Kế hoạch bài dạy Tiếng Anh Lớp 1, 2, 4 - Tuần 16 - Ngô Thị Phương Thảo

 WEEK 16
 GRADE 1
 Date of teaching: 1A,1B (26/12/2022),1C( 27/12/2022)
 Period: 31. UNIT 5: ANIMALS
 Lesson 3: A, B, C
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. Identify some animals from the recording and the given pictures (Cognition)
 2. identify the situations for say names of some animals by using the sentence pattern: 
 This is a (monkey)
 3. Show their responsibility and respect for each other while taking part in activities
 and positive attitudes, appropriate gestures and intonation when saying names of some
 animals 
 B. LANGUAGE FOCUS
 Vocabulary: monkey, snake, bear
 Structure: This is a (monkey).
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 1, page 36
 - Audios 
 - pictures 
 - a laptop and a TV 
 - Song lyrics printed in textbook.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
Performance Tasks products
 Student’s answers/ 
1. Listen point, then repeat Observation
 actions
2. Answer the questions about the 
 Observation
 situations such as setting, participants, Student’s answers
 Questions & answers
 topic.
3. Sing Student’s Observation
 performance
4. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
 gestures and intonation in saying names 
 interaction Questions & answers
 of some animals 
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Say and do the actions
 - Ask SS to say the animals and do the actions.
 Activity 1: Language input (Activity A- Listen and point. Repeat.) - Use flashcards to introduce the new words: cat, dog, bird
- 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 it’s necessary.
- Arrange the flashcards on the board. Play audio and have students listen and point 
to the pictures in their books.
- Play audio again and have students listen, repeat several times.
- Change the order of the flashcards, point to them individually and have students say 
the words, correct pronunciation when needed.
- Have students work in pairs, one of them points to the picture in the book and the 
other says the word.
- Have students point to parts of body and say the words aloud.
Activity 2: Language in put (Activity B: 1. 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 (C. Sing)
- Read the lyrics as a whole class.
- Play audio and have students listen.
- Play audio again and have students listen, sing along and act out. 
Activity 4: Wrap-up & home-link.
1. What have you learnt from the lesson today? (saying names of some animals 
2. What’re the core value of the lesson? 
(Show their responsibility and respect for each other while taking part in activities and 
 positive attitudes, appropriate gestures and intonation in saying names of some 
 animals.)
D.ADJUSTMENT
 ................................
 GRADE 1
 Date of teaching: 1A,1B (27/12/2022),1C( 29/12/2022)
Period: 32. UNIT 5: ANIMALS
 Lesson 3: D, E
 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. apologize using “I’m sorry.” and forgive using “That’s OK.” 
 2. identify the situations to apologize using “I’m sorry.” and forgive using “That’s 
 OK.” 
 3. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation when apologizing and 
 forgiving.
 B. LANGUAGE FOCUS
 Vocabulary: sorry, OK
 Structure: 
 I’m sorry.
 That’s OK.
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 1, page 37
 - Audios 
 - pictures 
 - a laptop and a TV 
 - Song lyrics printed in textbook.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
Performance Tasks products
1. Play "Heads up. What's Missing?" Student’s answers Observation
2. Answer the questions about the Student’s answers Observation
situations such as setting, participants, 
topic.
 Student’s answers/ 
3. Listen to the story. Observation
 actions
4. Listen and repeat.
5. Role-play Student’s Observation
 performance
6. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
 gestures and intonation in apologizing 
 interaction Questions & answers
 and forgiving.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up:
 Review. Play "Heads up. What's Missing?" 
 - Divide the class into 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 1: D. 1. Listen to the story. (5’)
1. Introduce the situation. (Bobby, Vinh’s family) Ask students some questions about 
 the pictures, e.g. “What can you see in the picture? What is this? Where are the 
 boys?...
2. Have students call out the people or things they can see. 
3. Play audio CD-77 and have students listen and follow the story.
4. Play the audio again and have student listen and read.
Activity 2: D. 2. Listen and repeat. (5’)
1. Have students look at the useful language box.
2. Play audio CD-78. Have students listen to the useful language.
3. Have students practice the useful language.
Activity 3: E. Role play. (10’)
1. Divide the class into pairs. 
2. Have students practice the dialogue. 
3. Swap roles and repeat.
4. 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? (apologizing and forgiving)
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 apologizing and forgiving)
D.ADJUSTMENT
 ................................
