Kế hoạch bài dạy Tiếng Anh Tiểu học - Tuần 8 - Năm học 2022-2023 - Lê Thị Ánh

 WEEK 8
 GRADE 1
 Date of teaching: 1A (31/10/2022),1B( 03/11/2022)
 Period: 8 UNIT 3: COLORS
 Lesson 1
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. Identify basic colors from the recording and the given pictures (Cognition)
 2. identify the situations for naming the basic colors by using the sentence pattern: It’s 
 red
 3. Perform the song in interesting ways by using appropriate tone and meaningful 
 gestures;(skill)
 4. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation when naming the basic 
 colors 
 B. LANGUAGE FOCUS
 Vocabulary 
 red,blue, yellow
 sentence patterns
 It’s red
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 1, page 20,21
 - 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
 Student’s 
2. Listen and point Observation
 performance
 Student’s 
3. Point to the pictures and say. Observation
 performance
4. Answer the questions about the Observation
 Student’s answers
 situations about basic colors Questions & answers
5. Show positive attitudes and appropriate Student’s talk and Observation, 
gestures and intonation in naming the interaction Questions & answers
 basic colors .
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up : Guessing game
 - Students work in groups.
 - Show a half of a picture of a school thing.
 - Students work in groups to try to guess what object in the picture is.
 - The students who gives a correct guessing will get one point.
 Activity 1: Language input (Activity A- Listen and point. Repeat.)
 - Ask students to look at 3 pictures (page 20) and answer questions to identify the 
 situation.
 - Tell students that they are going to practise saying about the basic colors. 
 - 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 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 3: Practice (D. Point and say)
 - Have students look at the pictures and identify the things. Ask them to tell the colors.
 - Divide the class into pairs.
 - Have Student A point to the pictures and Student B say, e.g. "It's red." Swap roles 
 and repeat.
 - Afterwards, have some pairs demonstrate the activity in front of the class.
 Activity 4: Wrap-up & home-link.
 1. What have you learnt from the lesson today? (naming the basic colors)
 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 naming the basic colors )
 D.ADJUSTMENT
 ................................
 GRADE 2
 Date of teaching:2A, 2B( 31/10/2022)
Period 8 UNIT 3: NUMBERS
 Lesson 1
A. OBJECTIVES
By the end of the lesson, students will be able to:
 1. Knowledge:
Identify the words related to numbers 
identify the situations for the picture of shape (setting, participants, topic) and the 
sentence pattern: How many (circles) are there?(eleven) circles 
2.Competence: 
- Communication, ability to use language (work in groups, Talk about shapes)
- 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: How many (circles) are there?(eleven) circles 
 Teaching aids: Ss’ books, textbook, projector, flashcards
B. LANGUAGE FOCUS
Vocabulary : eleven, twelve, thirteen, fourteen, fifteen
Sentence pattern: How many (circles) are there?(eleven) circles
Review 
C. INSTRUCTIONAL RESOURCES
- Textbook: I-learn Smart Start 2, page 22,23
- flash card, Audios 
- pictures 
- a laptop , TV
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
 Observation 
1. Listen and point. Repeat Student's speech
 Student’s interaction Observation 
2. Listen and point. 
 and performance
 Student’s interaction Observation 
3. Point, ask, and answer.
 and performance
4. Show positive attitudes and appropriate 
 Student’s interaction Observation
gestures and intonation in following simple 
 and performance
instructions smoothly.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Activity 1: Warm-up
"Magic finger" game
- Divide the class into pairs.
- Have Student A draw a shape with their finger on Student B's back and ask, “What 
shape is it?”
- Have Student B try to guess what the shape is.
- Have students swap roles and repeat.
Activity 2: Language in put
 1. A. Listen and point. Repeat. (CD1 - Track 22)
-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.
2. Play "Heads up. What's missing?" game
-Divide the class into two teams. 
-Arrange the flashcards on the board and remove one card when students are not 
looking.
