Kế hoạch bài dạy Tiếng Anh Lớp 1, 2, 4 - Tuần 1 - Ngô Thị Phương Thảo

 WEEK1
 GRADE 1
Date of teaching:1A,1B ( 14/09/2022), 1C (15/ 9/2022)
Period: 1 GETTING STARTED
 Lesson 1: A,B,C,D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and 
Competence).
1. Listen "Hello!" and "Goodbye!". 
2. say "Hello!" and "Goodbye!".
3. sing and perform the song "Hello!" 
4. make friends in class through saying "Hello!" and "Goodbye!".
B. LANGUAGE FOCUS
Vocabulary: "Hello!" and "Goodbye!".
The sentence patterns: "Hello, katie!" and "Goodbye, Katie!". 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 4,5, Eduhome.vn, 
Teacher’s guide.
- Flashcards for Unit 1
- Computer, projector .
 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. sing
 and performance
 Student’s interaction Observation/ key
4. role play
 and performance
5. Use positive attitudes, appropriate 
 Student’s interaction Observation
gestures and intonation to greet and say 
 and performance
goodbye
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm-up (5’)
Sing and Dance. 
 Play “i-Learn Smart Start” song (from YouTube) and make gestures following the 
lyrics, have students stand up and make the gestures
A- Listen and point. Repeat. (10’)
CD1-Track 03: 
 1. Have students listen to each new word.
 2. Have students listen to each new word and repeat all together and individually. 
 Correct student’s pronunciation if necessary.
 3. Arrange the flashcards on the board. Play audio and have students listen and 
 point at the pictures in their books.
 4. Play audio again and have students listen, repeat several times.
 5. Change the order of the flashcards, point at them individually and have students 
 say the words, correct pronunciation when needed.
 6. Have students work in pairs, one points at the picture in the book and the other 
 says the word.
 7. TPR practice step 1: say the word and make the gesture/ sound all together 
 according to the word.
 8. TPR practice step 2: do the actions and students say the word accordingly.
 9. TPR practice step 3: have students work in pairs, one would do the action, the 
 other say the word.
Activities: (optional)
- Option 1: 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.
 - Option 2: Play the game “Who is faster?”. 
 • Divide the class into groups. 
 • Arrange the flashcards on the board. 
 • Invite a student from each group to go to the board. 
 • Teacher says a word and the students run to tap the right card. 
 B. Listen and point. (8’)
1. Pre- listening: Introduce the situation.
2. While- listening: 
  Play audio and have students look at the picture.
  Demonstrate the activity by pointing at the words. 
3. While-listening: Play the audio again. Have students listen and repeat.
4. While-listening: Play audio again. Have students listen, repeat and point.
5. Post- listening: Point at each word and have students call it out “hello/ goodbye.”
C. Now, sing a song. (7’)
1. Play audio and have students listen.
2. Play audio and have students turn to page 68.
 3. Play audio and have students sing the song as a whole class.
4. Have some students sing in front of class.
D- Role-play. (10’)
Practice (optional)
1. Say a name to the class.
2. Have students practice the structure using the name.
3. Repeat with other names. 
E.g. Teacher: "Bill" 
 Class: "Hello, Bill."
Role-play:
1. Divide the class into pairs.
2. Have pairs practice the conversations and swap roles.
3. Have some pairs demonstrate the activity in front of the class.
Activity: (5’) (optional)
Say “Hello!/Goodbye!”
 Go around the class, say “Hello!/Goodbye!” to students, one by one, and have them 
 say “Hello!/Goodbye!
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
 (say hello and goodbye)
2. What’re the core values of the lesson? 
(friendly to everyone)
- Remind students to prepare for the lesson 
 D. ADJUSTMENT.
 GRADE 1
 Date of teaching1A,1B ( 15/09/2022), 1C (16/ 9/2022)
Period: 2 GETTING STARTED
 Lesson 1: A,B,C,D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and 
Competence).
1. Follow simple instructions in class
2. Use the simple instructions to say and do
3. Play game.
 4. Show how to respond to each instruction correctly and immediately. 
B. LANGUAGE FOCUS
Vocabulary: stand up, sit down, listen 
The sentence patterns: 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3 i-Learn Smart Start - Student’s book, page 6,7,
 Eduhome.vn, Teacher’s guide.
- Flashcards for Unit 1
- Computer, projector .