 GRADE 2
 Date of teaching:2A, 2B,2C( 27/12/2022)
Period 32: UNIT 5: FREE TIME ACTIVITIES
 Lesson 2: E-H
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and 
Competence).
1. Recognize and pronounce the sound of the letter Uu correctly.(Cognition)
2. review the sound of the letter Uu in the words umbrella, uncle through listening
.3. Perform the song in interesting ways by using appropriate tone and meaningful 
gestures
4. Have a sense of the importance of pronounciation.
B. LANGUAGE FOCUS Vocabulary: revision
- Structures: 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 2 i-Learn Smart Start - Student’s book, page 37,
 Eduhome.vn, Teacher’s guide.
- Flashcards for Unit 5
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment tools
 products
 Observation 
1. Listen and repeat. Trace Student's speech
 Student’s interaction Observation 
2. Listen and repeat. Point
 and performance
 Student’s interaction Observation 
3. Sing
 and performance
4. Use positive attitudes, appropriate Student’s interaction Observation
gestures and intonation when playing game and performance
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Activity 1. Warm-up (5’)
Alphabet Line-up
-Give each S an alphabet flashcard. 
-Play the Alphabet song and have the students skip around in a circle, singing along to 
the song. 
Stop music at random points and the students have to line up in the correct 
alphabetical order according to their cards. 
Activity 2: Language imput
 1. Listen and repeat. Trace
-Have students look at the pictures. 
-Point to the pictures and say the letters' sounds. 
-Play audio. Have students listen and repeat the letter sounds. 
-Have some students repeat the letter sounds.
-Trace:
-Have students call out the letter sound.
- Demonstrate the steps of tracing the letters with your finger. -Have students trace the letters with their fingers.
-Have some students demonstrate the activity in front of the class.
2. Listen and repeat. Write 
-Have students look at the pictures. 
-Demonstrate pointing to the correct letter when you hear the sound or word. 
-Play audio. Have students point to the correct picture at the top of the page when 
they hear the appropriate sound or word.
-Ask ss to listen again and write
Activity 3. Practice.
3. a. Activity 3.1. Sing (10’)
- Show the lyrics on projector.
- Play the recording and have students listen.
- Play the recording again, have students do actions along
- Play the recording again, have students listen, sing along, and do the actions.
(Give feedback).
- Remind Ss to look at the lyrics if necessary.
b. Activity 3.2. Listen and hop (5’)
- Demonstrate the activity.
- Have students stand up.
- Have students hop when they hear the sound
Activity 4: Wrap-up & Assignments/ home-link.
1. What have you learnt from the lesson today? 
(learn the sound of the letter Uu in some words)
2. What’re the core values of the lesson? 
(Have a sense of the importance of pronounciation)
- Remind students to prepare for the lesson 
D.ADJUSTMENT
 ................................
 GRADE 2
 Date of teaching:2C( 29/12/2022),2A,B(30/12/2022
Period 33: UNIT 5: FREE TIME ACTIVITIES
 Lesson 3: A-C
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES By the end of the lesson, students will be able to:
- Identify the words related to free time activities 
- identify the situations for free time activities (setting, participants, topic) and the 
sentence pattern: I ride my bike 
- Perform the game in interesting ways by using appropriate tone and meaningful 
gestures;(skill)
4. can identify free time activities and respect for each other while talk about free time
activities and positive attitudes, appropriate gestures and intonation in suggesting
activities or replying.(attributes)
 Teaching aids: Ss’ books, textbook, projector, flashcards
B. LANGUAGE FOCUS
Vocabulary : ride my bike, read books, listen to music, eat snacks 
Sentence pattern: I ride my bike
C. INSTRUCTIONAL RESOURCES
- Textbook: I-learn Smart Start 2, page 38
- flash card, Audios 
- pictures 
- a laptop , procjetor
 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. Listen and repeat
 and performance
 Student’s interaction Observation
5. Play “Pretend” game
 and performance
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Activity 1: Warm-up
What is missing?" game
-Divide the class into four teams.
-Place some flashcards on the board.
-Have students from the teams close their eyes.
-Remove one of the flashcards.
-Students have to remember and say the missing letter or word.
-Give the first team to guess correct flashcard one point. The team that gets the most points wins. hole class/
The team that gets the most points wins.
Activity 2: Language in put
 A Listen and point. Repeat. (CD1 – Track 77)
 1. Use some pictures to introduce the new words (ride my bike, read books, listen to 
 music, eat snacks). 