-One student from each team calls out the missing flashcard.
3. B. Listen and point. (CD1 – Track 22)
-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.
- Have students work in pairs and play roles of the conversations, using all words of 
part A.
-have Sts repeat the useful language and its meaning
Activity 3. Practice
 C. D. Point, ask, and answer.
 Practice (optional)
- Divide the class into two teams. 
- Show a flashcard to the class. 
- Have Team A ask the question and Team B answer. 
- Swap roles and repeat.
 E.g., Teacher shows a flashcard “thirteen”.
 • Teacher: "triangle" 
 • Team A: "How many triangles are there?" 
 • Team B: "Thirteen triangles".
 Point, ask, and answer.
- Divide the class into pairs. Use DCR.
- 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 keys
 1. How many squares are there? Twelve squares.
 2. How many balls are there? Fifteen balls.
 3. How many pencils are there? Eleven pencils.
 4. How many books are there? Thirteen books.
 5. How many triangles are there? Eleven triangles.
 6. How many bananas are there? Fourteen bananas.
 7. How many flowers are there? Fifteen flowers.
 8. How many cats are there? Twelve cats.
 9. How many circles are there? Thirteen circles.
Back - to - back dictation
- Divide the class into pairs and have them sit back - to - back. Give each student a 
blank sheet of paper and have them draw a number of objects.
- Student A asks: “How many (squares)? are there?”. student B answers: 
“(Twelve)(squares).” and student A writes down the words. Swap the roles.
Once finished, they compare the answers.
 Activity 4: Wrap-up & Assignments/ home-link.
1. What have you learnt from the lesson today? 
 (numbers)
2. What’re the core values of the lesson? 
(can count numbers of objects )
- Remind students to prepare for the lesson 
D.ADJUSTMENT
 ................................
 Date of teaching:3A(31/10/2022)
 Period: 25
 UNIT 2: FAMILY
 Lesson 3: 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: Stand up! Sit down
 2. Follow simple instructions smoothly.
 3. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in following simple 
 instructions smoothly.
 B. LANGUAGE FOCUS
 1. Vocabulary: do your homework, clean your room, wake up, go to bed.
 2. Sentence pattern: Stand up! Sit down
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: I-learn Smart Start 3 page 31, sách mềm eduhome,vn.
 - Flashcards
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
1. Point and say Observation
 actions
2. Play Simon says Student’s talk and Observation, 
 interaction Questions & answers, 
3. Show positive attitudes and 
 appropriate gestures and intonation in Student’s talk and Observation, 
 following simple instructions interaction Questions & answers
 smoothly.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm up: Play the Jump game.
 - Ask the children 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. 
 Activity 1: Language input: (Activity E. Point and say). 
 - Divide the class into two pairs.
 - Demonstrate the activity using the speech bubbles.
 - Have the student A point, have the student B say.
 - Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
Activity 2. Practice (Activity F. Play Simon says.)
- Have students time to look and read at the examples.
- Tell them they must only follow commands that start with “Simon says ”.
- Model the activity in front of the class.
- Demonstrate the game by giving the students different commands. If the command 
starts with “Simon says ”, students must do the action. If it doesn’t start with “Simon 
says”, students who do the action must sit down. 
- Invite one student to come to the front of the class to be “Simon”.
Ask them to swap roles and repeat with a new “Simon”.
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(following simple instructions smoothly)
 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 
smoothly.)
- Remind students to prepare for the next lesson.
D. FEEDBACK
 ..
Date of teaching: 3A(01/11/2022)
Period: 26 
 UNIT 2: FAMILY
 Culture Lesson 4: A, B
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to 
1. Recognize animals from the recording and pictures. (Cognition)
2. Identify the situations using the sentence patterns: I like my cat./ I love cats./ I don’t 
like dogs.
3. To talk about animals they like and dislike.
4. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in talking about animals 
 they like and dislike.
