Kế hoạch bài dạy Tiếng Anh Lớp 1, 2, 4 - Tuần 21 - Ngô Thị Phương Thảo

 WEEK 21
 GRADE 1
 Date of teaching: 1A,1B (06/01/2023), 1C( 07/01/2023)
 Period 39. UNIT 6: ACTIVITIES
 Lesson 2: 1,2,3,4
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. review /dʒi:/ and /h/sounds. 
 2. recognize the letters, sounds and word that contained the sounds from the pictures 
 and recording.
 3. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation when saying the letter and 
 sound.
 B. LANGUAGE FOCUS
 1. Phonics and Vocabulary 
 /dʒi:/and /h/sounds. 
 Hop, girl, head
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 1, page 41
 - 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 and repeat. then point Observation
 actions
2. Answer the questions about the 
 Observation
situations to give the word and sentence Student’s answers
 Questions & answers
contained the sound.
3. Put a tick (v) or a cross (x) Student’s Observation
 performance
4. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
gestures and intonation in saying letter/ 
 interaction Questions & answers
sound.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Sing The alphabet song
- Play the alphabet song and have students listen. 
- Play audio again and sing the song.
- Put the flashcards on the board for the letters in red (a , b , c, and d). Point to each 
flashcard, call out the letter's name, and have students repeat.
1.Listen and repeat.
CD1- Track 41
- 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. ( whole class/ 
individuals)
2. Listen and point.
CD1- Track 42
- Have students look at the pictures.
- Demonstrate pointing to the correct letter when you hear the sound. 
- Play audio. Have students point to the correct picture at the top of the page when 
they hear the appropriate sound.
3. Put a tick (√) or a cross (x).
- Have students look at the pictures and call out the beginning sounds. Demonstrate 
the activity using the example.
- Have students put a tick or a cross. 
- Check answers as a whole class
4. Play “Board Race” 
1. Have students look at the example.
2. Divide the class into teams.
3. Stick the flashcards on the board.
4. Have one student from each team stand a distance away from the board.
5. Choose one of the flashcards and say the word.
6. Have the students from each team race to the board, touch the correct flashcard and 
 say the correct sentence.
7. The first student to touch the correct flashcard and say the sentence will get one 
 point for their team.
8. Continue with other students.
9. The team with the most points wins.
5. Wrap-up & Assignments/ home-link. (2’)
1. What have you learnt from the lesson today? 
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 the letter and sound) D.ADJUSTMENT
 ................................
 GRADE 1
 Date of teaching: 1A,1B (07/01/2023), 1C( 09/02/2023)
Period 40. REVIEW 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.By the end of this lesson, pupils will be able to: 
- identify animals and say what animals they like (I like (dogs).)
- review talking about abilities.( swim, sing, run. I can sing) 
2. Review lisstening and speaking skills 
3. Demonstrate problem-solving and communicative skills through learning activities
B. LANGUAGE FOCUS: Review
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 2: Student’s book page 44
- Audios (Unit 6-page 44), 
- cards .
- a computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation
 1. Listen and circle. Listen and circle answers
 Key
 2. Play the “change game’’ Students listen and say Observation
 Observation
 3. play “ guess the picture” Student’s play game
 4. Use positive attitudes 
 and appropriate gestures to 
 Observation
 talk about abilities and say Student play game
 what animals they like .
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Option 1: Review. Pictures and Letters. 
-Put 4 flashcards/pictures (food, elephant, girl, hop) on the board. -Have students look at the flashcards/pictures and call out the letter sounds. 
A- Listen and circle (A or B). (10’)
1. Pre-listening: Have students look at the pictures. Point to each picture and have 
students call out the animals they see.
2. While-listening: 
-Play audio and have students look at the pictures and animals.
-Demonstrate the activity by pointing at the example.
-Have students listen and circle. 