 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. sing
 and performance
 Student’s interaction Observation/ key
4. say and do
 and performance
5. Use positive attitudes, appropriate 
 Student’s interaction Observation
gestures and intonation to Follow simple 
 and performance
instructions in class
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm-up (5’)
- Option 1: Sing. 
 Play audio Part C and have students sing the song.
- Option 2: Play the game “Look and Point”. 
 • Write the words in different areas on the board. 
 • Teacher shows a flashcard.
Students use their fingers to point to the word on the board and say it loudly.
A- Listen and point. Repeat. (10’)
CD1-Track 06: 
 10.Have students listen to each new word.
 11.Have students listen to each new word and repeat all together and individually. 
 Correct student’s pronunciation if necessary.
 12.Arrange the flashcards on the board. Play audio and have students listen and 
 point at the pictures in their books.
 13.Play audio again and have students listen, repeat several times.
 14.Change the order of the flashcards, point at them individually and have students 
 say the words, correct pronunciation when needed.
 15.Have students work in pairs, one points at the picture in the book and the other 
 says the word.
 16.TPR practice step 1: say the word and make the gesture/ sound all together 
 according to the word.
 17.TPR practice step 2: do the actions and students say the word accordingly.
 18.TPR practice step 3: have students work in pairs, one would do the action, the 
 other say the word.
Activities: (optional)
- Option 1: Play the “GUESS” game. 
 • Arrange the flashcards on the board.
 • Write a number under each flashcard.
 • Have students look at the flashcards for the count of ten. 
 • Turn the flashcards over to face the board when the students are not looking.
 • Call out a number and have students take turns guessing the face down card.
 • Turn the card over after each guess.
 - Option 2: Play the game “What is it?”
  Hold up the flashcards, one at a time, partly hidden by a sheet of paper. 
  Slowly reveal the flashcard.
  Students try to guess what the flashcard is. 
B. Listen and point. (8’)
1. Pre- listening: Introduce the situation.
2. While- listening: 
  Play audio and have students look at the picture.
  Demonstrate the activity by pointing at the words. 
4. While-listening: Play the audio again. Have students listen and repeat.
4. While-listening: Play audio again. Have students listen, repeat and point.
5. Post- listening: Point at each word and have students call it out “Stand up/ sit down/ 
 listen.”
C. Now, sing a song. (7’)
1. Play audio and have students listen.
2. Play audio and have students turn to page 68.
3. Play audio and have students sing the song as a whole class.
4. Have some students sing in front of class.
D- Say and do. (10’)
Practice (optional)
1. Show a flashcard to the class.
2. Have students practice the structure using the new word.
3. Repeat with other flashcards. 
E.g. Teacher shows a flashcard "listen" 
 Class: "Listen."
Say and do:
1. Divide the class into pairs.
2. Have Student A say (e.g 'stand up') and Student B do the action. 
3. Have students swap roles and repeat. 
4. Have some pairs demonstrate the activity in front of the class.
E- Play “Simon says”. (10’)
1. Have students look at the example.
2. Have students follow commands that start with “Simon says ”
3. Give them different commands with or without “Simon says ” such as “stand up”, 
“Simon says stand up”, etc. If it doesn’t start with “Simon says ”, students who do 
the action must sit down.
4. Have one student stand in front of the class to be Simon.
5. Have students swap roles and repeat.
Activity: (5’) (optional)
Play the game “Slap the board”. 
 • Arrange the flashcards on the board
 • Have 2 groups of students stand in front of the board
 • Call out a word.
 • Students from 2 groups slap the flashcard on the board.
 • The student who can slap the flashcard first is the winner.
Wrap-up and assignment(5’)
- Option 1: Review. Play the game “Thumbs Up or Down”
 • Show a flashcard one at a time and have students identify the word teacher says 
 by putting their thumbs up or down.
 • Repeat the activity with other flashcards.
 E.g.
 • Teacher: (showing the flashcard ‘stand up’) sit down.
 • Students: (putting their thumbs down). 
 • Teacher: sit down.
 • Students: (putting their thumbs up).
- Option 2: Review. Play the game “Listen and point”. 
 • Write the vocabulary in different areas on the board. 
 • Teacher says a word (written on the board).
 • Students use their fingers to point at the word on the board and say it loudly.
