Kế hoạch bài dạy Tiếng Anh Lớp 1, 2, 4 - Tuần 25 - Ngô Thị Phương Thảo

 WEEK 25
 GRADE 1
 Date of teaching: 1A,1B (06/03/2023), 1C( 07/03/2023)
Period: 47 UNIT 8: FOOD
 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 some food 
2. say what food they want
3. Show their loves and respect for other people’favourite food by using gestures and 
intonation when talking 
B. LANGUAGE FOCUS
Vocabulary: banana, cookie, sandwich
Key grammatical structure
 • The sentence patterns: I want a (banana).
C. INSTRUCTIONAL RESOURCES.
- Textbook: TiếngAnh 1- Student’s book, Eduhome.vn, Teacher’s guide.
- Flashcards for Unit 8, poster for Unit 8.
- Computer, projector .
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment tools
 products
1. Listen and identify the situation for the Observation 
 Student's s answer
conversation between 
 Observation 
2. Listen and repeat Student's speech
 Student’s interaction Observation/ key
3. Ask and answer about food
 and talking
4. Use positive attitudes, appropriate Student’s interaction Observation
gestures and intonation to talk about food and performance
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Option 1: Pass the balls
- Give two different colored balls to two students, a red ball ( ask the question) and a 
yellow ball (answer the question).
- Have students listen to music and pass the balls.
- Stop music. - Have the student with a red ball make a question for the child who has yellow ball. 
E. How old are you? The child with the yellow ball will answer his/ her friend’s 
question. E. g. I’m (seven).
A- Listen and point. Repeat.
CD2- Track 26
- Arrange the flashcards on the board, play audio and point to each flashcard. Have 
students listen.
- Play audio again and have students point to the pictures in their books.
- Play audio again and have students listen and repeat. 
- Have one student go to the board and play the role of a teacher, point to the picture 
and have the others repeat.
Optional activities:
Option 1: Heads up. What's missing?
- Divide the class into two teams.
- Arrange the flashcards on the board and remove one card when students are not 
looking.
- One student from each team calls out the missing flashcard.
Option 2: Flyswatter
- Write “ banana, cookie, sandwich” on the board.
- Divide the class into four teams. Have one student from each team come to the 
board holding a flyswatter. 
- Read a word aloud, e.g. “banana” . Have students race to the board and hit the word 
with the flyswatter. The winner is the one who hits the correct word first.
- Play until everyone in the class has had at least one turn.
B- Listen and point.
CD2- Track 27
- Introduce the situation: The family are at the park. Ben says, “ I want a cookie.”
- Play audio and have students look at the picture.
- Play audio. Have students listen and repeat. 
- Demonstrate the activity by pointing to the new vocabulary items.
- Play audio. Have students listen and point.
- Have students work in pairs. Student A says, “ I want (a cookie).” Student B says, 
“Me too”. or “ I want (a sandwich).”
C- Sing.
CD2- Track 28 
- Have students turn to page 68.
- Read the lyrics as a whole class.
- Play audio and have students listen.
Play audio again and have students listen and sing along.
Activity : Wrap-up & Assignments Option : Feely Bag
 - Put some pictures in a bag. 
 - Have children sit in a circle.
 - Play some music and ask children to pass the bag from one child to the next around 
 the circle.
 - Stop the music suddenly. The child who has the bag when the music stops feels a 
 picture in the bag and says “ I want a (cookie).” Then the child pulls the picture out of 
 the bag to see if he/she was correct.
 - Play the music and continue in this way until several children have had a turn.
 D.ADJUSTMENT
 ................................
 GRADE 1
 Date of teaching: 1A,1B (07/03/2023), 1C( 09/03/2023)
 Period: 48 UNIT 8: FOOD
 Lesson 1: D,E
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. Identify food from the given pictures (Cognition)
 2. Saying the sentences “ I want a (cookie)”
 3. Show their positive attitudes, appropriate gestures for each other while saying food 
 they want to eat 
 B. LANGUAGE FOCUS
 Vocabulary: review
 Sentences: I want a cookie
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 1, page 51
 - Audios , pictures , a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
Performance Tasks products
 Student’s answers/ 
1. Point and say 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 food interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
1.Warm-up
Option 1: Whisper
- Arrange children into rows of at least six.
