines to play the game.
- Draw two large circles on the ground with chalk.
- Place a flashcard in each circle.
- Call out a word, and a student from each team has to run and stand inside the 
corresponding circle as quickly as possible. 
- Ask them to say the word when standing inside the circle.
- The first student getting the correct answer wins a point for their team.
Activity 1: Language input: (Activity E. Point, ask and answer). 
- Divide the class into two pairs.
- Demonstrate the activity using the speech bubbles.
- Have the student A point and ask, have the student B answer.
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
Activity 2. Practice (Activity F. Draw your family. Ask and answer)
- Have the students draw the faces of their family members.
- Divide the class into two pairs.
- Have the students look at their drawings, then ask and answer.
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(asking and answering about who someone is.)
 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 asking and answering about 
who someone is.)
- Remind students to prepare for the next lesson.
D. FEEDBACK
Date of teaching: 3A(25/10/2022)
Period: 23
 UNIT 2: FAMILY
 Lesson 3: A, B
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize simple instructions from the recording and pictures. (Cognition)
2. identify the situations using the sentence pattern: Clean your room!
 3. follow simple instructions.
 4. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in following simple 
 instructions.
 B. LANGUAGE FOCUS
 1. Vocabulary: do your homework, clean your room, wake up, go to bed.
 2. Sentence pattern: Clean your room!
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: I-learn Smart Start 3, page 30, 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 Pass the words 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 his mom)
4. Listen and practice Student’s talk and Observation, 
 interaction Questions & answers
 Student’s answers/ Observation
5. Look and write. Practice Student’s talk and 
 interaction
6. Show positive attitudes and 
 Student’s talk and Observation, 
 appropriate gestures and intonation in 
 interaction Questions & answers
 following simple instructions.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Word chain game.
 - Place the flashcards on the board in a given sequence.
 - Have the class say the words in the sequence first.
 - Point to a student and ask them to say the first word in the sequence.
 - Point to another student and ask them to say the second word in the sequence.
 - Continue the activity with the other student and ask them to say the next word in 
 the sequence.
 - Correct the students’ pronunciation if necessary.
 - Lead in the new lesson.
 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 simple instructions 
 - 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 Pass the word.)
- Divide the class into groups of 4-5 students. 
- Have a student stand in a circle.
- Have one student point to another student at random and say the first word in the 
sequence. 
- The second student must point to another student and say the next word in the 
sequence.
- If a student says the wrong word, they are “out” and must sit down.
- The last student standing is the winner.
Activity 3: Language in put (Activity B: 1. Listen and practice)
- Introduce the situation 
- 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. 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? (following simple instructions.)
 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 following simple instructions.) 
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK
Date of teaching: 3A (26/10/2022)
Period: 24
 UNIT 2: FAMILY
 Lesson 3: C, D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize the /pl/ sound from the recording (Cognition)
2. identify the situations using the sentence patterns: Wake up, clean your room
3. Perform the chant in interesting ways by using appropriate tone and meaningful 
 gestures;(skill)
4. Practise saying simple instructions 
5. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in following simple 
 instructions 
B. LANGUAGE FOCUS
1. Sound /pl/
2. Vocabulary: do your homework, clean your room, wake up, go to bed.
3. Sentence pattern: Clean your room!
C. INSTRUCTIONAL RESOURCES.
- Textbook: I-learn Smart Start 3, page31
- Audios 
- pictures 
- 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 friends
 and performance
5. Use positive attitudes, appropriate Student’s interaction Observation
 gestures and intonation when saying the and performance
 sound correctly and introducing family 
 members.
 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 phrase, and a student from each team has to run and stand inside the 
 corresponding circle as quickly as possible. 
 - Ask them to say the phrase when standing inside the circle.
 - The first student getting the correct answer wins a point for their team.
 Activity 1: Language input (Activity C: 1. Listen and repeat)
 - Draw attention to the /pl/ 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: 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 3: Practice (Activity D: 1. Look and listen)
 - Introduce the situation: “Listen to Mom ”
 - Have the students look at the story and ask these questions. 
 • Who can you see? (Mom/ Mrs. Brown, Lucy, Tom, 
 Alfie, Ben)
 • Does Mom look happy? (No)
 • What are the kids doing? (sleeping, playing games, reading, eating)
 - Play the audio (using DCR).
 - Have the students look and listen.
 - Listen to their teacher’s introduction about the situation. 
 - Look at the story and answer their teacher’s questions.
 - Listen to the story.
 Activity 4: 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 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? 