1. What have you learnt from the lesson today? 
 (say sit down, stand up, listen)
2. What’re the core values of the lesson? 
(Follow simple instructions in class)
- Remind students to prepare for the lesson 
D. ADJUSTMENT.
 GRADE 2
 Date of teaching: 2A,2B,2C ( 13/09/2022)
Period: 2
 GETTING STARTED
 Lesson 1: A-D
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
1. Knowledge
By the end of this period, pupils will be able to: 
- Review numbers from one to ten
- Ask someone’s age.
2. Competences
- Problems solving and creation
- Communication and cooperation
- Self-learning, independent working and pair work, group work
- Linguistic competence 
3. Quality
- Humane
- Hardworking
- Responsible 
- Honest
4. Skills: Listening and speaking skills 
5. Vocabulary: one, two, three, four, five, six, seven, eight, nine, ten
6. Grammar point: How old are you?- I’m (eight)
B. TEACHING AIDS 
1. Teacher’s aids: Teacher’s book, chalk, board, ruler, projector/TV, laptop, realia 
and flashcards (one, two, three, four, five, six, seven, eight, nine, ten)
2. Students’ aids: Students’ books, workbooks, rulers, eraser, ruler, crayon, pencil 
case.
 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. sing
 and performance
 Student’s interaction Observation/ key
4. Point,ask and answer.
 and performance
5. Use positive attitudes, appropriate 
 Student’s interaction Observation
gestures and intonation to greet and say 
 and performance
goodbye
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm-up (5’)
C. PROCEDURES
Warm-up (5’)
Review
- Sing a song about numbers one to ten: Ten in the bed (Source: Super simple songs)
- Run through pictures to revise some vocabulary: numbers one to ten
- Have students to listen to the word from one pupil and the other pupils do the action.
- Introduce the new lesson by showing the pictures (numbers one to ten) on the 
projector.
A- Listen and point. Repeat. (10’)
CD1-Track 03: 
 1. Have students listen to each new word.
 2. Have students listen to each new word and repeat all together and individually. 
 Correct student’s pronunciation if necessary.
 3. Arrange the flashcards on the board. Play audio and have students listen and 
 point at the pictures in their books.
 4. Play audio again and have students listen, repeat several times.
 5. Change the order of the flashcards, point at them individually and have 
 students say the words, correct pronunciation when needed.
 6. Have students work in pairs, one points at the picture in the book and the 
 other says the word.
 7. TPR practice step 1: say the word and make the gesture/ sound all together 
 according to the word.
 8. TPR practice step 2: do the actions and students say the word accordingly.
 9. TPR practice step 3: have students work in pairs, one would do the action, the 
 other say the word.
Activities: (optional)
- Option 1: 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.
 - Option 2: Play the game “Who is faster?”. 
 • Divide the class into groups. 
 • Arrange the flashcards on the board. 
 • Invite a student from each group to go to the board. 
 • Teacher says a word and the students run to tap the right card. 
B. Listen and point. (8’)
1. Pre- listening: Introduce the situation.
2. While- listening: 
  Play audio and have students look at the picture.
  Demonstrate the activity by pointing at the words. 
3. While-listening: Play the audio again. Have students listen and repeat.
4. While-listening: Play audio again. Have students listen, repeat and point.
5. Post- listening: Point at each word and have students call it out “hello/ goodbye.”
C. Now, sing a song. (7’)
1. Play audio and have students listen.
2. Play audio and have students turn to page 68.
3. Play audio and have students sing the song as a whole class.
4. Have some students sing in front of class.
D- Point,ask and answer. (10’)
- Divide the class into pairs.
- Have Student A point to a picture and ask, have Student B answer.
- Swap roles and repeat.
- Afterward, have some pairs demonstrate the activity in front of the class.
Activity: Play “The magic finger” (4’)
- Have students to look at the example.
- Divide the class into pairs.
- Have Student A write a number with their finger on Student B’s back and ask “How 
old are you?”
- Have Student B try to guess which number is it and answer, eg “I’m six”
- Have students swap roles and repeat 
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
 (ask and answer about someone ‘s age)
2. What’re the core values of the lesson? 
(friendly to everyone)
- Remind students to prepare for the lesson 
 . ADJUSTMENT.
 GRADE 2
 Date of teaching: 2A,2B,2C ( 13/09/2022)
Period: 3 GETTING STARTED
 Lesson 2: A-D
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
1. Knowledge
By the end of this period, pupils will be able to: 
- Follow some simple instructions
- Talk about classroom commands, using: Open your book (please).