- Secretly show a flashcard to the first child in each group. This child whispers the 
word to the child next to him/her.
- Children continue whispering the word to the child next to them until the word 
reaches the final child.
Option 2: Guessing game. 
- Divide the class into small groups.
- Show a half of a picture of a banana (cookie /sandwich).
- Students in each group try to guess what food in the picture is.
- The student who gives a correct answer will get one point.
2. Point and say.
- Have students look at the pictures and identify the food. 
- Divide the class into pairs.
- Have Student A point to the pictures and Student B say, e.g. "I want a cookie." 
Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
Optional activities
Option 1: 
- Show a flashcard to the class.
- Have students practice the structure using the new word.
- Repeat with other flashcards. e.g.(Teacher shows flashcard "cookie.") • Class: "I 
want a cookie."
 Option 2: 
- Divide the class into pairs.
- Have Student A point to the picture and Student B say, e.g. "I want a cookie."
- Swap roles and repeat.
- Have some pairs demonstrate the activity in front of the class.
3. Play “ Board race”
- Have students look at the example.
- Divide the class into four teams and have one student from each team stand a 
distance from the board.
- Stick two flashcards on the board and then say one of them.
- Have the students race to the board, touch that flashcard, and say the correct 
sentence. - The first student to touch the flashcard and say the sentence gets a point for their 
team.
- Stick three flashcards on the board and continue the game with other students.
4. Wrap –up and assigments
 Pass the card
- Give student a flashcard.
- Have students listen to music and pass the flashcard.
- Stop music.
- Have the student with the flashcard stand up and say ‘I want a (cookie)’. 
- Change the card and continue the game.
 Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
2. What’re the core values of the lesson? 
- Remind students to prepare for the next lesson 
D.ADJUSTMENT
 ................................
 GRADE 2
 Date of teaching 2A,B,C(07/03/2023)
Period 47 UNIT 8: TRANSPORTATION
 Lesson 1: A,B,C
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
- Identify transportation.
-Identify and use the following vocabulary items and grammatical structures to ask 
and answer about types of transportation.
B. LANGUAGE FOCUS
Vocabulary: 
Bus, boat, plane, motorbike
Key grammatical structures:
Can you se the boat? Yes, I can/ No, I can’t
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 2: Student’s book page 52
- Audios (Unit 8), 
- 4 cards .
- a computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools
 Observation
 1. Listen and point correct 
 Point and read Questions & answers
 picture.Repeat 
 Key
 2. Listen to the story 
 between Bill and Sue talk Students' listen and repeat 
 Observation
 about transportation using: and talk 
 Can you see the boat?
 Observation
 3. sing. Students’ listen and repeat.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm-up (5’)
Sing “Clothing Song For Kids”
( Source: Dream English Kids
- Teacher tells the class the objects of the lesson.
“Slow reveal” game 
- Prepare some flashcards about clothes.
- Hold up a flashcard covered by a big piece of paper or a piece of cloth. 
- Slowly reveal the flashcard. 
- The child shouts out when they know what the word is.
- If he/she says the correct word, he/she will get one point for his/her team. Then 
he/she asks one student from his/her team with that word. (E.g. pants?). His/her friend 
answers this question.
Continue the game as the same way.
Activity 1: Listen and point.Repeat.
1. Teach vocabulary (6’)
- Use pictures to introduce the new words (Bus, boat, plane, motorbike). 
- Have students listen to each new word.
- Show the pictures of the part A on the projector and ask students to open the books.
- Play audio, and point to each flashcard for students to listen (CD2 - Track 28)
- Play audio again and have students point to the pictures in their books.
- Play audio again and have students listen and repeat. 
- Have students work in pairs, one of them points to the picture in the book and the 
other says the word. 
- Call some pairs to the board and check.
- Organize for students to play the game "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.
2. Introduce sentence pattern (6’)
- Have students look at the picture, identify it and call out the name of transportations 
they can see. Ask some questions about the picture.
- Introduce the situation. Bill and Sue are in the room with many toys. What does Bill 
ask Sue? Now listen to the story. (CD2 – Track 30)
- Play audio and have students listen and repeat. 
- Ask pupils what does Bill ask Sue?
Can you see the boat?
