Kế hoạch bài dạy Tiếng Anh Lớp 1, 2, 4 - Tuần 30 - Ngô Thị Phương Thảo

 WEEK 30
 GRADE 1
 Date of teaching: 1A,1B (10/04/2023), 1C( 11/04/2023)
Period 57 UNIT 9: TOYS
 Lesson 3: D-E
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of this lesson, students will be able to :
Ask and answer about numbers of objects.
B. LANGUAGE FOCUS
Vocabulary: 
 How many, seven, eight, nine, ten, cars, bags
Key grammatical structures:
 • How may cars ?(Ten) (cars) 
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 2: Student’s book page 
- Audios (Unit 9), 
- 4 cards .
- a computer and a projector. 
STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation
 1. Listen to the story listen and role play Questions & answers
 Key
 Students' listen and repeat 
 2.Listen and repeat Observation
 and talk 
 Students’ play count Observation
 3. play: count the objects
 objects
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm-up
Option 1: Flyswatter
-Play flashcards ( or write “ seven books, nine teddy bears, ten cards, eight balls) on 
the board.
-Divide the class into four teams. Have one student from each team come to the board 
holding a flyswatter. 
-Read content of one flashcard aloud, e.g. “seven books” . Have students race to the 
board and hit the words with the flyswatter. The winner is the one who hits the correct 
words first.
-Play until everyone in the class has had at least one turn. New lesson
 D-1. Listen to the story.
CD2- Track 50
-Have students call out the things they can see.
-Introduce the situation: “ Vinh and Bobby are playing. Vinh asks: How many cars? 
And Bobby answers: Seven cars.”
-Play audio and have students listen and read. 
2. Listen and repeat.
-Have students look at the useful language box.
-Play audio. Have students listen to the useful language.
-Have students work in pairs, practicing the useful language.
Optional activity 1: Role-play
-Have students work in pairs and act out the story.
E- Play” Count the objects”
-Have students look at the pictures and call out the things they see.
-Divide the class into pairs.
-Have Student A ask and Student B answer.
-Swap roles and repeat.
-Have some pairs demonstrate the activity in front of the class.
Optio-nal activity 2: 
-Have students take out their school things, count the things they have and work -
-Swap roles and continue.
Wrap-up
Option 1: Unscramble the sentence.
 many How ? balls
 balls Six .
 ? cars many How
 Nine . cars
-Have students work in groups of four. 
-Give each groups some flash cards, each card has a word on it.
-Set up a limit time.
-Have students arrange words to make sentences. There are four sentences for each 
group.
-Have students in each group give their ideas about the tasks. -Teacher gives correct answers. 
Option 2: Running dictation
-Stick some pictures (one bag, nine teddy bears, ten cars, eight balls) on the walls in 
the class.
-Have students work in pairs. One runs and find the pictures around him/ her, then 
turn back to his pair and tell what he/ she has seen. E. g One bag. His/ Her friend 
writes down the word he/ she has heard. 
 Ask students to answer the following questions: 
1. What have you learnt from the lesson today?( identify about room in a house)
2. What’re the core values of the lesson? Love your house.,protect your room 
clearly.
-Do exercises in the workbook. Learn by heart the new words and structures
D.ADJUSTMENT
 ................................
 GRADE 1
 Date of teaching: 1A,1B (11/04/2023), 1C( 13/04/2023)
Period 58: UNIT 10: MY HOUSE
 Lesson 1: A-C
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of this lesson, students will be able to identify rooms in a house.
B. LANGUAGE FOCUS
Vocabulary: 
: living room, kitchen, bedroom
Key grammatical structures:
 • This is my (living room).
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 1: Student’s book page 
- Audios (Unit 10), 
- 4 cards .
- a computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation
 1. Listen ,point and repeat Point and read Questions & answers
 Key Students' listen and repeat 
 2.Listen and point. Observation
 and talk 
 Observation
 3. Sing. Students’ listen and repeat.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up
Find your partner
-Give each child a flashcard, with at least two children having the same cards (seven 
cars, eight balls,...).
-Children walk around the classroom to find a classmate who has the same picture by 
asking “How many ( cars)?”
-Children answer the questions, swap roles and continue the game
A Activity 1- Listen and point. Repeat.
CD2- Track 53
-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. 
-Play "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.
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.
