Kế hoạch bài dạy Tiếng Anh Lớp 1, 2, 4 - Tuần 22 - Ngô Thị Phương Thảo

 WEEK 22
 GRADE 1
 Date of teaching: 1A,1B (13/02/2023), 1C( 14/02/2023)
Period 41. UNIT 7: NUMBERS
 Lesson 1: A,B,C
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. identify the numbers and count the things 
2. Perform the song in interesting ways by using appropriate tone and meaningful 
 gestures;(skill)
4. show their personal abilities and great respect for other people’ abilitiesby using 
appropriate gestures and intonation when talking about abilities
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
 One, two, three
C. INSTRUCTIONAL RESOURCES.
- Textbook
- flash card of activities (Activity 1 – page 44)
- a computer and a TV. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
 Observation
1. Answer the questions about the 
 Students’ answers Questions & answers
situation in the pictures 
 Key
 Students' talks and 
2. count the numbers Observation
 interaction
3. perform the song in the right Student’s talks, and Observation
rhythme interaction Questions & answers
 4. Use positive attitudes and Student’s interaction and 
 Observation
 appropriate gestures to count. performance
 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
- Option 2: Look and say.
 Go around the class, mime actions (“swim”, “run”, “sing”). 
- Have students say “I can swim/ run/ sing”.
 A- Listen and point. Repeat. (10’)
CD2-Track 10: 
 1. Have students listen to each new word.
 2. Have students listen to each new word and repeat all together and individually. 
 Correct student’s pronunciation if necessary.
 3. Arrange the flashcards on the board. Play audio and have students listen and 
 point at the pictures in their books.
 4. Play audio again and have students listen, repeat several times.
 5. Change the order of the flashcards, point at them individually and have students 
 say the words, correct pronunciation when needed.
 6. Have students work in pairs, one points at the picture in the book and the other 
 says the word.
 7. TPR practice step 1: say the word and make the gesture/ sound all together 
 according to the word.
 8. TPR practice step 2: do the actions and students say the word accordingly.
 9. TPR practice step 3: have students work in pairs, one would do the action, the 
 other say the word.
Activities: (optional)
- Option 1: Play "Heads up. What's missing?"
1. Divide the class into two teams.
2. Arrange the flashcards on the board and remove one card when students are not 
 looking.
3. One student from each team calls out the missing flashcard.
 - Option 2: Play the game “Flash look and say”. 
- Teacher shows a flashcard quickly.
- Students say that word. 
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 “one, two, three”.
2. While- listening: 
- Play audio and have students look at the picture.
- Demonstrate the activity by pointing at "one", "two" , “three” 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 
 “one, two, three.”
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 (5’)
 Option 1: Review. Play the game “Listen and point”. 
 - Write the vocabulary in different areas on the board. 
 - Teacher says a word (written on the board)
 - Students use their fingers to point to the vocabulary on the board and say it loudly.
 Assignments/ home-link. (2’)
 1. What have you learnt from the lesson today? Numbers 1,2,3.
 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 numbers)
 D.ADJUSTMENT
 ................................
 GRADE 1
 Date of teaching: 1A,1B (14/02/2023), 1C( 16/02/2023)
 Period 42. UNIT 7: NUMBERS
 Lesson 1: D, E
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. Identify numbers and some objects from the given pictures (Cognition)
 2. count the objects and say the numbers:1,2,3
 3. Show their responsibility and respect for each other while taking part in activities
 and positive attitudes, appropriate gestures and intonation when saying the abilities 
 B. LANGUAGE FOCUS
 Vocabulary: one,two, three
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 1, page 45
 - 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. Point and count Observation
 actions
 Student’s Observation
2. Play “board race”
 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 (5’)
 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.
 -Show a flashcard and have that student call out the word and say the missing 
 letter(s).
 -Repeat the activity with other students.
 - Option 2: Review. Count and stand up. 
 -Have students count “one, two, three” in row and ask them to remember their 
 number.