2. Competences
- Problems solving and creation
- Communication and cooperation
- Self-learning, independent working and pair work, group work
- Linguistic competence 
3. Quality
- Humane
- Hardworking
- Responsible 
- Honest
4. Skills: Listening and speaking skills 
5. Vocabulary: Open your book, close your book, hands up, hands down.
6. Grammar point: Open your book (please).
B. TEACHING AIDS 
1. Teacher’s aids: Teacher’s book, chalk, board, ruler, projector/TV, laptop, relias 
and flashcards (open your book, close your book, hands up, hands down)
2. Students’ aids: Students’ books, workbooks, rulers, eraser, ruler, crayon, pencil 
case.
 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. sing
 and performance
 Student’s interaction Observation/ key
4. Point,ask and answer.
 and performance
5. Use positive attitudes, appropriate 
 Student’s interaction Observation
gestures and intonation to greet and say 
 and performance
goodbye
 C. PROCEDURES
Warm-up (5’)
Review
- Run through pictures to revise some vocabulary about numbers: one, two, three, four, 
five, six, seven, eight, nine, ten
- Have students to ask and answer about age using structure: How old are you?- I’m 
seven 
- Introduce the new lesson by showing the pictures (open your book, close your book, 
hands up, hands down) on the projector.
- Teacher tells the class the useful language of the lesson.
A- Listen and point. Repeat. (7’)
CD1-Track 03: 
 10.Have students listen to each new word.
 11.Have students listen to each new word and repeat all together and individually. 
 Correct student’s pronunciation if necessary.
 12.Arrange the flashcards on the board. Play audio and have students listen and 
 point at the pictures in their books.
 13.Play audio again and have students listen, repeat several times.
 14.Change the order of the flashcards, point at them individually and have 
 students say the words, correct pronunciation when needed.
 15.Have students work in pairs, one points at the picture in the book and the 
 other says the word.
 16.TPR practice step 1: say the word and make the gesture/ sound all together 
 according to the word.
 17.TPR practice step 2: do the actions and students say the word accordingly.
 18.TPR practice step 3: have students work in pairs, one would do the action, the 
 other say the word.
Activities: (optional)
- Option 1: 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.
 - Option 2: Play the game “Who is faster?”. 
 • Divide the class into groups. 
 • Arrange the flashcards on the board. 
 • Invite a student from each group to go to the board. 
 • Teacher says a word and the students run to tap the right card. 
B. Listen and point. (7’)
1. Pre- listening: Introduce the situation.
 2. While- listening: 
  Play audio and have students look at the picture.
  Demonstrate the activity by pointing at the words. 
4. While-listening: Play the audio again. Have students listen and repeat.
4. While-listening: Play audio again. Have students listen, repeat and point.
5. Post- listening: Point at each word and have students call it out .
D. Now, sing a song. (5’)
1. Play audio and have students listen.
2. Play audio and have students turn to page ..
3. Play audio and have students sing the song as a whole class.
4. Have some students sing in front of class.
D- Point,ask and answer. (7’)
- Divide the class into 2 teams.
- Show a flashcard to the class.
- Have Team A call out the command and Team B do the action.
- Swap roles and repeat.
Eg: Teacher shows a flashcard “Hands up”
* Team A: “Hands up”
* Team B put their hands up.
- Divide the class into pairs.
- Have Student A point and say, have Student B do the action.
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class 
Activity: “Simon says ”. (4’)
- Have students look at the examples
- Tell students they must only follow commands that start by “Simon says .”, 
students must do the action. If it doesn’t start with “Simon says .”, students who do 
the action must sit down.
- Have one student come to the front of the class to be “Simon”
- Swap roles and repeat with a new “Simon”
Activity 4: Wrap-up & Assignments(2’)
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
 (Review activities in class)
2. What’re the core values of the lesson? 
Ss listen and speak requirement in class)
- Remind students to prepare for the lesson 
 D. ADJUSTMENT.
 GRADE 4
 Date of teaching: 4A,4B ( 12/09/2022), 4C ( 13/9/2022)
 Unit 1: NICE TO SEE YOU AGAIN
Period:1 Lesson 1: 1, 2
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
 1. Identify the situation for the conversation between Miss Hien , class, Mai and 
Nam(setting, participants, topics);
 2. Interview their friends about greeting formally, using the sentence patterns “Good 
morning / Good afternoon/ Good evening.