Yes, I can/ No, I can’t
Activity 2: Controlled & guided practice
1. Listen and put a ( √ ) or a ( x ) (CD2 – Track 30)
- Play audio and demonstrate the activity using the example.
- Play audio and have students listen and put a tick or a cross.
- Play audio again and check answers as a whole class
2. Sing. (5’)(CD2 – Track 31)
- 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.
- Divide the class into pairs, one student sings the command and the other does the 
action.
3. "Pass the card" game
- Divide the class into four teams
- Have students from each team stand in a line.
- Give the first student of each team a card (bus, boat, plane, motorbike) and say 
"Go." 
- These students say the corresponding words and pass the cards over their heads to 
the ones behind them.
- Have teams continue the game until their card reaches the last person.
- The last student in each line races to hand their card to the teacher and says the 
word.
- Give the first team to name their card correctly one point.
The team that gets the most points wins.
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Identify and use the following 
vocabulary items and grammatical structures to ask and answer about types of 
transportation)
 2. What’re the core values of the lesson? (keep the room/ things tidy and clean )
 Remind students to do exercises in the workbook and to prepare for the next lesson
D. ADJUSTMENT.
 GRADE 2
 Date of teaching 2C(09/03/2023),2A,B( 10/03/2003)
Period 48: UNIT 8: TRANSPORTATION
 Lesson 1: D-E
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to
1. Recognize the /tʃ/soundfrom the recording (Cognition)
2. Identify the situations using the sentence What do you want?/ I want a dress.
3. ask and answer what clothes they want
4. Show their responsibility and respect for each other while taking part in activities 
and positive attitudes, appropriate gestures and intonation in asking and answering 
what clothes they want
B. LANGUAGE FOCUS
Sound : the /tʃ/ sound
 Vocabulary: dress, shirt, shorts, socks, pants
 Sentence pattern: What do you want?/ I want a dress.
C. INSTRUCTIONAL RESOURCES.
- Textbook: TiếngAnh 3 i-Learn Smart Start - Student’s book, page 77, Eduhome.vn, 
- Flashcards 
- a laptop and a TV
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment tools
 products
 Observation 
1. Listen and repeat Student's speech
 Student’s interaction Observation 
2. Chant
 and performance
 Observation 
3.Look and listen then number Student’sperformance Student’s interaction Observation/ key
4. Practice with your friends
 and performance
5. Use positive attitudes, appropriate 
 Student’s interaction Observation
 gestures and intonation asking and 
 and performance
 answering for permission
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: Play the Circle jumpgame.
-Divide the class into two groups and make two linesto play the game.
-Draw two large circles on the ground with chalk.
-Place a flashcard in each circle.
-Call out a word, and a student from each team has to run and stand inside the 
corresponding circle as quickly as possible.
-Ask them to say the word when standing inside the circle.
The first student getting the correct answer wins a point for their team.
Activity 1: Language input (Activity C- 1. Listen and repeat. ) (CD3 Track 03)
-Draw attention to the /tʃ/sound.
-Briefly explain and demonstrate the sound.
-Play the audio (using DCR). 
-Have the students notice the sound.
-Play the audio again.
-Have the students listen and repeat. 
-Correct the students’ pronunciation if needed
Activity 2: Language input (Activity C- 2.Chant.)
 (CD3 Track 04)
-Write the words or put up the flashcards on the board.
-Play the audio (using DCR).
-Have the students listen to the chant.
-Point to a word or picture on the board, say the sound and word and have students 
listen and repeat.
-Play the audio again.
-Have the students listen and clap along with the sound and words as they hear them 
 in the chant.
Activity 3: Practice (Activity D. 1. Look and listen.)(CD3 Track 05) 
-Introduce the situation: “Bored at home ”
-Have the students look at the story and ask these questions. 
-Where are the kids? (at home)
-Who is with them? (Grandma)
-What is Grandma doing? (skateboarding)
-Play the audio (using DCR).
-Have the students look and listen.Activity 4: Practice (Activity D. 2. Listen and 
 number.)(CD3 Track 06) -Play the audio (using DCR) and demonstrate the activity using the example. 
-Play the audio and have the students listen and number.
-Play the audio again and check answers as a whole class.
Activity 5: Practice (Activity D. 3. Practice with your friends. )
-Divide the class into two pairs.
-Have the students practice saying the sentences.