-The final child says the word out loud, and the first child holds up the flashcard to see 
whether the word is correct
Activity 2: Listen and point.
CD2- Track 54
-Introduce the situation: “Bill and Lola are talking about Bill’s house ”
-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. 
-Divide the class into two groups, one is in the role of Bill and one is in the role of 
Lola. Have them listen, repeat and point to the pictures.
Game:
-Give students word cards (bedroom, kitchen). Play audio again and have them stick 
on the pictures.
-Correct as a whole class.
Activity 3.- Sing.
CD2- Track 55
-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
Wrap-up Option 1: Back to back dictation
-Divide the class into pairs and have them sit back to back.
-Give child A one picture of a room in the house (e.g. bedroom). Give child B a piece 
of paper.
-Child A says the name of the room. E.g. bedroom. Child B listens and writes down 
the word.
-Once finished, the two children compare their pictures and the words if they are the 
same.
-Swap roles and continue.
 Ask students to answer the following questions: 
1. What have you learnt from the lesson today?( identify about room in a house)
2. What’re the core values of the lesson? Love your house.,protect your room 
clearly.
-Do exercises in the workbook. Learn by heart the new words and structures
D.ADJUSTMENT
 ................................
 GRADE 2
 Date of teaching 2A,B,C(11/04/2023)
Period 57: UNIT 9: CLASSROOM ACTIVITIES
 Lesson 3: A-C
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. identify some acitivities (Count numbers, draw pictures, spell words, sing songs) 
from the recording and the given pictures;
2. identify the situations(setting, participants, topic) and the sentence pattern I can....;
3. perform the sentence pattern through the game by using appropriate tone and 
 meaningful gestures;
4.show pride about their abilities by using appropriate gestures and intonation when 
 asking and answering.
B. LANGUAGE FOCUS
Vocabulary 
 Count numbers, draw pictures, spell words, sing songs
Sentence pattern
I can..........
C. INSTRUCTIONAL RESOURCES
-Student’s book, p.62. -Situational pictures and activity pictures on page 62
 -Pictures of activities
 -CD2, Track 52,53,54(Activities A,B,C)
 -Song lyrics printed on page 70.
 STAGE 2: ASSESSMENT EVIDENCE
 Performanceproducts Assessment tools
Performance Tasks
1. Listen and repeat, then point to the Student’s answers/ 
 Observation
 pictures of activities. actions
2. Answer the questions about the 
 Observation
 situation about some abilitiessuch as Student’s answers
 Questions & answers
 setting, participants, topic.
3. play the game using appropriate tone 
 Student’s performance Observation
 and gestures in groups.
4. .show pride in what they can do and 
 great respect for other people’ 
 Student’s talk and Observation, 
 abilities by using appropriate 
 interaction Questions & answers
 gestures and intonation when asking 
 and answering about abilities.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Activity 1: Warm-up(Greeting & Singing a song)
 - Greet ss.
 - Sing the “Phonics Song”
 (source : Kids TV 123 
 Activity 2:Listen and point. Repeat. – P.62
 - Show pictures onTV, play audio, point to each picture.
 - Have students listen to each new word.
 - Have ss look at their books, play audio again, and point to each picture in their 
 books. 
 - Play audio again and have students listen and repeat. 
 - Use flashcards and ask ss to read the words aloud.
 *play the game: what’s missing?
 Activity 3: 
 1. Listen and point. – P.62
 - Show the situational picture (Activity B on page 62) and ask the following 
 questions to help them identify the situation.
 1. Point to pictures and ask “what activity is it??” (in the swimming pool) 2. Point to picture 2 and ask “where are they?” (at school.)
- Play the recording (Track 53), point to the picture while listening. 
- Play the recording again, ask students to look at the picture in their book, listen and 
point to the picture.
- Have students look, listen and say aloud the sentences.
- Elicit the sentence pattern: “I can..........” and explain the meaning and the use.
(I can.....” is used to say about abilities.)
- Call on a student to listen and point, the whole class look at picture and say the 
sentence.
- Give constructive feedback and correct their pronunciation if necessary.
2. Listen and repeat. (CD2 – Track 54)
- Have students look at the useful language box.
- Play audio. Have students listen to the useful language.
- Have students practice the useful language.
Activity 4: Play the “ Pretend” game 
-Have students look at the example.
- Have one student come to the front of the class.
- Have that student do an action silently.
- Have the other students try to guess the action..
