Kế hoạch bài dạy Tiếng Anh Lớp 1, 2, 4 - Tuần 3 - Ngô Thị Phương Thảo

 WEEK 3
 GRADE 1
 Date of teaching: 1A,1B (26/09/2022),1C ( 27/09/2022)
 Period 5
 Unit 1: FAMILY
 Lesson 2: 1-2-3-4
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. identify the letter /ei/and /ổ/ sound. 
 2. identify the situations for introducing the word and sentence contained the sound.
 3. Perform the song in interesting ways by using appropriate tone and meaningful 
 gestures;(skill)
 4. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation when saying the letter and 
 sound.
 B. LANGUAGE FOCUS
 Key terms/ Vocabulary 
 A, an ant, can, see
 Key grammatical structure(s)/ sentence patterns
 I can see an ant
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 1. page 10
 - Audios 
 - pictures 
 - a laptop and a TV 
 - Song lyrics printed in textbook.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
Performance Tasks products
1. Listen and repeat, then point to the Student’s answers/ 
 Observation
 letter/ picture. actions
2. Answer the questions about the 
 Observation
situations to give the word and sentence Student’s answers
 Questions & answers
contained the sound.
3. perform a song using appropriate tone Student’s Observation
and gestures 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
Activity 1: Warm-up: Look and read (5’)
- Have Ss read the word. “Hello, Goodbye, Listen, stand up, sit down, mother, father, 
this is my mother, this is my father”
- Point to the word, Ss read.
- Ask Ss to say and do the actions.
- Give comments.
- Let the class listen to the alphabet and introduce the lesson.
Activity 2: Language input (Activity 1. Listen and repeat. Trace.) (8’)
- Ask students to look at 2 pictures (page 10) and answer questions to identify the 
situation.
- Elicit the letter and sound.
- Tell students that they are going to practise saying the letter and sound.
- Play the recording more than once, if necessary, ask students to listen, point and 
repeat.
- Do choral and individual repetition, pointing to the characters speaking.
- Play the recording again for students to listen and repeat.
- Have students work in pairs, one points at the picture in the book and the other says 
the word.
- Say the word and make the gesture.
- Do the actions and students say the word accordingly.
- Have students work in pairs, one would do the action, the other say the word.
Trace:
- Have students call out the letter sound.
- Demonstrate the steps of tracing the letters with your finger.
- Have students trace the letters with their fingers.
- Have some students demonstrate the activity in front of the class.
Activity 3: Language in put (Activity 2: Listen and repeat) (5’)
- Have students look at the picture and introduce the situation.
- Play audio and demonstrate the activity by pointing at the letter/sound and word. 
- Play the audio again. Have students listen and repeat.
- Point at the letter/sound and word.and have students call it out.
- Call some students to read aloud in front of the class.
Activity 4: Practice
a. Activity 3. Sing (10’)
- Show the lyrics on TV
- Play the recording and have students listen.
- Play the recording again, have students do actions along
- Play the recoprding again, have students listen, sing along, and do the actions.
(Give feedback). - Remind Ss to look at the lyrics if necessary.
b. Activity 4. Listen and clap (5’)
- Demonstrate the activity.
- Have students stand up.
- Have students clap when they hear the sound.
- Have some students demonstrate the activity in front of the class.
Activity 5: Wrap-up & Assignments/ home-link. (2’)
1. What have you learnt from the lesson today? (the letter /ei/and /ổ/ sound. 
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
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 GRADE 1
 Date of teaching:1A,1B (27/9/2022),1C( 29/09/2022)
Period: 6
 UNIT 1: FAMILY
 Lesson 2: 1-2-3-4
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. identify the letter /bi:/and /b/ sound. 
2. identify the situations for introducing the word and sentence contained the sound.
3. Perform the song in interesting ways by using appropriate tone and meaningful 
 gestures;(skill)
4. Show their responsibility and respect for each other while taking part in activities 
and positive attitudes, appropriate gestures and intonation when saying the letter and 
sound.