-Have some pairs demonstrate the activity in front of the class.
Activity 6: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (asking and answering what clothes they want)
2. What’re the core values of the lesson? 
 (Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in asking and answering 
 what clothes they want)
- Remind students to prepare for the next lesson. Lesson 1: E,F.
D.ADJUSTMENT
 ................................
 GRADE 4
 Date of teaching: 4A,B,C(06/03/2023)
Period 93: UNIT 14: WHAT DOES HE LOOK LIKE?
 Lesson 3: 1- 3
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to: 
1.Pronounce the initial clusters th in this, that, thin, and thick. 
2.Listen and tick the letters showing the correct words filling the gapped sentences. 
Then say the completed sentences aloud.
3.Say the chant This is my family.
B. LANGUAGE FOCUS.
Vocabulary : Revision 
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4, Sach mem.vn Student’s book page 28
- Posters
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Assessment 
 products tools Observation
 Students’ say the 
 1. Listen and repeat Questions& 
 statements
 answers
 Observation
 2. Listen and tick Then write and say aloud. Students' answers
 Key
 3.Perform a chat using appropriate tone and Student’s Observation
 gestures performance
 4. Use positive attitudes and appropriate Observation
 Student’s interaction 
 gestures to when say Pronounce the initial Questions& 
 and performance
 clusters th in this, that, thin, and thick. answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warm up: Greetings and singing
- Ask Ps to sing the song “What do they look like?”
- Introduce the new topic
Activity 1. Listen and repeat. 
- Tell pupils that they are going to practise saying the soud of the letters th in the word 
this, that, thin, thick respectively.
- Put the letters th on the board. Play the recording and ask pupils to repeat a few 
times. 
- Put the words: this, that, thin, thick and the four sentences on the board, play the 
recording and ask pupil
s to repeat a few times. 
- Do choral and individual repetition of the sounds words and sentences until pupils 
feel confident
- Get some Ps to say the letters, the words and the sentences in front of the class. 
Check as a class and correct the pronunciation, if necessary
Activity2. Listen and tick. Then say aloud.
- Tell pupils that they are going to listen to the four sentences and tick the correct 
words.
- Ask them to look at the sentences and guess the words to fill the gaps
- Play the recording so they can listen and tick the words. Remind Ps to focus on the 
sound of the letters th while listening.
- Get Ps to swap and check their answers.
- Ask Ps to read aloud the sentences 
- Play the recording again for Ps to check if necessary.
* Key : 1- a 2- b 3- a 4- b 
Activity 3. Let’s chant.
- Tell pupils that they are going to say the chant This is my family follow the 
procedure in teaching the unit components in introduction
- Have them read the chant and check comprehension.
- Play the recording more than one, if necessary for pupils listen and repeat.
- Show Ps how to chant and do the action. - Divide the class into group of four and call two group of Ps to give the 
demonstration. Ask the groups to sit opposite of each other. Go around and offer help 
if necessary.
- Call two groups to the front of the class chant and do the action. The rest of the class 
claps along the rhythm
- Play the recording again. 
- Underline the words contain sounds th
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
(Say and listen pronounce the initial clusters th in this, that, thin, and thick.) 
2. What’re the core values of the lesson? 
(Use positive attitudes and appropriate gestures for Sts to talk aboutsomeone’sand 
something’s physical appearance.)
- Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 14. Lesson 3.4 -6 on page 28 .
D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
...............................................................................................................................
 _________________________________
 GRADE 4
 Date of teaching: 4C(07/03/2023), 4A,B(09/03/2023)
Period 94: UNIT 14: WHAT DOES HE LOOK LIKE?
 Lesson 3: 4- 6
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
By the end of this period, students will be able to: 
1. Read the email and write the answers to the questions. 
2. Read the writing frame, and write an email. 
3.Show the class a family photo, and describe the family members in the photo.
B. LANGUAGE FOCUS.
Vocabulary : Revision 
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4, Sach mem.vn Student’s book page 29
- Posters 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 1. Read and write. Students’ answers Observation Questions& 
 answers / Key
 Students' interaction
 2. Write. Observation/ key
 writing
 Student’s 
 3.Project Observation
 performance
 4.Use positive attitudes and appropriate Observation
 Student’s interaction 
 gestures for Sts to talk about comparisons in Questions& 
 and performance
 physical appearance. answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm up:Greeting and chantting
- Revising the previous lesson. Get two groups of five pupils to go to the front of the 
class to say the chant This is my family. Ask the rest of the class to listen and clap 
their hands.