Activity 5: Wrap-up & Assignments.
1. What have you learnt from the lesson today? 
(Learn about some activities, say about abilities- I can.......)
2. What’re the core value of the lesson? 
(.show pride about their abilities by using appropriate gestures and intonation when 
 asking and answering about abilities).
D. ADJUSTMENT.
 GRADE 2
 Date of teaching 2C(06/04/2023),2A,B( 07/04/2003)
Period 58: UNIT 9: CLASSROOM ACTIVITIES
 Lesson 3: D-E
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Review the related vocabulary items and structures to talk about clothes. 2. Practise talking and listeningabout clothes
3. Show positive attitudes and appropriate gestures to talk about clothes.
B. LANGUAGE FOCUS
- Vocabulary : Review words of clothes.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 2- Student’s book, page 56, Eduhome.vn, Teacher’s guide.
- Flashcards for Unit 8.
- Computer, projector.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Performance Tasks Assessment tools
 products
 1.Play the game “Spelling race” to Observation 
 Student's speech
 practise talking and listening
 2. Listen and tick the box Student’s speech Observation
 Student’s 
 3. Play the game"Stepping stones" Observation
 performance
 4. Show positive attitudes and 
 Student’s 
 Observation
 appropriate gestures to talk about interaction and 
 clothes. performance
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Activity 1: 
- Sing “Clothing Song For Kids”
(Source:DreamEnglishKids: 
Activity 2: Game: Spelling race
- Divide the class into groups and give each student a letter card.
- Say a word of clothes. Children race to spell the word, using the letter cards.
- Give one point to each group that spells the word correctly.
- Continue until all the words have been used. 
Activity 3: Listen and ( √ ) the box. 
- Have students look at the pictures and call out the clothes they can see.
- Play audio and demonstrate the activity using the example.
- Play audio. Have students listen and tick the box. - Play audio again and check answers as a whole class.
Activity 3: Play "Stepping stones"
- Divide the class into pairs.
- Have Student A start at A and say the first sentence.
- Have Student B start at B and say the first sentence.
- Have students take turns saying the sentences as they go all the way around.
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
(learn the sound of the letter Y/y in some words)
2. What’re the core values of the lesson? 
(Have a sense of keeping objects carefully and the importance of pronounciation).
- Prepare for the next lesson : Unit 9: Lesson 3: A-C
D.ADJUSTMENT
 ................................
 GRADE 4
 Date of teaching: 4A,B,C(10/04/2023)
Period 113: UNIT 17: HOW MUCH IS THE T-SHIRT?
 Lesson 3: 4-6
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of this period, students will be able to: 
- Read the paragraph and fill in the chart. 
- Draw three clothing items and write the prices
- make four flashcards of clothes. draw a clothing item on one side of each card and 
write the word for it on the other side. Practice with their partners
B. LANGUAGE FOCUS.
 - Sentence Patterns: Revision 
 - Vocabulary: Revision 
The sentence patterns: 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4:Sachmem.vn , student’s book page 51
- Pictures,posters
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools Observation
1. Read and complete Students’ answers Questions & answers
 Key
2. Draw three clothing items and Student’s talks, and Observation
write the prices interaction Questions & answers
 Student’s talks, and Observation
3. Project.
 interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: 
Spend a few minutes revising the previous lesson. Have the class pronounce two-syllable 
words with the stress on the first syllable. Remind them to use a louder voice for the first 
syllable. You may ask them to clap at the stressed syllable as they say the words. Here 
are some words you may use: sandals, trousers, jumper, jacket, yellow, orange, hundred, 
thousand. 
Activity 1: Language input (Activity 1: Read and complete.)
 Spend a few minutes having pupils play the game Bang!
• Write these words on separate pieces of paper: a blouse, a short skirt, a red scarf, a 
pair of sandals, a jacket, a jumper, a long skirt, a pair of socks, a pair of shoes, a pair 
of trousers and a pair of slippers. Fold them in half and put them in a box. Add a few 
pieces that say BANG! Pupils take turns picking pieces of paper. If they read the 
words aloud correctly, they will get to keep the paper. If they draw a BANG! card, 
they will yell BANG! and then return all their cards (except the BANG! card) to the 
box. The pupil who has the most cards at the end of the game
is the winner.
• Introduce the task. Set a time limit for pupils to read the text and complete the table. 
Circulate to monitor and offer help, if necessary.