3. Post-listening: Check the answers as a whole class.
4. Post-listening: Point at each picture and have students say "I like cats/...".
5. Post-listening: Have some students demonstrate the activity in front of the class.
B- Play the "Chain" game: (10')
1. Have students look at the example.
2. Divide the class into groups of four.
3. Have the student stand up.
4. Have Student A turn to Student B and say a sentence. 
5. Next, have Student B turn to Student C and say a sentence, then have Student C say 
a sentence.
6. Continue until all students have practiced.
7. Have some groups demonstrate the activity in front of the class.
Activity: (5’) (optional)
Draw and say. 
-Have students work in pairs, take turns drawing their favorite animal in the air and 
saying “I like + the name of the animal-s.” to their partners. 
Have some pairs demonstrate the activity in front of the class.
A- Listen and circle (A or B). (10’)
1. Pre-listening: Have students look at the pictures. Point to each picture and have 
students call out the actions they see.
2. While-listening: 
-Play audio and have students look at the pictures and activities.
-Demonstrate the activity by pointing at the example.
-Have students listen and circle. 
3. Post-listening: Check the answers as a whole class.
4. Post-listening: Point at each picture and have students say "I can run/...".
5. Post-listening: Have some students demonstrate the activity in front of the class.
B - Play "Guess the picture": (10')
1. Have students look at the example.
2. Divide the class into 2 teams.
3. Have a student stand facing away from the board and stick a flashcard on the board 
behind him/her. 4. Have the student try to guess the answer without looking at the flashcard. 
5. Give that team 1 point if it's a correct guess.
6. Have teams take turns.
Activity: (5’) (optional)
Mime and Say
 - Have students work in pairs, one mimes an action and the other guesses and 
 says a sentence. E.g. Student A mimes ‘swim’ and Student B says ‘I can swim.’
 - Have some pairs demonstrate the activity in front of the class.
 * Wrap-up
- Option 1: Review. What is the missing letter?
 - Have students look at the flashcards and call out the words.
 Write them on the board. 
 Erase 1 or 2 letters of each word. 
 Have a student go to the board.
 Have that student look at a flashcard, call out the word and write the missing 
 letters.
 Repeat the activity with other students.
 1. What have you learnt from the lesson today? 
 talk about location of things in the house (singular) and use the sentence pattern 
 Where’s the ______? - It’s here.
 2. What’re the core values of the lesson? 
 -Keep their things tidy 
 - Remind students to prepare for the next lesson 
 Self-study: lesson 1(4-6)
D.ADJUSTMENT
 ................................
 GRADE 2
 Date of teaching 2A,B,C(07/02/2023)
Period 39: UNIT 6: AROUND TOWN
 Lesson 2: E-H
A.OBJECTIVES:
By the end of the lesson, students will be able to (Cognition, Skill, Attribute, and 
Competence).
1.Knowledge
- Vocabulary : Consolidation.
2. Language skills:
-To be review the /t/ and /u/ sounds. 3. Core competencies & Personal qualities.
- Being interested in learning how to pronounce letters /t/ and /u/ exactly.
- Building up good habits and responsive, independent- working characteristics
to be a life- long learner.
- Practicing communicative skills through learning activities in classrooms.
- Being collaborative and supportive in teamwork.
4. Teaching aids: Ss’ books, textbook, projector, flashcards, realia.
5. 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 43,
Eduhome.vn, Teacher’s guide.
- Flashcards for Unit 6
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment tools
 products
 Observation
1. Listen and repeat. Student's speech
 Student’s interaction Observation
2. Write the letters
 and performance
 Student’s interaction Observation
3. Play “chain game”
 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
* Warm up:
- Teacher- students sing the “ABC”song.
- Play the game: I need.
- Divide the class into four teams.
- Have one student from each team stand around a basket of the balls.
- Write letters S/ Sun , Star... / R / Rabit...
- T says: I need I need
- Ss reply: Need what? Need what?