B. LANGUAGE FOCUS
1. Vocabulary: dog, cat, fish, bird.
 2. Sentence patterns: I like my cat./ I love cats./ I don’t like dogs.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: I-learn Smart Start 3, page 33, sách mềm eduhome.vn, 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
 Student’s answers/ Observation
2. Play Heads up. What’s missing
 actions
3. Answer the questions about the 
 Observation
 situations such as setting, participants, Student’s answers
 Questions & answers
 topic 
 Student’s talk and Observation, 
4. Listen and practice 
 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 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.
 Activity1: Language input (Activity A- 1. Listen and point. Repeat.)
 - Arrange the flashcards (dog, cat, fish, bird) 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. 2. Play Heads up. What’s missing?)
- Divide the class into two teams.
- Arrange the flashcards on the board and remove one card when students are not 
looking.
- One student from each team calls out the missing flashcard.
Activity 3: Language in put (Activity B: 1. Listen and practice)
- Use DCR on Eduhome to show the useful language and have the students look and 
read the useful language silently.
- Explain that we use this to talk about things we love, like, and things we don’t like. 
We use “I like/love my ” to talk about things that belong to us. We use “I like/ don’t 
like ” to talk about things in general.
- 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.
- 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: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? (talking about animals they like and 
 dislike.)
 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 animals they like 
and dislike.)
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK
 Date of teaching:3A(1/11/2022)
 Period: 27
 UNIT 2: FAMILY
 Culture Lesson 4 : C, D
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize animals from the pictures. (Cognition)
 2. Identify the situation using the sentence patterns My family pet is a dog./ I love my 
 dog.
 3. Read, listen and speak about the family pet.
 4. Show their responsibility and respect for each other while taking part in activities and 
 positive attitudes, appropriate gestures and intonation in talking about the family pet.
 B. LANGUAGE FOCUS
 1. Vocabulary: dog, cat, fish, bird, pet, Canada, live
 2. Sentence patterns: My family pet is a dog./ I love my dog.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: I-learn Smart Start 3, page 34, sách mềm eduhome.vn, 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. Read and circle Observation
 actions
2. Answer the questions about the 
 Observation
 situations such as setting, participants, Student’s answers
 Questions & answers
 topic 
 Student’s talk and Observation, 
3. Look and listen 
 interaction Questions & answers
 Student’s answers/ Observation
4. Listen and write Student’s talk and 
 interaction
5. Show positive attitudes and 
 Student’s talk and Observation, 
 appropriate gestures and intonation in 
 interaction Questions & answers
 talking about the family pet.
 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. 
C. Read and circle. 
- Use DCR on Eduhome to show students the story and the text.
- Inroduce some new words.
- 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 read and circle.
- Check answers as a whole class.
D. 1. Look and listen. (CD1 Track 55) 
- Have the students look at the script and pictures and ask these questions: Who are 
talking? (Joe and Mary)/ What are they talking about? (their pets).
- Play the audio and have them look and listen.
2. Listen and write. (CD1 Track 56) 
- Have the students look at the sentences.
- Play the audio and demonstrate the activity using the example.
- Play the audio and have them listen and write.
-Play the audio again and check answers as a whole class.
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.
4. Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? (talking the family pet.)
 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 the family pet.)
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK
 Date of teaching: 3A (02/11/2022)
 Period 28
 UNIT 2: FAMILY
 Culture Lesson 4: E,F 
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to 
 1. Recognize animals from the recording and pictures. (Cognition)
 2. Identify the situations using the sentence patterns: My family pet is a cat./ I love my 
 cat.
 3. Read, write and speak about the family pet.
 4. Show their responsibility and respect for each other while taking part in activities and 
 positive attitudes, appropriate gestures and intonation in talking about the family pet.