 (Identify the /pl/ sound and following simple instructions )
 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 sounds; following 
 simple instructions)
 - Remind students to prepare for the next lesson. 
 D. FEEDBACK
 Teaching date:4A, 4B (25/10/2022)
 UNIT 5: CAN YOU SWIM?
 Period 21 Lesson 1: 1- 2
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of this period, students will be able to: 
 1. use the words and phrases related to the topic Things we can do..
 2. ask and answer questions about what someone can/cannot do, using What can you 
 do?I can ...
 B. LANGUAGE FOCUS.
 1. Key terms: read, cycle, skip, skate, cook, swim, play football, play volleyball
 2. Key grammatical structure 
 The sentence patterns: What can you do?
 I can___________
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 30
 - Audios (Unit 5-page 30), 
 - Flashcards
 - A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation
 1. Look, listen and repeat.
 Students’ answers Questions & answers
 Key
 Student’s talks, and Observation
2. Point and say.
 interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and chatting.
Revise the verbs/verb phrases to talk about activities pupils learnt in Tieng Anh 3 (e.g. 
read, cycle, skip, skate, cook, swim, play football, play volleyball). 
- Teacher tells the class the objects of the lesson.
Activity 1: Language input (Activity 1: Look, listen and repeat.)
Tell pupils that they are going to read a story in which pupils ask and answer questions 
about what they can or cannot do.
• Ask them to look at the four pictures to identify the characters (Mai, Nam and 
Phong) and the context in which the language is used. Ask them questions such as 
Where are they? What are they doing? (In Picture a, Mai is holding a picture to show 
that she can draw a cat. In Pictures b and c, Mai is asking Nam and Phong about what 
they can do. Explain the meaning of the phrases can dance, can sing and can’t dance. 
Check comprehension.
• Play the recording more than once, if necessary, for pupils to 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: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Point and say.)
Tell pupils that they are going to practise asking and answering questions about what
someone can do.
• Have them look at the bubbles to understand how to use the language. Ask pupils to 
look at the four pictures to identify what the girl can do in each picture. Revise the 
words skip, skate, cook and swim.
• Point to the first picture and model the task with one pupil, using the expressions in 
the bubbles and the word under the picture. (Teacher: What can you do? Pupil: I can 
skip.) Ask pupils to say the phrases chorally and individually. Repeat the same 
procedure with the rest of the pictures.
• Ask pupils to practise in pairs, using the prompts in the bubbles and the pictures.
• Select some pairs to role-play the dialogue in front of the class. Monitor the activity 
and offer help, if necessary 
Task 2: Guided practice 
Tell pupils that they are going to practise using What can you do? and I can ...
• Ask them to work in pairs: one pupil asks the question and the other answers with facts 
about themselves.
• Monitor the activity and offer help, if necessary.
• Select some pairs of pupils to role-play in front of the class.
• To extend this activity, ask them to say something they cannot do (e.g. I can’t skate.) 
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 what someone can/cannot do, using What can you 
do? I can ...”
2. What’re the core values of the lesson? 
 (Use positive attitudes and appropriate gestures to ask and answer what someone’s can 
do..)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 5. Lesson1. 3-5 on pages 31).
D.FEEDBACK
 ................................
 Teaching date:4B(27 
/10/2022)4A(28/10/2022)
 UNIT 5: CAN YOU SWIM?
Period 22 Lesson 1: 3-5
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
By the end of this period, students will be able to: 
1.Listen and tick,use the words and phrases related to the topics Things we can do.
2.Look and write about what someone can do.
3.Let’s play “ Guesing game”.
B. LANGUAGE FOCUS.
1. Key terms:review
2. Key grammatical structure 
The sentence patterns: What can you do?
 I can___________
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 31
- Audios (Unit 4-page 31), 
- Pictures, posters of activities (Activity 2 – page 31)
- A computer and a TV 
 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 play, and Observation
3. Let’s play.
 interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting,chatting and play the game.
Spend a few minutes revising the question What can you do? and the answer I can ...
Get pairs to act out the questions and the answers in front of the class. 
Activity 1: Language input (Activity 1: Listen and tick.)
 Tell pupils that they are going to listen to three dialogues about someone’s abilities 
and tick the correct pictures.
• Ask them to look at the pictures to identify the similarities and differences among 
them (In Picture 1a, Tony is drawing a picture. In Picture 1b, Tony is singing. In 
Picture 1c, Tony is dancing. In Picture 2a, Nam is cooking. In Picture 2b, Nam is 
skipping. In Picture 2c, Nam is cycling. In Picture 3a, Akiko is skating. In Picture 3b, 
Akiko is singing. In Picture 3c, Akiko is reading.) Check understanding.