- T says : I need letter R or I need a rabbit
- Ss pick up the ball and say the correct word.
- The first student to pick up the ball and say the word get one point for their team
- Continue with other students and who gets the most points will win. * New lesson
- State the aims of the lesson
- Introduce the new lesson and write on the board.
I . Presentation
* Listen and repeat
- 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 letters and say the words they can see through the 
letters.
II. Practice
*Listen and point
- 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.
*Write the letter.
- Write the letter “T” on the board
- Say “T” sound
- Have student use finger to write letter “T” in the air.
- Students look at the picture “Tiger”and call out “Tiger”
- T uses gestures, look “angry” and asks students “ Who am I?” , Ss say “Tiger”.
- Teacher: T-T- Tiger.
-T writes letter “T” and use “ - ” for the best letters
T - - - -
-T asks: How many letters are there? Let’s count with me one ,two, three 
- Ss write T-i-g-e-r
- Check.
* Do as that with letter “U”.
* Play the game: “Chain game”
- T guides and models, ss observer
- T observers, ss play
Eg: T says the sound/t/ S says the word “tiger”
Activity 4: Wrap-up & Assignments/ home-link.
1. What have you learnt from the lesson today?
(learn the sound of the letter Tt, 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(09/02/2023),2A,B( 10/02/2003)
Period 40. REVIEW 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.By the end of this lesson, pupils will be able to: 
- identify animals and say what animals they like (I like (dogs).)
- review talking about abilities.( swim, sing, run. I can sing) 
2. Review lisstening and speaking skills 
3. Demonstrate problem-solving and communicative skills through learning activities
B. LANGUAGE FOCUS: Review
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 2: Student’s book page 44
- Audios (Unit 6-page 44), 
- cards .
- a computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation
 1. Listen and circle. Listen and circle answers
 Key
 2. Play the “change game’’ Students listen and say Observation
 Observation
 3. play “ guess the picture” Student’s play game
 4. Use positive attitudes 
 and appropriate gestures to 
 Observation
 talk about abilities and say Student play game
 what animals they like .
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Option 1: Review. Pictures and Letters. 
-Put 4 flashcards/pictures (food, elephant, girl, hop) on the board.
-Have students look at the flashcards/pictures and call out the letter sounds. 
A- Listen and circle (A or B). (10’) 1. Pre-listening: Have students look at the pictures. Point to each picture and have 
students call out the animals they see.
2. While-listening: 
-Play audio and have students look at the pictures and animals.
-Demonstrate the activity by pointing at the example.
-Have students listen and circle. 
6. Post-listening: Check the answers as a whole class.
7. Post-listening: Point at each picture and have students say "I like cats/...".
8. Post-listening: Have some students demonstrate the activity in front of the class.
C- Play the "Chain" game: (10')
1. Have students look at the example.
2. Divide the class into groups of four.
3. Have the student stand up.
4. Have Student A turn to Student B and say a sentence. 
5. Next, have Student B turn to Student C and say a sentence, then have Student C say 
a sentence.
6. Continue until all students have practiced.
7. Have some groups demonstrate the activity in front of the class.
Activity: (5’) (optional)
Draw and say. 
-Have students work in pairs, take turns drawing their favorite animal in the air and 
saying “I like + the name of the animal-s.” to their partners. 
Have some pairs demonstrate the activity in front of the class.
A- Listen and circle (A or B). (10’)
1. Pre-listening: Have students look at the pictures. Point to each picture and have 
students call out the actions they see.
2. While-listening: 
-Play audio and have students look at the pictures and activities.
-Demonstrate the activity by pointing at the example.
-Have students listen and circle. 
3. Post-listening: Check the answers as a whole class.
4. Post-listening: Point at each picture and have students say "I can run/...".
5. Post-listening: Have some students demonstrate the activity in front of the class.
B - Play "Guess the picture": (10')
1. Have students look at the example.
2. Divide the class into 2 teams.
3. Have a student stand facing away from the board and stick a flashcard on the board 
behind him/her.