 B. LANGUAGE FOCUS
 1. Vocabulary: dog, cat, fish, bird, pet, 
 2. Sentence patterns: My family pet is a cat./ I love my cat.
 C. INSTRUCTIONAL RESOURCES.
 - Textbook: I-learn Smart Start 3, page 34, 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. Read and circle True or False Observation
 actions
2. Answer the questions about the 
 Observation
 situations such as setting, participants, Student’s answers
 Questions & answers
 topic 
 Student’s talk and Observation, 
3. Circle Linh’s pet 
 interaction Questions & answers
 Student’s answers/ Observation
4. Look at E. Write about your pet.Then 
 Student’s talk and 
 talk about your pet
 interaction
5. Show positive attitudes and 
 Student’s talk and Observation, 
 appropriate gestures and intonation in 
 interaction Questions & answers
 talking about the family pet.
 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. 
E. 1. 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.
 2. Circle Linh’s pet.
- Have the students look at the pictures.
- Have them circle Linh’s pet.
- Check answers as a whole class.
F. Look at E. Write about your pet.
- Have the students read the text in Part E again.
- Ask them to fill in the blanks about their pet.
G. Talk about your pet.
- Divide the class into pairs.
- Have the student A read their sentences to the student B.
- Swap roles and repeat.
- Afterwards, have some students read their sentences in front of the class.
Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? (talking the family pet.)
 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 the family pet.)
- Remind students to do exercises and to prepare for the next lesson.
D. FEEDBACK
 GRADE 4
 Date of teaching: 4A,4B, (1/11/2022)
 UNIT 5: WHAT CAN YOU DO?
Period 25 Lesson 3: 1- 3
 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. pronounce the sounds of the letters s and sw in the words sing and swim 
respectively. 
B. LANGUAGE FOCUS.
1. Key terms:review Lesson 1,2.
2. Key grammatical structure 
The sentence patterns: Can you ...? Yes, I can./No, I can’t
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 34
- Audios (Unit 5-page 34), posters
- A computer and a projector.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation
1. Listen and repeat
 Students’ answers Questions & answers
 Key
2. Listen and number. Then say Student’s talks, and Observation
aloud interaction Questions & answers
 Student’s talks, and Observation
3. Let’s chant
 interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and play game.
Spend a few minutes revising the previous lesson by calling some pupils to the front of 
the class to sing the song Can you swim? Have the class listen and clap their hands 
Activity 1: Language input (Activity 1: Listen and repeat.)
Tell pupils that they are going to practise saying the sounds of the letters s and sw in 
the words sing and swim respectively.
• First, put the letters s and sw on the board. Play the recording and ask pupils to repeat 
a few times. Then put the words sing and swim on the board, play the recording and 
ask pupils to repeat a few more times. After that, write the sentences I can sing and I 
can’t swim on the board. Play the recording a few more times and let pupils say the 
sentences, paying attention to the target sounds.
• Do choral and individual repetition of the sounds, words and sentences until pupils 
feel confident.
• Get some pupils to perform in front of the class. Check as a class and correct the 
pronunciation, if necessary. 
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Listen and circle. Thensay aloud.)
 Tell pupils that they are going to listen to four sentences with the sounds s and sw and 
number them.
• Ask them to read the sentences and identify the words with the letters s and sw. 
Explain the new word swing. Check pupils’ understanding.
• Play the recording for pupils to listen and number the sentences. Remind pupils to 
focus on the words with the sounds s and sw while listening.
• 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.
• Ask pupils to say the sentences aloud.
Key: a 4 b 1 c 2 d 3 
Task 2: Guided practice (Activity 3: Let’s chant)
Tell pupils that they are going to say the chant. Follow the procedure in Teaching the unit 
components in Introduction.
• Have them read the chant and check comprehension.
• Play the recording more than once, if necessary, for pupils to do choral and individual 
repetition until they get familiarized with the pronunciation, the stress, the rhythm and
the intonation of the chant. Show pupils how to chant and do actions. Divide the class 
into groups of four and call two groups to give a demonstration: one group chants the 
questions,
the other chants the answers.
• Get groups to sit opposite of each other and practise chanting and doing actions. Go 
around offering help, if necessary.