 2. Have students listen to each new word.
 3. Arrange the flashcards on the board, play audio, and point to each flashcard. 
 4. Play audio again and have students point to the pictures in their books. 
 5. Play audio again and have students listen and repeat. 
 Have students work in pairs, one of them points to the picture in the book and the 
 other says the word.
2. B1. Listen and point. (CD1 – Track 78)
-Have students call out the shapes they can see.
-Have students listen and follow.
-Play audio and demonstrate pointing.
-Play audio. Have students listen and point.
-Have students work in pairs, one says the sentences and one points to the correct 
pictures. Swap roles.
3. B2. Listen and repeat. (CD1 - Track 79)
-Have students look at the useful language box.
-Play audio. Have students listen to the useful language.
Have students practice the useful language.
Activity 3. Practice
C. Play “Play the "Pretend" game.
-Have students look at the example. 
-Have one student come to the front of the class. 
-Have that student do an action silently. 
-Have the other students try to guess the action.
Continue the game as the same way.
Activity 4: Wrap-up & Assignments/ home-link. 1. What have you learnt from the lesson today? 
 (To be able to talk about activities they do in free time)
2. What’re the core values of the lesson? 
 (To take part in safe and useful activities in free time)
- Remind students to prepare for the lesson 
D.ADJUSTMENT
 ................................
 GRADE 4
 Date of teaching: 4A,B,C(26/12/2022)
 UNIT 10: WHERE WERE YOU YESTERDAY?
Period 63: 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 where someone was 
yesterday 
 2.Look and write about where someone was yesterday 
3.Sing about where someone was yesterday
B. LANGUAGE FOCUS.
1. Key terms: at home, at the zoo, on the beach, in the school library
2. Key grammatical structure 
The sentence patterns: Where were you yesterday? I was ... 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 65
- Audios (Unit 10-page 65), 
- Pictures, posters of activities (Activity 2 – page 65)
- 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
 Student’s talks, and Observation
2. Look and write.
 interaction Questions & answers
 Student’s sing, and Observation
3. Let’s sing.
 interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting,chatting and play the game.
Spend a few minutes revising the previous lesson. Get some pairs of pupils to go to
the front of the class to ask and answer questions about where someone was yesterday/yesterday
morning/yesterday afternoon/last weekend. 
Activity 1: Language input (Activity 1: Listen and tick.)
Tell pupils that they are going to listen to three dialogues about where the characters 
were
and tick the correct pictures.
• Have them look at the pictures to identify the similarities and differences. (1a. Tom 
was in the
cinema. 1b. He was in the swimming pool.1c. He was at school. 2a. Linda was at the 
zoo. 2b.
She was in the library. 2c. She was in the cinema. 3a. Tony was on the beach. 3b. He 
was in the
library. 3c. He was in the garden.) Check understanding.
• Play the recording more than once, if necessary, for pupils to listen and tick the 
correct
pictures. Tell them that they should focus on where each pupil was.
• Get pupils to swap their answers before you check as a class. Monitor the activity 
and offer
help, if necessary.
Key: 1 c 2 b 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 about where the characters 
were.
• Give them a few seconds to look at the questions and the incomplete answers and to
identify the missing words they need to complete the answers. Then focus pupils on 
the
pictures to identify where the characters were. If necessary, get pupils to work in 
pairs.
• Give them time to do the task independently. Go around and offer help, if necessary. 
Get
pupils to swap their answers before checking as a class. If there is enough time, call 
some
pairs to role-play the dialogues.
Key: 1 at home/in the kitchen 2 in the library/at school 3 on the beach 
Task 2: Let’s sing.
Tell pupils that they are going to sing the song Where were you yesterday?
• Teach the song, following the procedure in Teaching the unit components in 
Introduction. First,
have pupils read each line of the lyrics aloud. Do choral and individual repetition and 
check
comprehension. Then, play the recording all the way through. Ask pupils to do choral 
and
individual repetition of the song line by line.
• When pupils are familiar with the tune, ask two groups of pupils to the front of the class. One
group sings the questions and the other sings the answers. Have the rest of the class sing
together and clap hands. 
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 where someone was in the past, using Where were you
yesterday? I was .....)
2. What’re the core values of the lesson? 
(love school, love people)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 10.Lesson 2. 1-3 on pages 66).
D. D. ADJUSTMENT
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 _________________________________
 GRADE 4
 Date of teaching: 4C(27/12/2022), 4A,B( 29/12/2022)
 UNIT 10: WHERE WERE YOU YESTERDAY?