• Play the recording more than once, if necessary, for pupils to listen and tick the 
correct pictures.
• Get pupils to swap their answers before you check as a class.
Key: 1 a 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 complete the sentences to express ability, using the
picture cues.
• Ask them to look at the four pictures to identify what the character in each picture 
can do. Then have them find appropriate words to complete the sentences. Get pupils 
to work in pairs, if necessary.
• 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. If there is enough time, 
invite some pupils to read the complete sentences aloud.
Key: 1 dance 2 skate 3 swim 4 cycle 
Task 2: Let’s play.
Tell pupils that they are going to play a Guessing game. Follow the procedure in Games 
in Introduction.
• Stick pictures of a dog, a fish and a parrot on the board. Check if pupils can recognize 
the animals. Point to a picture and ask some questions about the animal (e.g. What’s this 
animal? What can it do? Can it swim?).
• Divide pupils into groups of five. A pupil in one group says two sentences about one of 
the animals, using can and can’t, and then asks what it is (e.g. It can swim, but it can’t 
walk. What is it?) The pupils of the other groups guess (e.g. It’s a fi sh.) The group that 
gives the right answer the quickest gets one point.
• The groups take turns asking and answering questions. The one that gets most points 
wins. 
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 what someone can/cannot do, using What can you 
do? I can ...”
2. What’re the core values of the lesson? 
(Use positive attitudes and appropriate gestures to ask and answer what someone’s can 
do..)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 5. Lesson2. 1-3 on pages 32).
D.FEEDBACK
 Teaching date: 4A,4B: 25/10/2022
 UNIT 5: CAN YOU SWIM?
Period 23 Lesson 2 : Part 1-2-3
 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 the situation for the conversation between the Tom and Peter (Setting, 
participants, topics).
2. use the words and phrases related to the topics Things we can do
3 ask and answer questions about whether someone can do something, using Can you 
...?
Yes, I can./No, I can’t. 
4. Use positive attitudes and appropriate gestures to ask and answer questions about 
whether someone can do something 
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
Review
Key grammatical structure
Can you ? Yes, I can./ No, I can’t.
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4- Student’s book, page 32, Sachmem.vn, Teacher’s guide. 
- Flashcards for Unit 5 
- A board, a computer, a projector/TV.
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
 Observation
1. Identify the situation for the 
 Questions & 
conversation between Tom and Peter Students’ answers
 answers
such as setting, participant, topics.
 Key
2. Practice a role-play conversation 
 Students’ Talks and 
with classmates, using sentence Observation
 interaction
patterns.
3. ask and answer questions about 
 Observation
whether someone can do something, Student’s talks, and 
 Questions & 
using Can you ...?Yes, I can./No, I interaction
 answers
can’t.
4. Use positive attitudes and Observation
 Student’s interaction 
appropriate gestures to ask about Questions & 
 and performance
whether someone can do something answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warmer: Greeting and singing
Spend a few minutes revising the previous lesson by calling some pupils to the front of 
the class to talk about what they can or cannot do. 
- Lead into the new lesson.
Activity 1: Language input (Activity 1: Look, listen and repeat)
Tell pupils that they are going to read a story in which pupils express their ability.
• Tell them that they are going to look at, listen to and repeat the dialogue between 
characters in the three pictures.
• Ask pupils to look at the pictures to identify the characters (Tom and Peter) and the 
context in which the language is used. Ask them questions such as Who are the boys? 
Where are they? What are they doing? (In Picture a, Tom and Peter are talking in the 
street. In Picture b, Tom suggests they play football together. In Picture c, Peter kicks 
the ball and breaks the window.)
Check comprehension.
• Play the recording more than once, if necessary, for pupils to 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: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Point and say.)
Tell pupils that they are going to practise asking and answering questions about 
someone’s ability.
• Have them look at the bubbles to understand how to ask and answer questions about
someone’s ability, using Can you ...? Yes, I can./No, I can’t. Ask pupils to look at the 
four pictures to identify what the boy can do in each picture. Teach the phrases play 
table tennis, play volleyball, play the piano and play the guitar.
• Point to the first picture and model the task with one pupil, using the sentences in the 
bubbles and the phrases under the picture. (Teacher: Can you play table tennis? Pupil: 
Yes, I can.) Ask pupils to say the question and answer chorally and individually. 
Repeat the same procedure with the rest of the pictures.
• Ask pupils to practise in pairs, one asking the question and the other giving the 
answer, using the prompts in the bubbles and pictures.