 -Say a number and have all students with that number stand up.
 -Repeat the activity in such a way that each student counts a new number.
 D- Point and count. (10’)
 1. Divide the class into pairs.
 2. Demonstrate the activity with a student using numbers “one, two, three” and 
 pointing at the pictures (cat, dog, book .)
 3. Have student A point and Student B count.
 4. Swap roles and repeat.
 5. Check answers as a whole class, then count the objects as a whole class.
 6. Have some pairs demonstrate the activity in front of the class.
 E- Play “Board race”. (10’)
 1. Have students look at the example.
 2. Divide the class into teams and have one student from each team stand a distance 
 from the board.
 3.Stick two flashcards on the board and then say one of them.
 4. Have the students race to the board, touch that flashcard, and say the correct word.
 5. The first student to touch the flashcard and say the word gets a point for their team.
 6. Continue with other students.
 Activity: (5’) (optional)
 Call out a number and clap
 1. Hold up a flashcard and have students call out the number.
 2. Count out loud “One, two, three.” as you clap .
 3. Repeat with different numbers and have students call out the number of claps. 4. Say a number and have students count and clap.
Wrap-up
- Option 1: Review. Count school items.
- Have each student prepare their school items, e.g. pencil, bag, book (The number 
of each school items does not exceed 3).
-Have students work in groups and take turn counting their school items out loud.
 Assignments/ home-link. (2’)
1. What have you learnt from the lesson today? numbers.
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 numbers)
D.ADJUSTMENT
 ................................
 GRADE 2
 Date of teaching 2A,B,C(14/02/2023)
Period 41: UNIT 7: NUMBERS
 Lesson 1 A-C
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
 1. Knowledge:
Identify the words related to clothes 
identify the situations for the picture of clothes (setting, participants, topic) and the 
sentence pattern: Is this your ? Yes, it is
2.Competence: 
- Communication, ability to use language (work in groups, Talk about shapes)
- Ability to solve problems (play the games) 
- Cooperation:(work in groups/pairs).
3.Quality: hardworking, responsible and honest.
4. Skills: listening and speaking 
5. Language focus: Is this your ? Yes, it is 
 Teaching aids: Ss’ books, textbook, projector, flashcards
B. LANGUAGE FOCUS
Vocabulary :shirt, dress, hat, shirt.
Sentence pattern: Is this your ? Yes, it is 
C. INSTRUCTIONAL RESOURCES
- Textbook: I-learn Smart Start 2, page 46
- flash card, Audios - pictures 
- a laptop , TV
STAGE 2: ASSESSMENT EVIDENCE
 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. Play “Heads up. What's missing?" Student’s interaction Observation 
game and performance
 Student’s interaction Observation
5. Sing
 and performance
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Activity 1: Warm-up
Activity 2: Language in put
 1. A. Listen and point. Repeat.
-Use some pictures to introduce the shirt, dress, hat, shirt.Have students listen to each 
new word.
-Have students listen to each new word and repeat all together and individually. 
Correct student’s pronunciation if necessary.
-Arrange the flashcards on the board, play audio, and point to each flashcard. 
-Play audio again and have students point to the numbers in their books. 
-Play audio again and have students listen and repeat. 
-Have students work in pairs, one points to the shapes and one says the words. Swap 
roles and continue.
2. Play "Heads up. What's missing?" game
-Divide the class into two teams. 
-Arrange the flashcards on the board and remove one card when students are not 
looking.
-One student from each team calls out the missing flashcard.
3. B. Listen and point
-Introduce the situation. Bill and Sue are asking and answering about shapes.
-Play audio and have students look at the picture.
-Demonstrate the activity by pointing to the new vocabulary items.
-Play audio. Have students listen and point.
-Have students work in pairs and play roles of the conversations, using all words of 
part A.
 -have Sts repeat the useful language and its meaning Activity 3. Practice
C. Sing. (CD1 – Track 30)
-Have students turn to page 22.
- 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.