4. Have the student try to guess the answer without looking at the flashcard. 
5. Give that team 1 point if it's a correct guess. 6. Have teams take turns.
Activity: (5’) (optional)
Mime and Say
 - Have students work in pairs, one mimes an action and the other guesses and 
 says a sentence. E.g. Student A mimes ‘swim’ and Student B says ‘I can swim.’
 - Have some pairs demonstrate the activity in front of the class.
 * Wrap-up
- Option 1: Review. What is the missing letter?
 - Have students look at the flashcards and call out the words.
 Write them on the board. 
 Erase 1 or 2 letters of each word. 
 Have a student go to the board.
 Have that student look at a flashcard, call out the word and write the missing 
 letters.
 Repeat the activity with other students.
 1. What have you learnt from the lesson today? 
 talk about location of things in the house (singular) and use the sentence pattern 
 Where’s the ______? - It’s here.
 2. What’re the core values of the lesson? 
 -Keep their things tidy 
 - Remind students to prepare for the next lesson 
 Self-study: lesson 1(4-6)
D.ADJUSTMENT
 ................................
 GRADE 4
 Date of teaching: 4A,B,C(06/02/2023)
Period 77: UNIT 12: WHAT DOES YOUR FATHER DO?
 Lesson 1: 1- 2
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of this period, students will be able to: 
1. use the words and phrases related to the topic Jobs.
2. ask and answer questions about someone’s job, using What does your ... do? 
He/She’s a ... 
B. LANGUAGE FOCUS.
1. Key terms: do, does, father, farmer, mother, nurse, uncle, driver, brother,
factory worker 
2. Key grammatical structure The sentence patterns: What does your ... do? He/She’s a ... 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 12
- Audios (Unit 4-page 12), 
- Flashcards
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
 Observation
1. Look, listen and repeat.
 Students’ answers Questions & answers
 Key
 Student’s talks, and Observation
2. Point and say.
 interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: 
Introduce the lesson by writing the title of the unit on the board and check
comprehension. Have pupils repeat the title twice. Then write the word Jobs on the 
board and ask pupils What do I do? What’s my job? Prompt pupils to say You’re a 
teacher. 
Activity 1: Language input (Activity 1: Look, listen and repeat.)
Give a few minutes for pupils to look at the four pictures and read the story.
-Ask a few questions to check comprehension: Who’s in Picture a? What are they 
doing? Do you know the word “interview”? Who’s interviewing whom in Picture b? 
What does Mai’s father do? What does her mother do? What does her sister do? (The 
pupils are having an English class with Miss Hien. Nam and Mai are having an 
interview about jobs. Nam is interviewing Mai. Mai’s father is a teacher. Her mother 
is a nurse. And her sister is a student.)
-Play the recording more than once, if necessary, for pupils to listen and repeat. Do 
choral and individual repetition, pointing to the characters speaking.
- Play the recording again for pupils to listen and repeat.
-If time allows, call out three pupils to act out the story 
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Point and say.)
Tell the class that they are going to ask and answer questions about someone’s job, 
using What does your ... do? He’s/She’s a + (name of job). Use the pictures to teach 
the words farmer, nurse, driver and factory worker. Check pupils’ understanding.
- Have pupils work in pairs to practise asking and answering the question, using the 
speech bubbles and the words under the pictures. Go around and offer help, if 
necessary.
-Call a few pairs to act out the dialogue 
Task 2: Guided practice 
Remind pupils to use the questions What does your father/mother/brother/sister do? and 
What’s his/her job?
-Set a time limit for the activity and ask pupils to write notes for their interviews for a class report later.
-Invite a few pupils to report their interviews. 
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(practise asking and answering questions about someone’s job, using What does your 
... do? He/She’s a ...)
