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

 WEEK 2
 GRADE 1
 Date of teaching: 1A,1B (19/09/2022),1C ( 20/09/2022)
Period 3
 Unit 1: FAMILY
 Lesson 1: A,B,C
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and 
Competence).
1. Introduce their father and mother
2. Perform the song in a good way
4. Show loving for their family 
B. LANGUAGE FOCUS
Vocabulary: father, mother.
The sentence patterns: This is my father/mother
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 1 i-Learn Smart Start - Student’s book, page 8, 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
3. Perform the song in a good way Student’s interaction Observation/ key
 and performance
5. Use positive attitudes, appropriate Student’s interaction Observation
gestures and intonation to talk about 
 and performance
family
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm-up (5’)
- Option 1: 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
Activity 1: Language input
A- Listen and point. Repeat. (10’)
CD1-Track 09: 
 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, 1 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.
B. Listen and point. (8’)
1. Pre- listening: Introduce the situation, point at each person in the picture and have 
 students call out the words “father, mother”.
2. While- listening: 
  Play audio and have students look at the picture.
  Demonstrate the activity by pointing at "father", "mother" in the picture. 
3. While-listening: Play the audio again. Have students listen and repeat.
4. While-listening: Play audio again. Have students listen and point.
5. Post- listening: Point at each picture and have students call out the words again 
 “father/ mother/ Kim.”
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
Wrap-up and & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(Introduce family)
 2. What’re the core values of the lesson? 
( love the family.)
- Remind students to prepare for next Lesson
 D. ADJUSTMENT.
 GRADE 1
 Date of teaching:1A,1B (20/9/2022),1C( 22/09/2022)
Period: 4
 UNIT 1: FAMILY
 Lesson 1: 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. Introduce their family
2. Show loving for their family 
B. LANGUAGE FOCUS
Vocabulary: father/mother
The sentence patterns: This is my father/mother 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 1 i-Learn Smart Start - Student’s book, page 9, Eduhome.vn, 
Teacher’s guide.
- Flashcards for Unit 1
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment tools
 products
 Observation 
1. Role play Student's speech
 Student’s interaction Observation 
2. say
 and performance
5. Use loving attitudes, appropriate Student’s interaction Observation
gestures and intonation to talk about 
 and performance
family
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Option 1: Review. Sing. 
-Play audio Part C and have students sing the song.
- Option 2: 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.
Activity 1: Full Controlled & less controlled 
 D- Role-play. (10’)
1. Point to each person in the pictures and have students call out the words 
"father/mother".
2. Demonstrate the activity with a student using the speech bubbles.
3. Show a flashcard to the class and have students practice the structure. E.g. (Teacher 
shows a flashcard "mother") This is my mother.
4. Repeat the activity with another flashcard.
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.
E- Say. (10’)
1. Divide the class into groups of four.
2. Have Student A introduce Students C and D as their family members to Student B,
and have Student B say “Hello!”. Have Students C and D say “Hello!” to Student B.
2. Have students swap roles and repeat the activity.
3. Have some groups demonstrate the activity in front of the class.
Activity 2 : (5’) (optional)
Draw and say
-Have students look at the flashcards and say the words.
-Give each student a blank sheet of paper and ask them to draw their father and 
mother.
-Have students work in pairs, practice saying about their pictures. Eg. ‘This is my 
(mother).’
-Ask some students stick their pictures on the board and introduce their family 
members.
Activity 3 :Wrap-up and & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(Introduce family)
 2. What’re the core values of the lesson? 
( love the family.)
- Remind students to prepare for next Lesson
D. ADJUSTMENT.
 GRADE 2
 Date of teaching: 2A,2B,2C(20/9/2022)
Period 4
 GETTING STARTED
 Lesson 3: 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. review writing and making proper sounds of the letters from A to M.
2. practice listening and speaking numbers – from one to ten
3. sing and perform the Alphabet song 
4. Presenting communicative skills through learning activities in classrooms
B. LANGUAGE FOCUS
Phonics: 
 - Review: Aa to Mm 
The sentence patterns: 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 2 I-Learn Smart Start - Student’s book, page 8, 9, Eduhome.vn, 
Teacher’s guide.
- Flashcards for the alphabet
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment tools
 products
 Observation 
1. Sing the alphabet song. Student's singing
2. Write the letters. Listen and repeat. Student’s interaction Observation 
Listen and point and performance
 Student’s Observation 
3. Put a (  ) or a ( ). 
 performance
4. Follow the letters and say the sounds. Student’s interaction Observation/ key
 and performance
5. Use positive attitudes, appropriate Student’s interaction Observation
gestures and intonation to say the sounds and performance
 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- Sing the alphabet song.