Divide the class into two groups, one sings the questions and one sings and draw in 
the answers
 Activity 4: Wrap-up & Assignments/ home-link.
1. What have you learnt from the lesson today? 
 (numbers)
2. What’re the core values of the lesson? 
(can count numbers of objects )
- Remind students to prepare for the lesson 
D.ADJUSTMENT
 ................................
 GRADE 2
 Date of teaching 2C(16/02/2023),2A,B( 17/02/2003)
Period 42. UNIT 7: NUMBERS
 Lesson 1: D-E
 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. 
4. Post-listening: Check the answers as a whole class.
5. Post-listening: Point at each picture and have students say "I like cats/...".
6. 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 4
 Date of teaching: 4A,B,C(13/02/2023)
Period 81: UNIT 12: WHAT DOES YOUR FATHER DO?
 Lesson 3: 1- 3
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
By the end of the lesson, students will be able to:
1. pronounce the sound of the letters ie and ea in the words field, piece and teacher, 
reading respectively.
2. Listen and circle. Then say sentences with the circled words
3. Say the chant:Jobs and place of work
B. LANGUAGE FOCUS.
Vocabulary : Revision 
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4, Sach mem.vn Student’s book page 16
- Posters
- A computer, a projector.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation
 Students’ say the 
1. Listen and repeat Questions& answers
 statements
2. Listen and circle. Then say Observation
 Students' answers
sentences with the circled words 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 inviting one or two 
pairs of pupils to act out the story in Lesson 2, Activity 1. 
- Lead into new lesson
Activity 1. Listen and repeat. 
Tell the class that they are going to practise saying the sound of the letters ie and ea in 
the words field and teacher respectively.
- First, put the letters ie and ea on the board. Play the recording and ask pupils to repeat a few times. Then put the words field and teacher on the board, play the 
recording and ask pupils to repeat a few times. After that, write the four sentences on 
the board. Check pupils’ understanding of the vocabulary. Teach the word piece. Play 
the recording a few times and let pupils say the sentences, paying attention to the 
target sound.
- Do choral repetition of the sound, words and sentences.
- Check pronunciation as a class 
Activity 2. Listen and circle. Then say sentences with the circled words 
Tell pupils that they are going to listen to two sentences and circle the correct words.
- Give them a few seconds to read the words in silence.
- Play the recording once or twice for pupils to circle the words. Remind them to 
focus on the words with the sound ie/ea while listening. Check as a class. Then give 
pupils time to make sentences with the circled words.
- Call a few pupils to read aloud their sentences and correct their pronunciation, if 
necessary.
Key: 1 b 2 b 
Activity 3. Let’s chant 
Introduce the chant and ask pupils to do a matching exercise before listening to the 
chant (You’re going to chant about jobs and places to work. Now look at the pictures 
and draw lines to
match each person with his/her job and the place where he/she works.)
- Check answers as a class. Then have pupils repeat each line twice.
- Divide the class into two groups: one group chants the questions and the other 
chants the answers. Swap their roles after the first round.
- Ask pupils to think of some actions for the jobs and say the chant again, doing 
actions. 
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1.What have you learnt from the lesson today? 
(pronounce the sound of the letters ie and ea in the words field, piece and teacher, 
reading
respectively.). 
2. What’re the core values of the lesson? (love labor, love jobs).
- Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 12.Lesson 3 .4 -6 on page 16. 
D. D. ADJUSTMENT
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 _________________________________
 GRADE 4
 Date of teaching: 4C(14/02/2023), 4A,B(16/02/2023)
Period 82: UNIT 12: WHAT DOES YOUR FATHER DO?
 Lesson 3: 4- 6 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
By the end of this period, students will be able to: 
1.Read the paragraph and complete the report 
2.Write about your jobs of your family members and where they work.
3. interview two classmates about their parents’ jobs and the places where they work.