B. LANGUAGE FOCUS
Phonics/ Key terms/ Vocabulary 
Aa, an ant, can, see
Key grammatical structure(s)/ sentence patterns
I can see an ant
C. INSTRUCTIONAL RESOURCES
- Textbook: I-learn Smart Start 1. page 11
- 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 trace the letter 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. perform a song using appropriate tone Student’s Observation
and gestures 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
 Activity 1: Warm-up: Look and read (5’)
 - Have Ss read the word. “Hello, Goodbye, Listen, stand up, sit down, mother, father, 
 this is my mother, this is my father, a- ant, I can see an ant)
 - Point to the word, Ss read.
 - Ask Ss to say and do the actions.
 - Give comments.
 - Let the class listen to the alphabet and introduce the lesson.
 Activity 2: Language input (Activity 1. Listen and repeat. Trace.) (8’)
 - Ask students to look at 2 pictures (page 11) and answer questions to identify the 
 situation.
 - Elicit the letter and sound.
 - Tell students that they are going to practise saying the letter and sound.
 - Play the recording more than once, if necessary, ask students to listen, point and 
 repeat.
 - Do choral and individual repetition, pointing to the characters speaking.
 - Play the recording again for students to listen and repeat.
 - Have students work in pairs, one points at the picture in the book and the other says 
 the word.
 - Say the word and make the gesture.
 - Do the actions and students say the word accordingly.
 - Have students work in pairs, one would do the action, the other say the word.
 Trace:
 - Have students call out the letter sound.
 - Demonstrate the steps of tracing the letters with your finger.
 - Have students trace the letters with their fingers.
 - Have some students demonstrate the activity in front of the class. Activity 3: Language in put (Activity 2: Listen and repeat) (5’)
- Have students look at the picture and introduce the situation.
- Play audio and demonstrate the activity by pointing at the letter/sound and word. 
- Play the audio again. Have students listen and repeat.
- Point at the letter/sound and word.and have students call it out.
- Call some students to read aloud in front of the class.
Activity 4: Practice
a. Activity 3. Sing (10’)
- Show the lyrics on TV
- Play the recording and have students listen.
- Play the recording again, have students do actions along
- Play the recoprding again, have students listen, sing along, and do the actions.
(Give feedback).
- Remind Ss to look at the lyrics if necessary.
b. Activity 4. Listen and jump (5’)
- Demonstrate the activity.
- Have students stand up.
- Have students clap when they hear the sound.
- Have some students demonstrate the activity in front of the class.
Activity 5: Wrap-up & Assignments/ home-link. (2’)
1. What have you learnt from the lesson today? (the letter /bi:/and /b/ sound). 
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
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 GRADE 2
 Date of teaching: 2A,2B,2C(27/9/2022)
Period 6
 UNIT 1: FEEING
 Lesson 1: A, B, C
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. identify the situations asking and answering about feeelings by using the sentence 
patterns How are you/ I’m.... 2. ask and answer about feeelings 
 3. Show their responsibility and respect for each other while taking part in activities
 and positive attitudes, appropriate gestures and intonation when asking and answering
 about feeelings 
 B. LANGUAGE FOCUS
 Key terms/ Vocabulary 
 happy, sad, fine/Ok; great
 Key grammatical structure(s)/ sentence patterns
 How are you? I’m great.
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 1. page 11
 - pictures 
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
Performance Tasks products
1. Role-play, then say about family Student’s answers/ 
 Observation
 members. actions
2. Answer the questions about the 
 Observation
 situations such as setting, participants, Student’s answers
 Questions & answers
 topic.
3. show positive attitudes and appropriate 
gestures and intonation in introducing Student’s talk and Observation, 
their father/ mother. interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Activity 1: Warm-up: Play the game Say and do 
 -Teacher says: I’m happy, I’m sad, I’m fine= I’m Ok; I’m great 
 -Students say that word loudly.
 Activity 2: D. Point, ask, and answer.
 - Divide the class into pairs.
 - Have Student A point to a picture and ask, have Student B answer.
 - Swap roles and repeat.
 - Afterwards, have some pairs demonstrate the activity in front of the class.
 Activity 3: E. Play the “Chain” game
 - Have students look at the example.
 - Divide the class into groups of four.
 - Have the students stand up.