 -Play the alphabet song and have students listen.
-Play audio again and have students sing the song.
-Put the flashcards on the board for the letters in red (A to M).
-Point to each flashcard, call out the letter's name, and have students repeat.
Activities 1
 1. Write the letters. Listen and repeat. (CD1 – Track 08)
-Have students look at the pictures and call out the things they can see.
-Demonstrate the activity using the example.
-Have students write the letters.
-Check answers as a whole class.
- Point to the pictures and say the letters' sounds.
 -Play audio. Have students listen and repeat the letter sounds.
 -Post- listening: Point at each word and have students call it out “hello/ goodbye.”
2. Listen and point. (CD1 – Track 09)
- 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.
3. Put a (  ) or a ( ). 
-Have students look at the pictures and call out the words.
-Demonstrate the activity using the example.
-Have students put a tick or a cross.
Check answers as a whole class 
4. Follow the letters and say the sounds.
-Have students call out the beginning sounds.
-Demonstrate the activity.
Have students solve the maze with their fingers and say the letter sounds as they pass 
them.
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
 (say the alphabet)
2. What’re the core values of the lesson? 
(friendly to everyone)
- Remind students to prepare for the lesson 
D. ADJUSTMENT.
 ...
 GRADE 2
 Date of teaching: 2A,2B,2C(20/9/2022)
 Period: 5 UNIT 1: FEEING
 Lesson 1: A, B, C
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and 
Competence).
1. Identify the words related to people’s feeling from the recording and the given 
pictures;(Cognition)
2. identify the situations for conversations between the teacher and class(setting, 
participants, topic) and the sentence pattern :How are you I’m (happy).
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 in suggesting activities
replying.(attributes)
B. LANGUAGE FOCUS
Vocabulary: scared, bored, hungry, thirsty 
- Structures: (Minh)'s (thirsty).
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 2 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
5. Use positive attitudes, appropriate Student’s interaction Observation
 gestures and intonation when talking about and performance
feeling
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Activity 1. Warm-up (5’)
Sing the “Phonics song”
Activity: (optional)
Vanishing Alphabet Flashcards
-Divide the class into groups.
-Teacher places flashcard letters (a – m) in front of the students.
-Give them a few moments to memorize the letters and then tell them to close their 
eyes. 
-The teacher takes away one of the flashcards and then tell the students to open their 
eyes again. 
The first group that can guess the missing letter flashcard win that flashcard (for 1 
point) and take away a flashcard in the next round.
Activity 2:Language in put
 A- Listen and point. Repeat. (12’)
-Use some pictures to introduce the feelings.
-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 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.
Activity: (optional)
 “Slap” game 
-Split the class into four teams. 
-Have them stand in four lines. 
-Write words (happy, sad, fine/OK, great) on the board.
 -Have four students come to the board to face off. 
-Call out a word (E.g. happy) and have students run to the board then slap the word.
The winner is the student who slaps the correct word at first.
B. Listen and point. (CD1 – Track 13)
-Introduce the situation. Bill and Kim are greeting each other 
-Play audio and have students listen and look at the picture.
-Demonstrate the activity by pointing to the new vocabulary items.
-Play audio. Have students listen and point. 
Activity 3. Practice
1. Sing. (CD1 – Track 14)
-Have students turn to page 70.
-Play audio and have students listen.
-Read the lyrics and do actions following them.
-Play audio and have students listen, sing along, and do the actions.
-Have students go around and find their partners to ask and answer the questions.
*.E.g. 
 Student A: How are you?
 Student B: I’m (happy).
2. 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."
Activity 4: Wrap-up & Assignments/ home-link.
 Play the "Pretend" game 
- Have students look at the example.
- Have one student come to the front of the class.
- Have that student show an emotion silently.
- Have the other students try to guess the emotion.
- Have students swap roles and repeat. 
1. What have you learnt from the lesson today? 
 (people’s feeling)
2. What’re the core values of the lesson? 
(attitudes, appropriate gestures and intonation when talking about feeling)
- Remind students to prepare for the lesson 
D. ADJUSTMENT.
 ...
 GRADE 4
 Date of teaching:4A,4B,4C( 19/9/2022)
Period: 7
 UNIT 1: NICE TO SEE YOU AGAIN
 LESSON 3: 1-2-3
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. pronounce the sounds of the letters l and n in the words Linda and night 
respectively;
2. identify the specific information from 4 sentences about greetings and introduse 
someone’s self by circling the correct answers;
3. perform the chant “Hello, friends!” in interesting ways, using appropriate and 
meaningful gestures;
4. live responsibly and love people 
B. LANGUAGE FOCUS.
1. Key terms
from, England
2. Key grammatical structures 
The sentence patterns: Hello, I’m ., I’m from 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Student’s book page 10
- Audio track: Unit 1- Lesson 3, activity 1,2,3 page 10
- Computer & Projector
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
Performance Tasks Assessment tools
 products
1. Listen and repeat the sounds of the 
letters l and n in the words and Student’s speech Observation
sentences.