• Call three groups to the front of the class to chant and do actions. The rest of the class 
claps along to the rhythm 
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
(pronounce the sounds of the letters s and sw in the words sing and swim respectively.)
2. What’re the core values of the lesson? 
(ask and answer questions about whether someone can do something, using Can you ...? 
Yes, I can./No, I can’t.)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 4.Lesson 3. 4-6 on pages 35).
D.ADJUSTMENT
 ................................
 GRADE 4
 Date of teaching: 4A,4B( 02/11/2022)
 UNIT 5: WHAT CAN YOU DO?
Period 26 Lesson 3: 4- 6
 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. pronounce the sounds of the letters s and sw in the words sing and swim 
respectively. 
3. ask and answer questions about whether someone can do something, using Can you 
...?
Yes, I can./No, I can’t.. 
B. LANGUAGE FOCUS.
1. Key terms: review 
2. Key grammatical structure 
The sentence patterns: Can you ...? Yes, I can./No, I can’t.. 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4:Sachmem.vn , student’s book page 35
- Pictures,posters
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation
1. Read and complete
 Students’ answers Questions & answers
 Key
 Student’s talks, and Observation
2. Write about yourself
 interaction Questions & answers
 Student’s talks, and Observation
3. Project.
 interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and read the chant and chatting.
Spend a few minutes revising the previous lesson. Get three groups of two to go to the
front of the class to sing the chant Can you sing? and do actions. Ask the rest of the class 
to listen and clap their hands 
Activity 1: Language input (Activity 1: Read and complete.)
 Tell pupils that they are going to read the text about Mai and her friends Nam and 
Phong and write their names under the pictures. Explain the meaning of 3 and 2 in the 
pictures (3: can, 2: can’t). Check understanding. Have pupils read the first three lines 
of the passage and explain why we put Mai under the third pair of pictures. (Mai can 
sing, but she can’t play the piano.)
• Get them to read the text and focus on the information to complete the blanks (what 
 each character can and cannot do). If necessary, get pupils to work in pairs or small 
groups.
• 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. Provide explanations to 
the answers, if necessary.
Key: 1 Nam 2 Phong 
 Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Write about yourself.)
Tell pupils that they are going to write a short paragraph about what they can and 
cannot do, following the structure of the given text.
• You may want to introduce the word blog. (A blog, or a web log, is a website with 
short articles that are changed regularly.) Ask pupils if they or their family members 
have written a blog. Explain how and why people write a blog. (People usually write 
about their daily lives, interests, opinions, and/or experiences on their blogs.)
• Tell pupils that the given text is an article from a blog. Ask pupils to read the blog to 
understand what Linda writes about herself: her name, what she can do and what she 
cannot do.
• Have pupils work in pairs or groups to discuss what they are going to write. Then 
give them time to do the task independently.
• Get pupils to swap their answers before checking as a class. If there is time, ask one 
pupil to write the answer on the board.
Key: Pupils’ own answers 
Task 2: Guided practice (Activity 3: Project)
Tell pupils that they are going to interview three classmates to get information about their 
abilities and complete the chart.
• Ask pupils to pay attention to the sample sentences in the bubbles. Check their 
understanding of the symbols in the chart.
• Get a pair to do a demonstration in front of the class as an example before starting the 
activity.
• Give pupils time to do the interview in class.
• Call some pupils to the front of the class to report on their work.
• If time allows, you may make a chart to show the number of pupils who can do each of 
the four activities and put it on the wall for display.
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 someone’s ability)
2. What’re the core values of the lesson? 
(Use positive attitudes and appropriate gestures to ask and answer questions about about 
whether someone can do something.)
 - Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Review on pages 36).
D.ADJUSTMENT
 ................................
 GRADE 4
 Date of teaching:4A,4B( 02/11/2022)
 REVIEW 1
Period 27 
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of this period, students will be able to: 
+ listen and identify specific information related to the theme Me and my friends.
• read and identify specific information related to the theme Me and my friends.