 3. Show respect and politeness by using appropriate gestures and intonation when greet 
and respond to greetings formally.
B. LANGUAGE FOCUS.
1. Key terms.
Morning, afternoon ,evening, , later, again, see, meet, 
2. Key grammatical structure 
The sentence patterns: Good morning/Good afternoon/Good evening.
 - Nice to see you again
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4, sachmem.vn, Student’s book page 6
- 
- Audios (Unit 1-page 6), 
- 3 pictures of activities (Activity 2 – page 6)
- A computer and a projector. 
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Answer the questions about the 
situation for the conversation Observation
between Miss Hien ,class, mai and Students’ answers Questions & answers
Nam such as setting, participant, Key
topics.
2. Talk about greet and res pond to 
 Student’s talks, and Observation
greetings formally 
 interaction Questions & answers
, using the sentence patterns.
3. Use positive attitudes and 
 Student’s interaction Observation
appropriate gestures to greet and res 
 and performance Questions& answers
pond to greetings formally 
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and watch a video about the greeting.
 - Greet the students. Then get the class to watch a videoabout greeting from 
- 
-Elicit how to greet which are mentioned in the video. 
Good morning, How are you?
- Tell students that they are going to read a dialogue in which students ask and answer 
questions about greeting lead students to the new lesson.
Activity 1: Language input (Activity 1: Look, listen and repeat.)
- Ask students to look at the four pictures (page 6) and answer questions to identify the 
situation for the conversation.
 1. Who are they? (They are Miss Hien,Class, Mai and Nam)
 2. Where are they? (in the classroom)
 3. What are they talking?(They’re are talking about greeting.)
- Ask students to look at picture a (Activity 1) (page 6) and answer the following 
questions: 
 4. What does Miss Hien greet? (Good morning,class)
 5. What does Class respond? (Good morning, Miss Hien.)
- Elicit the sentence patterns: - Good morning/Good afternoon/Good evening, 
 - Nice to see you again 
- Tell students that they are going to practise about greetings .
- Play the recording more than once, if necessary, ask students to listen and repeat the 
dialogue 
- Do choral and individual repetition, pointing to the characters speaking.
- Play the recording again for students to listen and repeat.
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2:Point and say.)
- Use pictures to elicit: Morning, afternoon ,evening
- Point to the first picture and model the task with one student, using the expressions in 
the bubbles and the word under the picture. 
Teacher: Goog morning Student: Goog morning ,Miss Hien 
- Ask students to say the phrases chorally and individually. Repeat the same procedure 
with the rest of the pictures. 
- Ask students to practice in pairs, using the prompts in the bubbles and the pictures. 
- Call on some pairs to role-play the dialogue in front of the class. Monitor the activity 
and offer help, if necessary.
Task 2: Guided practice (information gap activity) Greet your teachers in the 
classroom.
- Have students tell their classmates using Good .
- Ask them to interview 3 or 4 friends: one student asks the question and the other 
answers with facts about themselves and then exchange the roles.
- Monitor the activity and offer help if necessary. 
- Call on some groups of students to role-play 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? 
(Talk about greet and respond to greetings formally and use the sentence pattern 
Good morning/Good afternoon/Good evening.
2. What’re the core values of the lesson?
( Show identify the greeting.)
- Remind students to do exercises in the workbook and 
 - Prepare for the next lesson (Unit 1. Lesson 1.3,4,5 on pages 7).
D. ADJUSTMENT.
 ...............................
 GRADE 4
 Date of teaching: 4A,4B,4C ( 13/09/2022)
Period 4 UNIT 1: NICE TO SEE YOU AGAIN
 Lesson 1: 3-5
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Listen and write about the specific time of a day. 
2.Measure student’s level of awareness of how to greet at a specific time of the day - 
morning, afternoon, evening.
3. Perform the song in interesting ways by using appropriate tone and meaningful 
gestures.
B. LANGUAGE FOCUS.
1. Key terms. The song lyrics
2. Key grammatical structure 
Key grammatical structure : Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4, sachmem.vn, student’s book page 7
- 
- Audios (Unit 1-page 7), 
- pictures of activities (Activity 3,4 – page 7)
- A computer and a projector. 