2. Listen and circle the correct answers, Student's answers and Observation, 
then write and say aloud the sentences. speech Key
 Observation
3. Perform the chant “Hello, friends!” Rubric (accuracy, 
in interesting ways, using appropriate Group’s performance performance styles, 
and meaningful gestures; gestures, facial 
 expressions)- optional
 Observation
 Student’s interaction 
4. live responsibly and love people Questions & 
 and performance
 answers
STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES
Activity 1: Warmer
 - Spend a few minutes revising Good morning/Good afternoon/Good evening and See 
you
tomorrow/See you later. Get pupils to do a dictation, using the phrases learnt in the 
previous lessons 
- lead them to the new lesson.
Activity 2: Pronunciation practice (Activity 1: Listen and repeat on page 22)
Tell pupils that they are going to practise saying the sounds of the letters l and n in the 
words
Linda and night respectively.
• First, put the letters l and n on the board. Play the recording and ask pupils to repeat a 
few times. Then write the words Linda and night and the sentences Hello, Linda and 
Good night
on the board. Play the recording a few times and let pupils say the words and the 
phrases, paying attention to the target sounds.
• Do choral and individual repetition of the sounds, words and phrases 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 3: Listening practice (Listen and circle a or b. Then write and say aloud)
Tell pupils that they are going to listen to the recording, circle the correct options and 
then write the words in the blanks.
• Give them a few seconds to read the sentences in silence and guess the words to fill 
the gaps.
• Have pupils listen to the recording and circle the appropriate options. Allow them 
time to do the task independently. If necessary, have pupils listen to the recording more 
than once.
• Give them time to write the words in the gaps independently. Have them swap their 
answers before checking as a class. Go around and offer help, if necessary.
• Ask pupils to read the sentences aloud.
Key: 1 b 2 b 3 b 4 a
Audio script
1. Hello. I’m Nam. 2. I’m from England.
3. Hello. My name’s Linda. 4. Good night 
Activity 4: Chant practice (Let’s chant)
Tell pupils that they are going to say the chant. Follow the procedure in Teaching the 
unit
components in Introduction.
• Have pupils read the chant and check comprehension.
• Play the recording a few times for pupils to do choral and individual repetition. Show 
them how to chant and do actions.
• Put the class into three groups to practise chanting and doing actions. Each of the 
groups should sing one verse of the song. Go around and offer help, if necessary.
• Call three pairs to the front of the class to chant and do actions. The rest of the class 
claps along to the rhythm. 
Activity 5: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Practise listen and repeat the sounds of the letters l and n in the words and sentences)
 2. What’re the core values of the lesson? 
( use the words and phrases related to the topic Meeting people. greet and respond to 
greetings formally, using Good morning/Good afternoon/ Good evening and Nice to 
see you again.)
- Remind students to do exercises in the workbook and to prepare for the next lesson 
(Unit 1, Lesson 3).
D. ADJUSTMENT.
 ...
 GRADE 4
 Date of teaching:4C( 20/9/2022),4a,4B( 22/09/2022)
Period: 8
 UNIT 1: NICE TO SEE YOU AGAIN
 LESSON 3:4-5-6
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. read and understand cards about name and addresses 
5. write about your personal information.
6. Show pride and love to your friends and respect to others. 
B. LANGUAGE FOCUS.
1. Key terms
 from, Australia
2. Key grammatical structures 
The sentence patterns: Hello, I’m ., I’m from 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Student’s book page 11
- Audio track: Unit 1- Lesson 3, activity 4,5,6 page 11
- Computer & Projector
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
Performance Tasks Assessment tools
 products
1.read and understand cards about 
 Student’s speech Observation
name and addresses.
2. write about your personal Student's answers and Observation, 
information. speech Key
 Observation
 Student’s interaction 
3. live responsibly and love people Questions & 
 and performance
 answers
 STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES
Activity 1: Warmer
- Spend a few minutes revising the previous lesson. Get three pairs of pupils to go to 
 the front of the class to chant Hello, friends! and do actions
 - Lead into new lesson.
Activity 2: Reading and writing practice
Task 1: Read and answer:
Tell pupils that they are going to read the two texts and answer the four questions.