 - Have Student A turn to Student B and ask the question, then have Student B answer. - Next, have Student B turn to Student C and ask the question, then have Student C 
answer. 
- Continue until all students have practiced. 
- Have some groups demonstrate the activity in front of the class.
Activity 4: Wrap-up & Assignments/ home-link.
1. What have you learnt from the lesson today? 
(introducing their father/ mother)
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 introducing their father/ 
mother)
D. AJUSTMENT
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 GRADE 2
 Date of teaching:2C(29/9/2022), 2A, 2B( 30/09/2022)
 Period: 7 UNIT 1: FEEING
 Lesson 2: A, B, C,D
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. identify the letter /Nn/and /n/ sound. 
2. identify the situations for introducing the word and sentence contained the sound.
3. Perform the song in interesting ways by using appropriate tone and meaningful 
 gestures;(skill)
4. Show their responsibility and respect for each other while taking part in activities 
and positive attitudes, appropriate gestures and intonation when saying the letter and 
sound.
B. LANGUAGE FOCUS
Phonics/ Vocabulary 
/n/ , nut, nose
Key grammatical structure(s)/ sentence patterns
This is a nut
C. INSTRUCTIONAL RESOURCES
- Textbook: I-learn Smart Start 2. page 12
- 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 trace the letter 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. perform a song using appropriate tone Student’s Observation
and gestures 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
 Activity 1: Warm-up: Play “Pass the balls” game (5’)
 - 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 suddenly.
 - Have the student with a red ball make a question for the child who has yellow ball. 
 - E.g Student with the red ball will ask “How are you?” The child with the yellow ball 
 will answer his/ her friend’s question “I’m happy.”
 Activity 2: Language input (Activity 1. Listen and repeat. Trace.) (8’)
 - Ask students to look at 2 pictures (page 12) and answer questions to identify the 
 situation.
 - Elicit the letter and sound.
 - Tell students that they are going to practise saying the letter and sound.
 - Play the recording more than once, if necessary, ask students to listen, point and 
 repeat.
 - Do choral and individual repetition, pointing to the characters speaking.
 - Play the recording again for students to listen and repeat.
 - Have students work in pairs, one points at the picture in the book and the other says 
 the word.
 - Say the word and make the gesture.
 - Do the actions and students say the word accordingly.
 - Have students work in pairs, one would do the action, the other say the word.
 Trace:
 - Have students call out the letter sound.
 - Demonstrate the steps of tracing the letters with your finger.
 - Have students trace the letters with their fingers. - Have some students demonstrate the activity in front of the class.
Activity 3: Language in put (Activity 2: Listen and repeat) (5’)
- Have students look at the picture and introduce the situation.
- Play audio and demonstrate the activity by pointing at the letter/sound and word. 
- Play the audio again. Have students listen and repeat.
- Point at the letter/sound and word.and have students call it out.
- Call some students to read aloud in front of the class.
Activity 4: Practice
a. Activity 3. Sing (10’)
- Show the lyrics on TV
- Play the recording and have students listen.
- Play the recording again, have students do actions along
- Play the recoprding again, have students listen, sing along, and do the actions.
(Give feedback).
- Remind Ss to look at the lyrics if necessary.
b. Activity 4. Listen and clap (5’)
- Demonstrate the activity.
- Have students stand up.
- Have students clap when they hear the letter sound.
Activity 5: Wrap-up & Assignments/ home-link. (2’)
1. What have you learnt from the lesson today? (the letter /Nn/and /n/ sound). 
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 4
 Date of teaching:4A,4B,4C( 26/9/2022)
 UNIT 2: I’M FROM JAPAN !
Period 11 Lesson 2: Part 1, 2, 3
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and 
Competence) 1. Identify the situation for the conversation between the registrar and Akiko (Setting, 
participants, topics).
2. use the words and phrases related to the topics Nationalities 
3. ask and answer questions about one’s nationality, using What nationality are you? 
I’m . 
4. love country and love people 
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
Vietnamese, English, American, Australian, Malaysian, Japanese.
Key grammatical structure
What nationality are you? – I’m (Vietnamese).
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4- Student’s book, page 14, Sachmem.vn, Teacher’s guide. 
- Flashcards for Unit 2, poster for Unit 2.