2. What’re the core values of the lesson? 
(love labor, love people.)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 12.Lesson 1. 3-5 on pages 13).
D. D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
...............................................................................................................................
_________________________________
 GRADE 4
 Date of teaching: 4C(07/02/2023), 4A,B(09/02/2023)
Period 78: UNIT 12: WHAT DOES YOUR FATHER DO?
 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 Jobs
 2.Look and write about someone’s job
3.Let’s sing: My family
B. LANGUAGE FOCUS.
1. Key terms: jobs
2. Key grammatical structure 
The sentence patterns: What does your ... do? He/She’s a ..
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 13
- Audios (Unit 4-page 13), 
- Pictures, posters of activities (Activity 2 – page 13)
- 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 by asking What do I do? What’s my 
job? Then invite a few pairs to act out the roles of Nam and Mai in the story in 
Activity 1 
Activity 1: Language input (Activity 1: Listen and tick.)
Introduce the activity and ask pupils what jobs are shown in the pictures. Point to 
each character and ask What does he/she do? (From left to right: a factory worker, a 
farmer, a teacher and a nurse). Tell pupils that they are going to listen to an interview 
between Nam and Quan about Quan’s family and tick the correct boxes.
-Play the recording three times: once for pupils to listen all the way through, then for 
them to do the task and finally for them to check their answers.
Key: 
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Look and write..)
Introduce the activity and ask pupils to identify the jobs shown in the pictures.
-Give them a few seconds to look at the sentences and identify the missing words. Set 
a time limit for pupils to fill the gaps.
-Get pupils to swap their answers before checking as a class.-
- Invite six pupils to read the complete sentences aloud.
 1 family 2 farmer 3 is a nurse
Key: 
 4 is a driver 5 is a factory worker 6 a pupil
Task 2: Let’s sing.
Tell pupils that they are going to sing the song My family.
-Teach the song, following the procedure in Teaching the unit components in 
Introduction. Have pupils read the lyrics and identify the jobs of each family member. 
Ask them questions such as What does the grandpa do? What does the grandma do? 
What’s the father’s job? What’s the mother’s job? What does the songwriter do? 
(Explain the word songwriter).
-Play the recording. When pupils are familiar with the tune, ask them to sing the song, 
clapping hands. If time allows, ask them to suggest other jobs for the people and sing the 
new version of the song. 
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(practise asking and answering questions about someone’s job, using What does your ... 
do? He/She’s a ...)
2. What’re the core values of the lesson? 
(love labor, love people)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 12.Lesson 2. 1-3 on pages 14).
D. D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
............................................................................................................................... _________________________________
 GRADE 4
 Date of teaching: 4C(09/02/2023), 4A,B(10/02/2023)
Period 79: UNIT 12: WHAT DOES YOUR FATHER DO?
 Lesson 2: 1- 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 Nam (Setting, 
participants, topics).
2. use the words and phrases related to the topics Jobs
3 ask and answer questions about places of work, using Where does he/she work?
He/She works in ... 
4. love labor and love people 
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
hospital, fi eld, factory and office 
Key grammatical structure
Where does he/she work?
He/She works in ... 
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4- Student’s book, page 14, Sachmem.vn, Teacher’s guide. 
- Flashcards for Unit 4 poster for Unit 12
- A board, a computer, a projector/TV.
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
 Observation
1. Identify the situation for the 
 Questions & 
conversation between Mai and Nam 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
places of work, using Where does Student’s talks, and 
 Questions & 
he/she work? interaction
 answers
He/She works in ... 
4. Use positive attitudes and Observation
 Student’s interaction 
appropriate gestures to ask about Questions & 
 and performance
places of work answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and singing Spend a few minutes revising the previous lesson by having the class sing the song 
My family. Then invite a few pairs to ask and answer questions about the jobs of their 
parents. 
- Lead into the new lesson.