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
 Observation
1. Listen and tick Students listen answers Questions & answers
 Key
 Observation
 Student write and 
2. Look and write Questions & answers
 interaction
 Key
 Student’s interaction and Observation
3. Let’s sing
 performance
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Review how to greet and watch a video about the greeting.
- Greet the students. Then get the class to watch a videoabout greeting from 
-Have the whole class sing along and clap hands
- Tell students that they are going to read a dialogue in which students ask and answer 
questions about greeting lead students to the new lesson.
Activity 1: Language input (Activity 3: Listen and tick.)
- Ask students to look at the 9 pictures (page 7) to identify the situation for the 
conversation.
-Have students look at the picture and identify the similarities and differences.
- Introduce the situation:The pupils and teachers are greeting each other at different 
times of the day.Check understanding.
- Play audio and have students look at the picture.
- Ask pupils to listen to the recording and tick the correct pictures. Tell them not to 
worry if they cannot understand every word, and that they should focus on who Miss 
Hien is talking to (Dialogue 1), when they are speaking (Dialogue 2), and to whom 
Mai says goodbye (Dialogue 3).
- Get pupils to swap their answers before you check as a class.
-Monitor the activity and offer help, if necessary.
-T checks their answer.
 Key: 1. b 2. a 3. a
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 4:Look and write.)
- Have students turn to page 7.
 -Tell pupils that they are going to fill the gaps with morning, afternoon or bye.
 - Give them a few seconds to look at the pictures: First, focus pupils on the time of 
the day the greetings are used and the people who use the greetings (Pictures 1 and 2). 
Remind them that the two children are leaving school in Picture 3. Then have pupils 
find appropriate words to complete the phrases. If necessary, get them to work in 
pairs.
 - Give them time to do the task independently. Go around and offer help, if necessary.
 - Get them to swap their answers before checking as a class. 
 - Call some pupils to read aloud the complete sentences.
 Key: 1. morning2 . afternoon 3. bye
Task 2: Guided practice (Activity5: Let’s sing)
-Tell pupils that they are going to sing the song Good morning to you. 
- Have them read each line of the lyrics. Check comprehension.
- Play the recording all the way through. 
 - Ask pupils to do choral and individual repetition of the song line by line.
-When they are familiar with the tune, ask a group of four to the front of the class. 
Each of the pupils sings two lines of the song. The class sings Good morning, dear 
Miss Hien and Good morning, dear children together, clapping hands.
- Have the class sing the song again and clap their hands to reinforce the activity.
- Check students who are correct. 
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(Talk about greeting and use the sentence pattern “Good ..”
2. What’re the core values of the lesson? 
(Show identify the greeting.)
- Remind students to do exercises in the workbook.
 - Prepare for the next lesson (Unit 1. Lesson 2.1,2,3 on pages 8).
D.ADJUSTMENT
 ...............................
 GRADE 4
 Date of teaching: 4A,4B ( 14/09/2022), 4C ( 15/9/2022)
Period 5 UNIT 1: NICE TO SEE YOU AGAIN
 Lesson 2: 1-3
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Identify the situation for the conversation between Miss Hien and Hoa(setting, 
 participants, topics);
2. Interview their friends about saying and responding to goodbye, using the sentence 
 patterns “Goodbye/Bye/Good night”;
3.Measure student’s level of awareness of how to respond appropriately to the 
specific greeting (or saying goodbye)
B. LANGUAGE FOCUS.
1. Key terms.
Goodbye, goodnight, see you later, see you again/ tomorrow.
2. Key grammatical structure 
The sentence patterns: Goodbye, Good night, See you later /again / tomorrow.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4, sach mem.vn, student’s book page 8
- Audios (Unit 1-page 8), 
 - 3 pictures of activities (Activity 2 – page 8)
- A computer and a projector. 
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Answer the questions about the 
 Observation
situation for the conversation 
 Students’ answers Questions & answers
between Miss Hien and Hoa such 
 Key
as setting, participant, topics.
2. Interview their friends about 
saying and responding to goodbye, Student’s talks, and Observation
using the sentence patterns interaction Questions & answers
“Goodbye/Bye/Good night”;
3. Use positive attitudes and 
 Student’s interaction and Observation
appropriate gestures to talk about 
 performance Questions& answers
saying goodbye.
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and watch a video about saying goodbye.