- A board, a computer, a projector/TV.
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Identify the situation for the Observation
conversation between the registrar Questions & 
 Students’ answers
and Akiko such as setting, answers
participant, topics. Key
2. Practice a role-play conversation 
 Students’ Talks and 
with classmates, using sentence Observation
 interaction
patterns.
3.ask and answer questions about Observation
 Student’s talks, and 
one’s nationality using What Questions & 
 interaction
nationality are you? I’m . answers
4. Use positive attitudes and Observation
 Student’s interaction 
appropriate gestures to ask an answer Questions & 
 and performance
someone’s nationality. 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
Where are you from? Then explain the word nationality in Vietnamese before 
introducing the new lesson. 
- Lead into the new lesson.
Activity 1: Language input (Activity 1: Look, listen and repeat)
Tell pupils that they are going to read a story in which the characters ask and answer 
questions about one’s nationality.
• Have pupils look at the pictures and ask them questions about the story: Who is this? 
Where is she? What is she doing? What does she say? (a. Akiko is at the registrar’s 
desk. The registrar asks Akiko’s name. b. The registrar wants to know Akiko’s 
country. c. She wants to know Akiko’s nationality.) • 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.
• Play the recording again for pupils to listen and repeat. 
- T gives feedback.
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Point and say.)
- Tell pupils that they are going to practise the question and answer What nationality 
are you? I’m + (nationality).
• Have them read the reminder box at the bottom of the page and tell them how to 
form the nationality from the name of a country.
• Point to the first picture and get one pupil to ask What nationality are you? and 
another to answer I’m Vietnamese. Repeat the procedure with the other pictures.
• Ask pupils to work in pairs, pointing to the characters speaking.
• Call a few pairs to act out the dialogue in front of the class. 
Check as a class and correct pronunciation, if necessary. 
Task 2: Guided practice (Let’s talk)
Tell pupils that they are going to practise more with the questions Where are you 
from? What nationality are you?
• Have pupils select the characters they would like to role-play and ask and answer the 
three questions in the Pupil’s Book in pairs.
• Expand the activity by asking pupils to use their genuine names and those of the 
local cities or towns. 
• Call on a few pairs to act out the dialogue in front of the class. Correct the 
pronunciation, if necessary 
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 one’s 
nationality using What nationality are you? I’m ..).
2. What’re the core values of the lesson? (Ss love country and love people).
- Remind students to learn by heart vocabulary, sentence patterns. 
- Prepare: Lesson 2 (4-6).
D. ADJUSTMENT.
 ..
.
 GRADE 4
 Date of teaching:4C( 27/9/2022),4a,4B( 29/09/2022)
Period: 12
 UNIT 2: I’M FROM JAPAN !
 Lesson 2: Part 4,5,6 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES:
By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and 
Competence)
1. Identify specific information through listening to conversations to number correct 
pictures.
2. Read and fill the gapped exchanges, using the pictures. .
3. Play the game Find someone who . 
4. Ss love country and love people.
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
Revision.
Key grammatical structure
Revision.
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4- Student’s book, page 15, Sachmem.vn, Teacher’s guide. 
- Flashcards for Unit 2, posters for Unit 2
- A board, a computer, a projector/TV.
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance 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. Play game Find someone who. Student’s answers Questions & answers
 Key
 Student’s 
4. Use positive attitudes and Observation
 interaction and 
appropriate gestures to play. Questions & answers
 performance
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and playing
- Spend a few minutes revising the previous lesson by having the class play Tic-Tac-
Toe, using the questions: Who is this? Where is he/she from? What nationality is 
he/she? 
- Lead into the new lesson.
Activity 1: Listening practice (Activity 1: Listen and number.)
- Tell pupils that they are going to listen to four dialogues and number the pictures.
• Have pupils look at the pictures and check their comprehension by eliciting the 
answers to the questions: Who is this? What is this? (a. Tony and the flag of Australia. 
b. Mai and the flag of Viet Nam. c. Akiko and the flag of Japan. d. Hakim and the flag of Malaysia.)
• Ask them to say where the children are from and their nationalities. Then play the 
recording for pupils to do the task.