Activity 1: Language input (Activity 1: Look, listen and repeat)
Tell the class that they are going to find out about a game played by Nam and Mai. 
Give them a few seconds to look at the pictures and read the text before playing the 
recording for them to repeat.
-Check their comprehension by asking: What is the name of the game Mai and Nam 
are playing? Where does the doctor in the picture work? How about the worker? And 
the farmer? Where does he/she work? (Mai and Nam are playing a game of jobs. The 
doctor works in a hospital. The worker works in a factory. The farmer works in a 
field.) Explain the words well done and great.
-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.
-If time allows, ask pairs of pupils to act out the story 
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Point and say.)
Tell pupils that they are going to ask and answer about where someone works, using 
Where does a ... work? A ... works in + (place of work). Check comprehension. 
Explain the different forms of the verb work in the question and the answer (work and 
works).
-Use the pictures to teach the words hospital, fi eld, factory and office. Have pupils 
repeat the phrases in a hospital/fi eld/factory and in an office twice.
-Get pupils to work in pairs. Go around to monitor and offer help, if necessary.
-Call a few pairs to act out the exchanges. 
Task 2: Guided practice (Let’s talk)
Introduce the activity by saying Now you’re going to interview your partners about 
the jobs of their family members. Don’t forget to write down their answers to report 
your interview to the class later. Check comprehension. Then get pupils to work in 
pairs and interview each other. Remind them to use facts about their families.
-Write the following expressions on the board for pupils to practise speaking before 
they report their interviews: Hi, my name’s ... This is the report of my interview with 
... His grandpa/ grandma/father/mother/brother/sister/is ... . He/She works in ... 
Thank you for listening.
-Call a few pairs to report their interviews to 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 
places of work, using Where does he/she work? He/She works in ...) 
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. D. ADJUSTMENT ...........................................................................................................................................
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_________________________________
 GRADE 4
 Date of teaching: 4C(09/02/2023), 4A,B(10/02/2023)
Period 80: UNIT 12: WHAT DOES YOUR FATHER DO?
 Lesson 2: 4- 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 15, Sachmem.vn, Teacher’s guide. 
- Flashcards for Unit 4, posters for Unit 12
- 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 inviting a few pupils to report 
their interviews in Activity 3. 
- Lead into the new lesson.
Activity 1: Listening practice (Activity 1: Listen and number.)
Introduce the activity and give a few seconds for pupils to look at the pictures. Check 
comprehension by eliciting pupils’ answers to questions such as: What can you see? 
What does she/he do? What’s her/his job? Where does she/he work?
-Play the recording more than once, if necessary, for pupils to listen and number the 
pictures. Ask them to focus on the jobs of the people.
-Get them to swap their answers before you check as a class.
-If time allows, invite one or two pupils to select a picture and describe it.
Key: a 2 b 4 c 1 d 3 
Activity 2: Controlled & guided practice
Task 1: Writing practice (Activity 2: Look and write)
Introduce the activity to the class. Give pupils a few seconds to look at the pictures 
and read the text. Then check comprehension by asking: What’s her job? Where does 
she work? What’s his job? Where does he work?
-Set a time limit and go around to monitor and offer help, if necessary.
-Check answers as a class and call one or two pupils to read aloud the completed text.
Key: 1 a doctor/a nurse, in a hospital 2 a farmer, in a field 
 Task 2: Guided practice (Activity 3. Let’s play)
Prepare cards with jobs and the workplaces for the jobs. Remind pupils how to play 
Pelmanism: in pairs, pupils take turns turning over a pair of cards. If the cards show a 
job and a workplace that match, the player scores a point and continues to turn over 
another pair of cards. If they do not match, the other player has a turn. The player who 
gets the most points will be the
winner.
-To make the game more challenging, you may ask pupils to make sentences with the 
words on the cards they have. Award an extra point for every grammatically correct 
sentence. 
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 12: Lesson 3
D. D. ADJUSTMENT
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