- Lead into new lesson
Activity 1. Read and write.
- Tell the class that they are going to read an email about a girl’s family and write the 
answers to the questions.
- Tell Ss to read the question first. Then ask them to read the email and focus on the 
information needed to answer the questions. 
- Get pupils to work in pairs to discuss the possible answers to the questions.
- Give Ss time to do the task independently. Go around and offer help, if necessary.
- Get pupils to swap and check their answers before checking as a class. 
- Get Ss to give their answers.
*Key: 1. He is a teacher. 2. He is tall and slim. 3. She is beautiful. 4. Her brother is 
younger 5. Marie is shorter.
Activity 2.Write.
 - Tell pupils that they are going to write an email to their friends to describe their 
family, using the given words in the frame.
- Have them look at the given words and decide what they are going to write. 
- Ask them to write about their father’s and mother’s appearance.
- Give pupils time to do the task independently.
- Get pupils to swap their answers before checking as a class.
*Key: Pupils’ own answers
Activity 4: Project.
- Ask Ss to bring a photo of their family and describe their family members to the 
class. 
- Ask Ss to think about what to say about their family members (e.g. name, age, job, 
hobbies, appearance)
- Have Ss work in pairs to discuss what they are going to talk about.
- Get one pupil to do a demonstration in front of the class before starting the activity. 
- Call some pupils to the front of the class to tell the class about their family members.
- T makes a few questions to check pupils ‘comprehension. - Ask student to write about their family appearance in their notebook.
- Asking Ps to focus on the structure once again.
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
(Read and write aboutsomeone’s physical appearance.)
2. What’re the core values of the lesson?
(Use positive attitudes and appropriate gestures for Sts to talk aboutsomeone’s physical 
appearance.)
- Remind students to do exercises in the workbook.
 - Prepare for the next lesson (Unit 15. Lesson 1.1-2 on pages 30).
D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
...............................................................................................................................
 _________________________________
 GRADE 4
 Date of teaching: 4C(09/03/2023), 4A,B(10/03/2023)
Period 95: UNIT 15: WHEN’S CHILDREN’S DAY?
 Lesson 1: 1-2
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and 
Competence)
1. Ask and answer about when a festival is.
2. Pupils can ask and answer questions about when a festival is.
3.Use positive attitudes and appropriate gestures for Sts to talk about when a festival 
is.
B. LANGUAGE FOCUS.
1. Key terms: New Year, the first of January; Children’s Day, the first of June; 
Teachers’ Day, the twentieth of November; Christmas, the twenty-fifth of December
2. Key grammatical structure 
The sentence patterns: When is .? − It’s on _______.
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4 - Student’s book, page 30 Sachmem.vn, Teacher’s guide.
- Flashcards 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Answer the questions about the 
 Observation
situation for the conversation between 
 Students’ answers Questions & 
Mai and Tom such as setting, 
 answersKey
participant, topics.
2. Practice a role-play conversation Students' talks and 
 Observation
with classmates, using the picture interaction prompts.
 Observation
3. Ask and answer about when a Student’s talks, and 
 Questions & 
festival is.Using the sentence patterns. interaction
 answers
4. Use positive attitudes and Observation
 Student’s interaction 
appropriate gestures for Sts to talk Questions & 
 and performance
about when a festival is. answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and talking
- Get some Ss to go to the front of the class to talk about their family members.
- Introduce the new topic
Activity 1: Language input (Activity 1: Look, listen and repeat.)
*Use the pictures about some festivals to teach the new words: New Year, Children’s 
Day, Teacher’ Day, Christmas, party 
- Whole class. Have pupils turn their books to page 30 and look at picture.
- Ask Ss to answer the questions “who are they? Where are they? What are they 
talking about? What is the date? What’s it about?
- Play the recording all the way through for pupils to listen and point to the 
appropriate line in their books.
- Open one by one sentence for Ss to listen and repeat. 
- Divide the class into 2 groups. Ask the groups to repeat Tom’s part and Mai’s part. 