B. LANGUAGE FOCUS.
1. Key terms: Revision
2. Key grammatical structure 
The sentence patterns: Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4:Sachmem.vn , student’s book page 17
- Pictures,posters
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation
1. Read and complete Questions & 
 Students’ answers
 answers
 Key
 Observation
2. Write about your jobs of your 
 Student’s answers, and Questions & 
family members and where they 
 interaction answers
work
 Key
 Observation
 Student’s talks, and 
3. Project. Questions & 
 interaction
 answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and chatting.
Spend a few minutes revising the previous lesson by having the class say the chant
Jobs and places to work. Divide the class into two groups to chant the questions and 
the answers respectively. Then swap their roles. 
Activity 1: Language input (Activity 1: Read and complete.)
 Introduce the activity by saying: You’re going to read about an interview between 
Mai and Phong. Give a few minutes for pupils to read the text. Check comprehension 
by asking: Who’s the interviewer? Who is she interviewing? What does Phong’s 
father do? Where does he work? What’s his mother’s job? Where does she work? 
Does he have a sister? What does his brother do? Where does he work?
-Set a time limit for pupils to read the text and complete the table. Go around and 
offer help, if necessary.
-Get them to swap and correct their answers before checking as a class.
-Call a pair to ask and answer the questions about Phong’s family if time is available 
 Job Place of work
 Father teacher Le Hong Phong Primary School
 Mother nurse Thanh Nhan Hospital
 Brother worker car factory
 Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Write about your jobs of your family 
members and where they work)
- Introduce the activity by saying: Now it’s time for you to write about the jobs of your 
family members and where they work. Tell pupils to stick a photo of their family next 
to the paragraph,
or draw simple stick figures.
-Set a time limit for them to do the task. When time is up, get pupils to swap and 
correct their writing.
-If time allows, ask a few pupils to read aloud their writing, while the others should 
listen and try to remember what they say. Then ask the class questions (e.g. How 
many people are there in Lan’s family? What does her father do?)
Key: Pupils’ own answers 
Task 2: Guided practice (Activity 3: Project)
- Tell the class about the project and how to carry it out by saying: In this project, 
you’re going to interview two classmates about their parents’ jobs and the places 
where they work. Complete the tables when you interview your classmates.
-Prepare the interview questions with the class and write them on the board for pupils 
to practise.
-Give a time limit for pupils to do their interviews. Then invite a few pupils to report 
their interviews to the class.
-Teach pupils how to report their interviews.
Example:
Hi. My name’s ... My first interview is with ... His/Her father/mother is ... He/She 
works in ... My second interview is with ... His/Her father/mother is ... He/She works 
in ... And that’s the end of my report. Thanks for listening.
Key: Pupils’ own answers 
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(Read , write and speak about the jobs).
2. What’re the core values of the lesson? 
(love labor, love jobs).
- Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 13.Lesson 1. 1-2 on page 18. 
D. D. ADJUSTMENT
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 _________________________________ GRADE 4
 Date of teaching: 4C(16/02/2023), 4A,B(17/02/2023)
Period 83: UNIT 13: WOULD YOU LIKE SOME MILK?
 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 Food and Drinks. 
2. ask and answer questions about favourite food and drink, using What’s your 
favourite food/
drink? It’s ... 
B. LANGUAGE FOCUS.
1. Key terms: would you like, fish, chicken, food, beef, drink, milk, orange juice,
pork, water, bread, rice, vegetables, lemonade 
2. Key grammatical structure 
The sentence patterns: What’s your favourite food/drink? - It’s 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 18
- Audios (Unit 4-page 18), 
- 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: 
Spend a few minutes revising the previous lesson by asking the class to sing the song 
My family and clap their hands. 
Activity 1: Language input (Activity 1: Look, listen and repeat.)
Tell pupils that they are going to read a story in which pupils ask and answer 
questions about their favourite food and drink, using What’s your favourite 
food/drink? It’s ...