Period 64: 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 Mai and Tony (Setting, 
participants, topics).
2. use the words and phrases related to the topics Past Activities
3 ask and answer questions about what someone did in the past, using What did you 
do
yesterday? I + verb-ed. 
4. love activities and love people 
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
played badminton, painted a picture and watered the flowers 
Key grammatical structure
What did you do yesterday? I + verb-ed 
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4- Student’s book, page 66, Sachmem.vn, Teacher’s guide. 
- Flashcards,v for Unit 10 
- A board, a computer, a projector/TV.
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools 1. Identify the situation for the Observation
conversation between Mai and Questions & 
 Students’ answers
Tonysuch as setting, participant, answers
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
what someone did in the past, using Student’s talks, and 
 Questions & 
What did you do yesterday? I + interaction
 answers
verb-ed. 
4. Use positive attitudes and Observation
 Student’s interaction 
appropriate gestures to ask what Questions & 
 and performance
someone did in the past 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 sing the song Where were you yesterday 
- 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 where pupils ask and answer questions
about what they did in the past.
• Ask them to look at the four pictures to identify the characters and the context in 
which the
language is used. You may ask questions such as Who are they? Where are they? 
What are they
doing? (In Picture a, Tony asks Mai where she was yesterday and she answers she 
was at home.
In Pictures b, c and d, Tony asks what Mai did, using What did you do in the 
morning/afternoon?
and What about yesterday evening?) Check comprehension.
• Play the recording more than once, if necessary, for pupils to listen and repeat the 
language.
Do choral and individual repetition, pointing to the characters speaking. 
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Point and say.)
Tell pupils that they are going to ask and answer questions about what someone did in 
the
past.
• Have them look at the bubbles to understand how the language is used to ask and 
answer
questions about what someone did in the past, using What did you do yesterday? I + 
verb-ed. • Ask pupils to look at the four pictures to identify what the pupils did yesterday. 
Teach the
phrases played badminton, painted a picture and watered the fl owers.
• Point to the first picture and do the task with one pupil as a model, using the 
question in
the first bubble and the phrase under the picture for the answer. (Teacher: What did 
you do
yesterday? Pupil: I played badminton.) Ask pupils to say the question and the answer 
chorally
and individually. Repeat the same procedure with the rest of the pictures.
• Ask them to practise in pairs: one asks the question and the other gives the answer,
using the prompts in the bubbles and the picture cues. Then select some pairs of 
pupils
to demonstrate the task in front of the class. Check as a class or correct pronunciation, 
if
necessary. 
Task 2: Guided practice (Let’s talk)
Tell pupils that they are going to revise what they have learnt in Lesson 1 and Lesson 
2,
using Where were you yesterday? and What did you do?
• Ask them to work in pairs: one asks the questions and the other gives the answers, 
using
facts about themselves.
• Select some pairs 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 what 
someone did in the past, using What did you do
yesterday? I + verb-ed.) 
2. What’re the core values of the lesson? (Ss love labor and love people ).
- Remind students to learn by heart vocabulary, sentence patterns. 
- Prepare: Lesson 2 (4-6).
D. ADJUSTMENT
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...............................................................................................................................
_________________________________
 GRADE 4
 Date of teaching: 4C(27/12/2022), 4A,B( 28/12/2022)
 UNIT 10: WHERE WERE YOU YESTERDAY?
Period 65: 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 play Pelmanism
4. Ss love labor and love people.
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
Revision.
Key grammatical structure
Revision.
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4- Student’s book, page 67, Sachmem.vn, Teacher’s guide. 
- Flashcards, posters for Unit 10
- 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 play. Student’s answers Questions & answers
 Key
 Student’s 
4. Use positive attitudes and Observation
 interaction and 
appropriate gestures to practice. Questions & answers
 performance
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and playing
Spend a few minutes revising the previous lesson by playing Charades. Follow the
procedure in Games in Introduction. Ask pupils to mime what they did yesterday (e.g. 
watched TV,
played badminton, watered the fl owers, painted a picture) 
- 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 where Linda was and 
what
she did, and number the pictures. (a. Linda played volleyball on the beach. b. She 
watered the
flowers at home. c. She painted a picture at school.) Check understanding. • Play the recording more than once, if necessary, for pupils to listen and number the 
pictures.
Ask them to focus on where Linda was and what she did.