- Ask SS to work in pairs, practice speaking the conversation. 
- Invite some pairs to demonstrate the dialogue. 
Activity 2: full controlled & less controlled
Task 1: Controlled practice (Activity 2: Point and say.)
- Ask Pupils to look at Picture a, b, c, d, e. Tell them that they are going to practice 
asking and answering questions about the popular festivals.
- Model with a Student the first picture
- Ask Pupils to practice in pairs ask and answer the questions: When’s New Year?- It’s 
on .
- Monitor the activity, check the pronunciation (stress, assimilation of sounds and 
intonation), and offer help when necessary.
- Call on some pairs to perform the task in front of the class.
Task 2: Guided practice.( Activity 3:Work in pairs.)
- Ask Ss to work in groups, asking and answering questions about holidays and 
festivals in Viet Nam and other countries. 
- Asking Ps to focus on the structure once again.
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Ask and answer about when a festival is.)
 2. What’re the core values of the lesson? 
(Use positive attitudes and appropriate gestures for Sts to talk about when a festival is.
Live responsibly, love holiday and festivals.)
- Remind students to do exercises in the workbook. - Prepare for the next lesson unit 15. Lesson 1.3-5 on page 31.
D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
...............................................................................................................................
 _________________________________
 GRADE 4
 Date of teaching: 4C(09/03/2023), 4A,B(10/03/2023)
Period 96: UNIT 15: WHEN’S CHILDREN’S DAY?
 Lesson 1: 3-5
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
By the end of the lesson, students will be able to: 
1.Ask and answer about when a festival is.
2.Listen and tick the correct pictures.
3.Read and write the answers to the questions, using the pictures.
4.Sing the song Happy New Year!
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 31
- Audios (Unit 4 -page 31), 
- Pictures, posters of activities (Activity 2 – page 31)
 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 and play game
- Have Ss play game “slap the board” using the picture about the festivals.
- Use some pictures to ask Ss ask and answer.
Activity 1: Language input (Activity 1: Listen and tick.)
- Ask pupils to look at the picture Tell them that they are going to listen 3 dialogues 
about the festivals and tick the correct pictures.
- Ask Ss to work in groups to identify the names and the dates of the festivals in the 
pictures. - Play the recording twice for pupils to listen to the recording and tick the correct 
answers. 
- Ask pupils to exchange their answers with their partners before reporting them to the 
class.
- Read out the answers to the class. Provide explanation(s) when necessary.
- Play the recording once more for pupils to check their answers. 
*Key: 1- c , 2- c.,3- a
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Look and write..)
-Tell Ps that they are going to complete the answers about some dates of the festivals, 
using the picture cues. 
- Ask Pupils look at Pictures from 1 to 3 and ask them to identify the date of the 
festivals in each picture.
- Give Ps a few seconds to work in pairs to elicit the answers filling the gaps. 
- Get Ps to do the task individually. Go around offering help, if necessary.
- Get Ps to swap and check their answers before writing the correct answers on the 
board for Ps to copy down into their notebooks.
- Call a few open pairs to act out the dialogues in front of the class.
*Key: 1. It’s on the twenty- fifth of December. 
 2. It’s on the twentieth of November.
 3. It’s on the first of June.
Task 2: Let’s sing.
- Have Ss sing the song “Happy New Year”
- Play the recording all the way through for pupils to listen while they are reading the 
song.
- Play the recording again for pupils to Have the whole class read each sentence in 
chorus to reinforce their pronunciation
- Call on a group of six to the front of the class and do the actions. Repeat the step, 
and have pupils swap their parts.
- Group work. Pupils practise singing and do actions in groups. Monitor the activity 
and help them when necessary. Correct pronunciation Ss’ errors.
- Call on one group to perform the song at the front of the class. The rest of the class 
sing the song and clap the rhythm.
- Have class sing the song again to reinforce their pronunciation.
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 ( Listen and write answer questions about when a festival is.)
 2. What’re the core values of the lesson? 
(Use positive attitudes and appropriate gestures for Sts to talk about when a festival is.
Live responsibly, love holiday and festivals.)
- Remind students to do exercises in the workbook.
 - Prepare for the next lesson (Unit 15. Lesson 2. 1-3 on pages 32).
D. ADJUSTMENT ...........................................................................................................................................
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