-Have them look at the four pictures and discuss with them the context in which the 
language is used. Ask questions such as Who are they? Where are they? and What are 
they saying? (Tom and Mai are in the canteen. In Picture a, Tom asks Mai about her 
favourite food, using What’s your favourite food?, and Mai answers It’s fi sh. In 
Picture b, Mai asks about Tom’s favourite food, using How about you? In Pictures c 
and d, they continue to ask each other about their favourite drink.) Check 
comprehension.
-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. 
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 their 
favourite food and drink, using What’s your favourite food/drink? It’s ... Have pupils 
look at the bubbles to understand how the language is used.
-Point to Picture a and have pupils repeat the name of the food (beef) under the 
picture. Do choral and individual repetition. Then tell them to practise asking and 
answering about the food in pairs: What’s your favourite food? It’s beef. Point to 
Picture c and have pupils repeat the name of the drink (orange juice) under the 
picture. Then tell pupils to ask What’s your favourite drink? and answer It’s orange 
juice.
- Get pupils to work in pairs. Go around and offer help, if necessary 
Task 2: Guided practice 
Tell pupils that they are going to practise asking and answering questions about their
favourite food and drink, using What’s your favourite food/drink? It’s ...
-Ask them to work in pairs. Set a time limit for the activity.
-Call some pairs to practise in front of the class. 
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(. ask and answer questions about favourite food and drink, using What’s your 
favourite food/ drink? It’s ...)
2. What’re the core values of the lesson? 
(love food and drink, love people.)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 13.Lesson 1. 3-5 on pages 19).
D. D. ADJUSTMENT
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 _________________________________
 GRADE 4
 Date of teaching: 4C(16/02/2023), 4A,B(17/02/2023)
Period 84: UNIT 13: WOULD YOU LIKE SOME MILK ?
 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 Food and Drink
 2.Look and write about favourite food and drink
3.Let’s sing: My favourite food and drink
B. LANGUAGE FOCUS. 1. Key terms: Food and drink
2. Key grammatical structure 
The sentence patterns: What’s your favourite food/drink? - It’s 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 19
- Audios (Unit 4-page 19), 
- Pictures, posters of activities (Activity 2 – page 19)
- 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. Call a few pairs to the front of the 
class to ask and answer the question What’s your favourite food/drink? 
Activity 1: Language input (Activity 1: Listen and tick.)
Tell pupils that they are going to listen to three dialogues about some children’s 
favourite food and drink and tick the correct pictures.
• Have them look at the pictures to identify the food and drink (1a. Chicken. 1b. Fish. 
1c. Beef. 2a. Milk. 2b. Apple juice. 2c. Orange juice. 3a. Chicken and orange juice. 
3b. Chicken and milk,
3c. Beef and water.) Check understanding.
• Play the recording more than once, if necessary. Ask pupils to listen to the recording 
and tick the correct pictures. Tell them to focus on the food and drink.
• Get pupils to swap their answers before you check as a class. Monitor the activity 
and offer help, if necessary.
Key: 1 b 2 c 3 a 
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Look and write..)
Tell pupils that they are going to write the answers to the questions about favourite food 
and drink suggested in the pictures.
• Give them a few seconds to look at the pictures. Ask them to read the question next to 
each picture and write the answer. If necessary, get pupils to work in pairs.
• 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, 
invite some pupils to read aloud the answers.
Key: 1 It’s chicken 2 It’s orange juice 3 It’s fish and water 
Task 2: Let’s sing. Tell the class that they are going to sing the song My favourite food and drink. Teach 
the song, following the procedure in Teaching the unit components in Introduction.
• Have pupils read each line of the lyrics aloud. Do choral and individual repetition 
and check comprehension.
• 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 a group of four to come to the front of 
the class. Each of them sings one line of the song. Then the class sings the song 
together and claps 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 favourite food and drink, using What’s your 
favourite food/ drink? It’s ...)
2. What’re the core values of the lesson? 
(love food and drink, love people.)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 13.Lesson 2. 1-3 on pages 20).
D. D. ADJUSTMENT
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