• Get pupils to swap their answers before you check as a class. Monitor the activity 
and offer
help, if necessary.
Key: a 3 b 1 c 2 
Activity 2: Controlled & guided practice
Task 1: Writing practice (Activity 2: Look and write)
Tell pupils that they are going to complete the answers to the questions about where 
the
characters were and what they did, using the picture cues.
• Ask them to look at the three pictures to identify where the characters were and what 
they did.
Then ask pupils to read the incomplete answers and find appropriate words to fill the 
gaps.
• Give pupils time to do the task independently. Go around and offer 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 dialogues.
 Key 1 in the garden, watered the flowers 2 in the bedroom, watched 
 : 3 on the beach, played football TV
 Task 2: Guided practice (Activity 3. Let’s play)
Tell pupils that they are going to play the game Pelmanism. 
• Ask them to play in small groups. Prepare two sets of cards for each group, one with
activities in the present tense, and the other with the same activities in the past tense.
First, one player in each group shuffles the cards and lays them face down on the 
table.
Each player in turn selects two cards and turns them over. If the cards show the same 
activity
in the present and past tenses, that player wins the pair and goes on to turn over 
another pair
of cards. If the cards show different activities, that player should turn them face down 
again
and the next player has a turn. The game ends when all the cards are gone. The winner 
is the
player with the most pairs.
• Call on one group to act out the game 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? (Look, read, listen, number the 
pictures, and complete the sentences).
2. What’s the core values of the lesson? (Ss love labor and love people.).
- Remind students to learn by heart vocabulary, sentence patterns, revise. - Prepare Unit 10: Lesson 3
D. ADJUSTMENT
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 _________________________________
 GRADE 4
 Date of teaching: 4C(27/12/2022), 4A,B( 28/12/2022)
Period 66: UNIT 10: WHERE WERE YOU YESTERDAY?
 Lesson 3 – Part 1,2,3
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES.
By the end of the lesson, students will be able to:
1 pronounce the sounds of the letters ed in the words played, watched and painted
respectively 
2. Listen and tick.Then say aloud.
3. Say the chant: What did he do yesterday? 
B. LANGUAGE FOCUS.
Vocabulary : Revision 
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4, Sach mem.vn Student’s book page 68
- Computer, tv
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
 Observation
 Students’ say the 
1. Listen and repeat Questions& answers
 statements
 Observation
2. Listen and tick. Then say aloud Students' answers
 Key
3.Perform a chant using Observation
 Student’s performance
appropriate tone and gestures
4. Use positive attitudes and 
 Student’s interaction Observation
appropriate gestures to speaker 
 and performance Questions& answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Spend a few minutes revising the previous lesson by calling a group of 
three pupils to
the front of the class to play the game Pelmanism with activities in the present and 
past tenses. 
- Lead into new lesson
Activity 1. Listen and repeat. 
Tell pupils that they are going to practise saying the sounds of the letters ed in the 
words played, watched and painted respectively.
• First, put the letters ed with the three phonetic symbols and the words played, 
watched and
painted on the board. Play the recording and ask pupils to repeat a few times. Draw 
their
attention to the three different pronunciations of ed. Then put the three sentences on 
the
board. Play the recording more than once and let pupils say the sentences.
• 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. 
Activity2. Listen and tick. Then say aloud. 
Tell pupils that they are going to listen to the recording and tick the correct boxes.
• Give them a few seconds to read the sentences in silence and guess how the verbs 
played,
watched and painted are pronounced.
• Play the recording more than once, if necessary, for pupils to listen and tick the 
correct boxes.
• Have pupils swap their answers before checking as a class. Then ask pupils to read 
the
sentences aloud.
Key: 1 /d/ 2 /t/ 3 /ɪd/ 
Activity3. Let’s chant 
Tell pupils that they are going to say the chant What did he do yesterday? 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. Show pupils how to chant 
and
do actions. Call one group to chant the questions and another to chant the answers.
• Get pupils to sit opposite of each other and practise chanting and doing actions. Go 
around
offering help, if necessary.
• Call some groups to the front of the class to chant and do actions. The rest of the 
class claps
along to the rhythm. 
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1.What have you learnt from the lesson today? 
(ask and answer questions about what someone did in the past, using What did you do 
yesterday? I + verb-ed.).
 2. What’re the core values of the lesson? 
- Love labor, love people - Prepare for the next lesson Unit 10- Lesson 3 – P4-6
D. ADJUSTMENT
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