• Get them to read the first text and focus on the information to answer the first two 
questions (what the girl’s name is and where she is from). Then ask them to read the 
second text to answer the last two questions (what the boy’s name is and where he is 
from). If necessary, get pupils to work in pairs or small groups.
• 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, 
let some pairs ask and answer the questions.
 2 She’s from Ha Noi, Viet 
Key: 1 Her name is Do Thuy 
 Nam.
Hoa. 
 4 He’s from Sydney, 
3 His name is Tony Jones. 
 Australia
Task 2: write about you 
Tell pupils that they are going to write a short paragraph about themselves.
• Have them work in pairs or groups to discuss what they are going to write. Focus 
pupils on their names, their hometowns and the name of their school. Check 
comprehension.
• 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 time, ask one pupil to write the answer on the board.
Key: Pupils’ own answers 
Activity 3: Guided practice (Project) 
Tell pupils that they are going to do a project. Explain the activities and check 
understanding.
• Give each pupil a small card. Let pupils copy the four categories from the book onto 
their cards.
• Ask them to write the information about themselves. Encourage them to decorate 
their cards.
Get them to swap their cards in pairs. They should look at their partners’ cards and 
describe each other.
• Call some pupils to the front of the class and tell the class about their partners. To 
make this activity more challenging, you may ask them not to look at the cards.
Example:
Name: Quoc Anh
Hometown: Ha Tinh, Viet Nam
School: Kim Hoa Primary School
Class: 4A
His name is Quoc Anh. He is from Ha Tinh, Viet Nam. His school is Kim Hoa Primary 
School
(He studies at Kim Hoa Primary School). He is in Class 4A.
Key: Pupils’ own answers
Activity 5: Wrap-up & Assignments
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(Practise listen and repeat the sounds of the letters l and n in the words and sentences)
 2. What’re the core values of the lesson? 
(use the words and phrases related to the topic Meeting people. greet and respond to 
greetings formally, using Good morning/Good afternoon/ Good evening and Nice to 
see you again.)
- Remind students to do exercises in the workbook and to prepare for the next lesson 
(Unit 2, Lesson 1).
D. ADJUSTMENT.
 ...
 GRADE 4
 Date of teaching:4C( 22/9/2022),4A,4B( 23/9/2022)
Period: 9
 UNIT 2: I’M FROM JAPAN !
 Lesson 1 : 1-2
 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 among Nam and Akiko (Setting, 
participants, topics).
2 use the words and phrases related to the topics Countries 
3. ask and answer questions about where someone is from, using Where are you from? 
I’m from ...
3. love country and love people 
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
America, Australia, England, Japan, Malaysia, Viet Nam 
Key grammatical structure
Where are you from? I’m from ...
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4- Student’s book, page 6, Sachmem.vn, Teacher’s guide. 
- Flashcards for Unit 1, poster for Unit 1.
- A board, a computer, a projector/TV.
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
 Observation
1. Identify the situation for the 
 Questions & 
conversation among Nam and Akiko Students’ answers
 answers
such as setting, participant, topics.
 Key
 2. Practice a role-play conversation 
 Students’ Talks and 
with classmates, using sentence Observation
 interaction
patterns.
3.ask and answer questions about Observation
 Student’s talks, and 
where someone is from, using Where Questions & 
 interaction
are you from? I’m from ... answers
4. Use positive attitudes and Observation
 Student’s interaction 
appropriate gestures to ask and Questions & 
 and performance
answer where someone is from. answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting 
Greet pupils and get their responses, using the words and phrases they learnt in Unit 1 
like Hi/Hello. Nice to see you again. Then revise the previous lesson by having them 
say the chant on Page 10 of the Pupil’s Book.
Get pupils to open their books on Page 12 and read the title I’m from Japan. Check 
their comprehension by using a world map on which Japan is circled. 
- Lead into the new lesson.
Activity 1: Language input (Activity 1: Look, listen and repeat)
Tell pupils that they are going to read a story in which the characters ask and answer 
questions about where they are from.
• Have pupils look at the four pictures. Introduce the story by pointing to each 
character and ask: Who is this? Where are they? What is he/she doing? What does 
he/she say? (a. Nam and Akiko are on the beach. b. Nam greets Akiko. c. Nam asks 
where Akiko is from and she says she is from Japan. d. Nam slips and ruins Akiko’s 
sandcastle.)
• Tell them that they are going to listen to the story. Play the recording twice for pupils 
to listen and repeat. If time allows, ask pupils to role-play the dialogue in pairs. 
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Point and say.)
Tell pupils that they are going to practise asking and answering questions about where 
someone is from, using Where are you from? I’m from ...