Key: a 3 b 1 c 4 d 2 
Activity 2: Controlled & guided practice
Task 1: Writing practice (Activity 2: Look and write)
Have pupils look at the pictures and read the gapped sentences in silence. Use the first 
picture as an example and check their comprehension by asking: Who’s in this 
picture? Where is she from? What nationality is she? Then guide pupils to fill the 
gaps before asking them to do the task individually.
• Check answers as a class and call three pupils to read aloud the completed 
sentences.
Key: 2 America, American 3 England, English 4 Japan, Japanese 
Task 2: Guided practice (Activity 3. Let’s play)
- Prepare equal numbers of cards with the following words: America, Australia, 
England, Malaysia, Viet Nam and Japan. The total number of cards should be equal 
to or more than the number of pupils. Then mix the cards up and deliver one to every 
individual in the class. The cards represent where the pupils are from.
• Tell pupils to choose a country. They should talk to their classmates and try to find 
one who is from the country they have chosen.
• When everyone has found a classmate from the country of their choice, call a few to 
introduce themselves and their partners, by saying the countries they are from and 
their nationalities.
(e.g.I’m Ha. I’m from England. I’m English. Linh is from America. She’s American.) 
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 country and love people).
- Remind students to learn by heart vocabulary, sentence patterns, revise. 
- Prepare Unit 2: Lesson 3
D. ADJUSTMENT.
 ..
.
 GRADE 4
 Date of teaching:4C( 29/9/2022),4A,4B( 30/9/2022)
Period: 13
 UNIT 2: I’M FROM JAPAN !
 Lesson 1 : 1-2 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. pronounce the sounds of the letters j and v in the words Japan and Vietnamese
2. identify the specific information from 4 sentences about country and nationality by 
circling the correct answers;
3. perform the chant “What nationality are you?” in interesting ways, using 
appropriate and meaningful gestures;
4. live responsibly and love people 
B. LANGUAGE FOCUS.
1. Key terms
from, England
2. Key grammatical structures 
The sentence patterns: Hello, I’m ., I’m from 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Student’s book page 10
- Audio track: Unit 1- Lesson 3, activity 1,2,3 page 10
- Computer & Projector
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
Performance Tasks Assessment tools
 products
1. Listen and repeat the sounds of the 
letters j and v in the words and Student’s speech Observation
sentences.
2. Listen and circle the correct 
 Student's answers and Observation, 
answers, then write and say aloud the 
 speech Key
sentences.
 Observation
 Rubric (accuracy, 
3. Perform the chant “What nationality 
 performance styles, 
are you?” in interesting ways, using Group’s performance
 gestures, facial 
appropriate and meaningful gestures;
 expressions)- 
 optional
 Observation
 Student’s interaction 
4. love country and love people Questions & 
 and performance
 answers
 STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES
Activity 1: Warmer
- Spend a few minutes revising the previous lesson by asking six pupils to point and 
introduce Mai, Linda, Tony, Peter, Hakim and Akiko, e.g. This is Mai. She’s from Viet 
Nam. She’s Vietnamese. Use flashcards of the characters if possible. 
- lead them to the new lesson.
Activity 2: Pronunciation practice (Activity 1: Listen and repeat on page 22)
Tell pupils that they are going to practise saying the sounds of the letters j and v in the 
words Japan and Vietnamese respectively. • Play the recording and ask pupils to point respectively at each letter (j, v), word 
(Japan, Vietnamese) or sentence (I’m from Japan. I’m Vietnamese.) in their books 
while they are listening. Then have them repeat the sounds, words and sentences twice 
before doing choral and individual repetition until they feel confident.
• Get some pupils to perform in front of the class. Check as a class and correct the 
pronunciation, if necessary. 
Activity 3: Listening practice (Listen and circle a or b. Then write and say aloud)
Tell pupils that they are going to listen to the recording and tick the correct words. 
Have them
read the words before playing the recording.
• Check as a class and ask pupils to say the words aloud. To extend this activity, ask 
pupils to say sentences with the four words (e.g. Akiko is from Japan. She’s Japanese. 
Quan is from Viet Nam. He’s Vietnamese.)