• use simple sentences to write about themselves.
• read, listen to and understand a short story. 
B. LANGUAGE FOCUS.
1. Key terms: Review
2. Key grammatical structure 
Review
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 36,37
- Audios (page 36), 
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation
1. Listen and tick
 Students’ answers Questions & answers
 Key
 Observation
2. Read and write Students’ answers Questions & answers
 Key
 Observation
3. Read and match Students’ answers Questions & answers
 Key
 Student’s talks, and Observation
4. Look and write. Then say
 interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and chatting.
- Review the model sentences from U1 to U5
Activity 1: Listen and tick.
Tell pupils that they are going to listen to five dialogues and tick the correct pictures.
• Give them a few seconds to look at the pictures. Ask them to identify the similarities 
and differences among them (1a. Linda is greeting a boy. 1b. Linda is in bed and 
saying good night to her mum. 1c. Linda is saying goodbye to a boy. 2a. Big Ben in 
London. 2b. The Opera House in Sydney. 2c. The Statue of Liberty in New York. 3a. a 
calendar sheet of Monday. 3b. a calendar sheet of Thursday. 3c. a calendar sheet of 
Sunday. 4a. A calendar sheet of the first of October. 4b. A calendar sheet of the first of 
December. 4c. A calendar sheet of the first
of September. 5a. A boy is cycling. 5b. A boy is swimming. 5c. A boy is drawing a 
picture.)
Check understanding.
• Play the recording three times for pupils to listen, do the task and check their 
answers.
• Get pupils to swap their answers before you check as a class. Explain the answers 
and give further support to pupils who got more than half of the answers wrong.
Key: 1 b 2 b 3 b 4 c 5 a 
 Activity 2: Read and write
Tell pupils that they are going to read the text and write the answers to the questions.
• Give them a few seconds to read the text and questions in silence. Check 
understanding. Then have pupils read the text again, focusing on the information to 
answer the questions.
• Give pupils time to do the task independently.
• Get pupils to swap their answers before checking as a class. Provide explanations, if 
necessary.
Key: 1 She’s from England.
2 She’s nine years old.
3 She can play the guitar and sing many Vietnamese songs.
4 She goes to the Music Club. 
Activity 3: Read and match
Tell pupils that they are going to read the sentences on the left and pair them with those 
on the right by drawing a line between them. Check understanding.
• Give them time to do the task independently.
• Get pupils to swap their answers before checking as a class. Provide explanations, if
necessary.
• Have a few pairs act out the dialogues.
Key: 1 d 2 a 3 e 4 c 5 b 
Activity 4: Look and write. Then say
 Tell pupils that they are going to look at the pictures and write about the character 
Tom.
• Give them a few seconds to look at the pictures to get some information about Tom. 
(In Picture 1, Tom is taking a photo with the Statue of Liberty. In Picture 2, Tom is 
blowing out the candles on his birthday cake. The calendar on the wall shows the 
fifteenth of January. In Picture 3, Tom is playing badminton. In Picture 4, Tom is 
going to the zoo.) Elicit the words to fill the gaps.
• Get them to work in pairs. Monitor the activity and offer help, if necessary.
• Select some pairs to say the sentences about Tom in front of the class.
Key: 1 America 2 the fifteenth of January
3 play badminton 4 Sunday
Activity 5: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
(Review vocabulary and grammar structures related to the theme Me and my friends.)
2. What’re the core values of the lesson? 
(Love friends, love school and love people)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Short story on pages 38).
D.ADJUSTMENT
 ................................
 GRADE 4
 Date of teaching: 4B( 03/11/2022), 4A( 04/11/2022)
 REVIEW 1(5) AND SHORT STORY(1-2)
Period 28 
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
By the end of this period, students will be able to: 
Ss will be able to use the words and phrases related to the theme Me and my family, 
listen and understand a short story 
B. LANGUAGE FOCUS.
1. Key terms: review
2. Key grammatical structure 
Review