- Greet the students. Then get the class to watch a videoabout saying good bye from - 
-Elicit the word which are mentioned in the video. 
Goodbye, bye
- Tell students that they are going to read a dialogue in which students say and respond 
about meeting and saying to goodbye.
Activity 1: Language input (Activity 1: Look, listen and repeat.)
- Ask students to look at the three pictures (page 8) and answer questions to identify the 
situation for the conversation.
 1. Who are they? (They are Miss Hien and Hoa)
 2. Where are they? (at school)
 3. What are they talking?(They’re are talking about greeting and then saying to 
 goodbye.)
- Ask students to look at picture b (Activity 1) (page 8) and answer the following 
questions: 
 4. What does Miss hien say? (Hi, Hoa. It’s nice to meet you)
 5. What does Hoa respond? (Nice to meet you, too.)
- Ask students to look at picture c (Activity 1) (page 8) and answer the following 
questions: 
 6. What does Hoa say? (Goodbye Miss Hien)
 7. What does Miss Hien respond? (Bye, Hoa. See you tomorrow.)
- Elicit the sentence patterns:Good 
 Good 
 - Play the recording more than once, if necessary, ask students to listen and repeat the 
dialogue 
- Do choral and individual repetition, pointing to the characters speaking.
- Play the recording again for students to listen and repeat. 
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2:Point and say.)
- Use pictures to elicit: Goodbye, Good night, See you tomorrow/later
- Point to the first picture and model the task with one student, using the expressions in 
the bubbles and the word under the picture. 
 Teacher: Goodbye. See you tomorrow Student: Goodbye. See you tomorrow
- Ask students to say the phrases chorally and individually. Repeat the same procedure 
with the rest of the pictures. 
- Ask students to practice in pairs, using the prompts in the bubbles and the pictures. 
- Call on some pairs to role-play the dialogue in front of the class. Monitor the activity 
and offer help, if necessary. 
Task 2: Guided practice (Activity 3: Let’s talk) Tell your partners say to good ..
- Have students choose activities and tell their classmates using:
 *Good .Nice to meet you.
 *Good .See you tomorrow.
- Ask them to interview 3 or 4 friends: one student asks the question and the other 
answers with facts about themselves and then exchange the roles.
- Monitor the activity and offer help if necessary. 
- Call on some groups of students to role-play 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? 
(talk about saying to greet and goodbye and use the sentence pattern 
 *Good .Nice to meet you.
 *Good .See you tomorrow.
2. What’re the core values of the lesson? 
(show identify situation to use with Good ..)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 1.Lesson 2 4,5,6 on pages 9).
D.ADJUSTMENT.
 ............................
 GRADE 4
 Date of teaching: 4A,4B,4C ( 16/09/2022)
Period 6 UNIT 1: NICE TO SEE YOU AGAIN
 Lesson 2: 4-6
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Identify the situation for the conversations between Teachers and students, students 
 and students(setting, participants, topics);
2. Interview their friends about saying and responding to goodbye, using the sentence 
 patterns “Goodbye/Bye/Good night”;
3.Measure student’s level of awareness of how to respond appropriately to the 
specific greeting (or saying goodbye)
B. LANGUAGE FOCUS.
1. Key terms. Revision
2. Key grammatical structure 
The sentence patterns: Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4, sachmem.vn, student’s book page 9
- Audios (Unit 1-page 9), 
- 3 pictures of activities (Activity 2 – page 9)
- A computer and a projector. 
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
 Observation
 Students ‘s listen and 
1. Listen and tick Questions & answers
 answers
 Key
 Observation
 Student ‘s write and 
2. Look and write Questions & answers
 answer interaction
 Key
 Observation
3.Let’s play Student’s play game
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and sing a song
-Sing the song “good morning to you”.
- Tell students that they are going to read a dialogue in which students say and respond 
about meeting and saying to goodbye.
Activity 1: Language input (Activity 4: Listen and number.)
- Ask students to look at the fourpictures (page 9) and answer questions to identify the 
situation for the conversation.
- Have pupils look at pictures a, b, c and d on page of the Student Book. Elicit the 
identification of the characters in the pictures and the characters’ words. Tell pupils 
that they are going to listen to the recording and number the pictures they hear. 
- Play the recording 2 times pupils to listen and number the boxes.
- Play the recording again pupils check their answers. T give the answer.