Key: 1 b 2 a 
Activity 4: Chant practice (Let’s chant)
Ask pupils to match each character with the corresponding lines. Then play the 
recording for them to repeat the lines twice.
• Divide the class into two groups: one chants the questions and the other chants the 
answers. Swap the roles after one round.
• You may encourage pupils to substitute the countries and nationalities and chant 
again. 
Activity 5: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(Practise listen and repeat the sounds of the letters j and v in the words and sentences)
 2. What’re the core values of the lesson? 
(ask and answer questions about one’s nationality, using What nationality are you? 
I’m ..)
- Remind students to do exercises in the workbook and to prepare for the next lesson 
(Unit 2, Lesson 3).
D. ADJUSTMENT.
 ..
.
 GRADE 4
 Date of teaching:4C( 29/9/2022),4A,4B( 30/9/2022)
Period: 14
 UNIT 2: I’M FROM JAPAN !
 Lesson 1 : 3-4-5
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to: 1. read and understand cards about Akiko and her friends’ countries and 
nationalities 
2. write the answers .
3. Show pride and love to your friends’ countries and nationalities and respect to 
others. 
B. LANGUAGE FOCUS.
1. Key terms
Tokyo, Sydney, London, New York
2. Key grammatical structures 
Review
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Student’s book page 17
- Audio track: Unit 2- Lesson 3, activity 4,5,6 page 17
- Computer & Projector
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
Performance Tasks Assessment tools
 products
1. read and understand cards about 
Akiko and her friends’ countries and Student’s speech Observation
nationalities.
 Student's answers and Observation, 
2. write the answers
 speech Key
3. Show pride and love to your friends’ Observation
 Student’s interaction 
countries and nationalities and respect Questions & 
 and performance
to others. answers
 STAGE 3: TEACHING PROCEDURE/ LEARNING EXPERIENCES
Activity 1: Warmer
- Spend a few minutes revising the previous lesson by asking the class to say the 
 chant What nationality are you? Divide the class into two groups, each group 
 saying one verse of the chant. 
- Lead into new lesson.
Activity 2: Reading and writing practice
Task 1: Read and complete:
Tell pupils that they are going to read the text and complete the table.
• Give pupils a few seconds to look at the picture. Point to the children in the picture 
and ask: Who’s in the picture? Where are they? Where’s he/she from? What’s his/her 
nationality?
• Tell pupils that the text will tell them more about the children. They will know 
which cities they are from.
• Set a time limit for pupils to do the task independently. Walk around monitoring and 
offering help, if necessary.
• Get pupils to swap their answers and correct them before checking as a class. Do a 
choral repetition of the text if there is enough time.
Key:
Tony Sydney Australia Australian Linda London England English
Tom New York America American
Task 2: Let’s write 
Tell pupils that they are going to write the answers to Quan’s questions.
• Set a time limit for pupils to do the task independently. Remind pupils to give 
genuine facts about themselves.
• Get pupils to swap their writing and call one or two to read aloud their work.
• If time allows, ask pupils to role-play the dialogue in pairs.
Key: Pupils’ own answers 
Activity 3: Guided practice (Project) 
Tell the class about the project. Pupils should select a country and make a name card 
for themselves. They should also draw a small flag of the country. Prepare resources 
like scissors, cards, rulers, pens and crayons.
• Ask pupils to look at the sample name card in their books, and tell them to draw a 
rectangular box of 9cm (width) x 5cm (height) on a card. Have them copy down the 
text onto the box and complete the details before drawing the flag and trimming the 
card.
• Have a display of all the name cards and select a few pupils to present theirs orally 
before removing all the cards to keep in pupils’ portfolios.
• You may also select the three best cards and award the pupils with small prizes (e.g. 
stickers or pencils). That way, pupils will be more motivated to do the project.
Key: Pupils’ own answers
Activity 5: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(read and understand cards about Akiko and her friends’ countries and nationalities.)
 2. What’re the core values of the lesson? 
(Show pride and love to your friends’ countries and nationalities and respect to 
others.)
- Remind students to do exercises in the workbook and to prepare for the next lesson 
(Unit 3, Lesson 1).
D. ADJUSTMENT.
 ..