• Have them look at the pictures and get them to point to each of these words and 
repeat twice: Malaysia, America, Australia and England.
• Point to the first picture and do the task with one pupil, using the expressions in the 
bubbles and the words under the picture. (Teacher: Hi. I’m Miss Hien. Where are you 
from?
Pupil: Hi, Miss Hien. I’m Hakim. I’m from Malaysia.) Ask pupils to say the sentences 
chorally
and individually. Repeat the same procedure with the rest of the pictures.
• Get them to work in pairs. If time allows, prepare some flashcards of countries and 
do more practice with pupils 
Task 2: Guided practice (Work in pairs)
Tell pupils that they are going to play the roles of the five characters and introduce 
themselves.
Invite two pupils as Hakim and Akiko to act out this dialogue:
 Hakim: Hi. I’m Hakim. I’m from Malaysia. Where are you from?
Akiko: Hi, Hakim. I’m Akiko. I’m from Japan.
• Get pupils to work in pairs.
• Invite a few pairs to perform 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 where 
someone is from, using Where are you from? I’m from ....).
2. What’re the core values of the lesson? (Ss love country and love people).
- Remind students to learn by heart vocabulary, sentence patterns. 
- Prepare: Lesson 1 (3-5).
D. ADJUSTMENT.
 ...
 GRADE 4
 Date of teaching:4C( 22/9/2022),4A,4B( 23/9/2022)
Period: 10
 UNIT 2: I’M FROM JAPAN !
 Lesson 1 : 3-4-5
 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 tick the correct 
picture.
2. Read and fill the gapped exchanges, using the pictures.
3. Sing the song Where are you from?
4. Ss love country 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 13, Sachmem.vn, Teacher’s guide. 
- Flashcards for Unit 2, posters for Unit 2.
- A board, a computer, a projector/TV.
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Identify specific information Observation
 Students’ answers
through listening to tick the correct Questions & 
 picture. answers
 Key
 Observation
2. Read and fill the gapped Questions & 
 Students’ answers
exchanges, using the pictures. answers
 Key
 Observation
3. Use positive attitudes and Student’s interaction 
 Questions & 
appropriate gestures to sing. and performance
 answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and revising
- Spend a few minutes revising the previous lesson by getting pupils to play Bingo, 
using the names of the countries and characters (America, Australia, England, Japan, 
Malaysia, Viet Nam, Tom, Tony, Linda, Akiko, Hakim, Nam). Then have the class 
make sentences with the words that were used in the game. 
- Lead into the new lesson.
Activity 1: Listening practice (Activity 1: Listen and tick.)
- Tell pupils that they are going to listen to three conversations and tick the correct 
pictures.
• Point at each picture and ask pupils questions to check their comprehension: What is 
this? What can you see in the picture? (1a. The flag of Britain. 1b. The flag of 
Australia. 1c. The flag of Malaysia. 2a. The Clock Tower Big Ben in England. 2b. The 
Statue of Liberty in America. 2c. The Opera House in Australia. 3a. A
Vietnamese girl. 3b. A Japanese girl. 3c. An English girl.)
Key: 1 c 2 b 3 c 
Activity 2: Controlled & guided practice
Task 1: Writing practice (Activity 2: Look and write)
Tell pupils that they are going to look at the pictures and fill the gaps with the 
appropriatenames of countries.
• Give them a few seconds to look at the pictures. Use the first one as an example. Ask 
the class to look at the flag and say: Look at the fl ag. Can you say the name of the 
country? Class: Australia. Write it on the board. Then ask the class to say the 
complete sentence in the bubble. Class: I’m from Australia. Write it on the board. And 
then set a time limit for pupilsto do the task.
• When they finish their writing, check answers as a class and have pupils read aloud 
the sentences to reinforce.
Key: 1 Australia 2 Malaysia 3 America 4 Japan
 Task 2: Guided practice (Activity 3. Let’s sing)
Get pupils to match each character with the corresponding lines before they listen to 
the song.
 • Play the recording all the way through for the first time. Then have them repeat each 
line twice the second time.
• When they are singing the song, show them how to mime the lyrics (e.g. I’m Mai 
from Viet Nam: placing the right hand on their chest; Hello, Mai: waving the right 
 hand; Nice to meet you: shaking hands with each other).
• Get pupils to practise singing and miming the song in groups. 
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? (Identify specific information through 
listening to conversations to tick the correct picture. Practice more listening, reading 
and writing about where someone is from).
2. What’s the core values of the lesson? (Ss love country and love people).
- Remind students to prepare Unit 2: Lesson 2
D. ADJUSTMENT.
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