• Select some pairs to demonstrate the task in front of the class. Monitor the activity 
and offer help, if necessary. 
Task 2: Guided practice (Let’s talk)
Tell pupils that they are going to practise asking and answering about ability, using 
What can you do? I can ... and Can you ...? Yes, I can./No, I can’t.
• Do the task with one pupil as a model. Put the sentences on the board and do choral 
and individual repetition.
• Ask them to work in pairs, one pupil asking the questions and the other giving the 
answers to talk about their abilities. Monitor the activity and offer help, if necessary.
• Select some pairs of pupils to role-play in front of the class. 
Activity 3: Wrap -up & Assignments
- T asks Ss about what they have learnt in their lesson today.
1. What have you learnt from the lesson today? (ask and answer questions about 
whether someone can do something, using Can you ...?Yes, I can./No, I can’t.)
2. What’re the core values of the lesson? (Use positive attitudes and appropriate 
gestures to ask about whether someone can do something) 
 - Remind students to learn by heart vocabulary, sentence patterns. 
- Prepare: Lesson 2 (4-6).
* FEEDBACK
 .
 .
 .
 Teaching date: 4A,4B (25/10/2022)
 UNIT : CAN YOU SWIM?
Period 24 Lesson 2 : Part 4-5-6
 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 specific information through listening to conversations to number correct 
pictures.
2. Read and fill the gapped exchanges, using the pictures. .
3. Let’s sing “ Can you swim?” 
4. Use positive attitudes and appropriate gestures to ask about whether someone can 
do something.
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
Revision.
Key grammatical structure
Revision.
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4- Student’s book, page 33, Sachmem.vn, Teacher’s guide. 
- Flashcards for Unit 5
- A board, a computer, a projector/TV.
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment tools
 products
1. Identify specific information Observation
through listening to conversations to Students’ answers Questions & answers
number correct pictures. Key
 Observation
2 Read and fill the gapped 
 Students’ answers Questions & answers
exchanges, using the pictures.
 Key
 Observation
3. Let’s sing Student’s answers Questions & answers
 Key
4. Use positive attitudes and Student’s 
 Observation
appropriate gestures to ask about interaction and 
 Questions & answers
whether someone can do something. performance
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and playing
- Spend a few minutes revising the previous lesson by asking some pairs to ask and 
answer about ability, using Can you ...? Yes, I can./No, I can’t. 
- Lead into the new lesson.
Activity 1: Listening practice (Activity 1: Listen and number.)
Tell pupils that they are going to listen to four dialogues about what the four 
characters can do and number the pictures.
• Ask them to look at the pictures and identify what the character in each picture can 
do (In Picture a, Tom can play the piano. In Picture b, Phong can sing. In Picture c, 
Peter can play
football. In Picture d, Nam can play table tennis.) Check understanding.
• Play the recording for pupils to listen and number the pictures.
• Play the recording again for them to check their answers.
• Get pupils to swap their answers before you check as a class. Monitor the activity 
and offer help, if necessary.
Key: a 2 b 4 c 3 d 1 
Activity 2: Controlled & guided practice
Task 1: Writing practice (Activity 2: Look and write)
Tell pupils that they are going to write the answers to the questions about what the 
children can do, using picture cues.
• Ask them to look at the four pictures to identify what the character in each picture 
can/ cannot do. (In Picture 1, Akiko can’t dance. In Picture 2, Adam can play the 
piano. In Picture 3, Tony can’t play the guitar. In Picture 4, Linda can’t play chess.) 
Then ask them to read the questions and think of possible answers, using the picture 
cues. After that, have them write the appropriate answers. Get pupils to work in pairs, 
if necessary.
• 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. If there is enough time, 
call some pairs to act out the complete dialogues.
Key: 1 No, I can’t. 2 Yes, I can. 3 No, I can’t. 4 No, I can’t. 
Task 2: Guided practice (Activity 3. Let’s chant)
Tell pupils that they are going to sing the song Can you swim? 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 until they get familiarized with the pronunciation, 
the stress, the rhythm and the tune of the song.
• Play the recording again and get pupils to sing along with the recording.
• Divide the class into two groups: one sings the questions and the other sings the 
answers. 
Activity 3: Wrap –up & Assignments
- T asks Ss about what they have learnt in their lesson today.
1. What have you learnt from the lesson today? (Look, read, listen, number the 
pictures, and complete the sentences).
2. What’s the core values of the lesson? (Use positive attitudes and appropriate 
gestures to ask about whether someone can do something).