• Get pupils to swap and correct their answers before checking as a class.
Key:
 At school 
 At home
 a blouse, a short skirt, a red a blouse, a pair of shorts 
On hot days scarf and a and
 pair of sandals a pair of slippers
 a jacket over a jumper, a long a jumper, a pair of 
 skirt, a red trousers, a
On cold days 
 scarf and a pair of socks and pair of socks and 
 shoes slippers
 Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Draw three clothing items and write the 
prices.)
Introduce the activity by saying Now it’s time for you to draw your three favourite 
clothing items and write their prices.
• Draw a few sketches of clothes on the board as examples.
• Set a time limit for them to do the task in silence. When time is up, get two or three pupils to show their drawings and read aloud their writing.
Key: Pupils’ own answers 
Task 2: Guided practice (Activity 3: Project)
Tell pupils that they are going to make four flashcards of clothes.
• Give each pupil four cards, and also some crayons and colour pencils for drawing. 
They should draw a clothing item on one side of each card and write the word for it on 
the other side. Then they should show the flashcards to the class and talk about them. 
Check understanding.
• If there is not enough time, ask pupils to do the task as homework. Tell pupils that you 
will invite a few of them to give a presentation of their work in the next class.
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 and write about clothes )
2. What’re the core values of the lesson? 
(Use positive attitudes and appropriate gestures to ask and answer questions about 
prices of clothes (plural), 
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 18 – lesson 1).
D. ADJUSTMENT
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 _________________________________
 GRADE 4
 Date of teaching: 4C(11/04/2023), 4A,B(13/04/2023)
Period 112: UNIT 18: WHAT’S YOUR PHONE NUMER?
 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. use the words and phrases related to the topics Phone numbers.
2. ask and answer questions about phone numbers, using What’s ...’s phone number? 
It’s ... 
3.Use positive attitudes and appropriate gestures for Sts to ask and answer questions 
about phone numbers 
B. LANGUAGE FOCUS.
1. Key terms: phone number, Lily, John, Sally, Sam 
2. Key grammatical structure 
The sentence patterns: What’s ...’s phone number? It’s ... 
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4 - Student’s book, page 52 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 & 
Linda and Nam such as setting, 
 answersKey
participant, topics.
2. Practice a role-play conversation 
 Students' talks and 
with classmates, using the picture Observation
 interaction
prompts.
3. ask and answer questions about Observation
 Student’s talks, and 
phone numbers using the sentence Questions & 
 interaction
patterns. answers
4. Use positive attitudes and 
 Observation
appropriate gestures for Sts to ask and Student’s interaction 
 Questions & 
answer questions about phone and performance
 answers
numbers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and talking
Prepare pupils for this unit by revising numbers from zero to nine. Write the numbers 
randomly on the board. Point at each of them and have pupils say the number. Point at 
a quicker pace to make it more challenging 
- Introduce the new topic
Activity 1: Language input (Activity 1: Look, listen and repeat.)
Tell the class that they are going to read a story in which the characters ask and answer 
questions about phone numbers, using What’s ...’s phone number? It’s ...
• Have pupils look at the four pictures to discuss the context in which the language is 
used.
Ask them questions such as Who are they? Where are they? What are they talking 
about? (Nam and Linda are at school. In Pictures a, b and c, they are talking about 
Linda’s new mobile phone. In Picture d, Nam asks Linda for her phone number, using 
What’s your phone number? and Linda answers It’s 0912 158 657.) Check 
comprehension.
• Play the recording so they can 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: full controlled & less controlled
Task 1: Controlled practice (Activity 2: Point and say.)
Tell pupils that they are going to practise asking and answering questions about phone 
numbers, using What’s ...’s phone number? It’s ...
• Have them look at the phone numbers in the pictures and the names under them. 
Point to Picture a and have them say the phone number. Do choral and individual 
repetition. Then tell the class to work in pairs and practise asking and answering 
questions about phone numbers, using the text in the bubbles and the picture cues. • Call a few pairs to act out the dialogue in front of the class. Check as a class or 
correct pronunciation, if necessary. 
Task 2: Guided practice.( Activity 3:Work in pairs.)
Tell pupils that they are going to ask their partners’ phone numbers in pairs, using 
What’s ...’s phone number? It’s ...
• Ask pupils to write their own phone number on a piece of paper.
• Have them work in pairs, one asking and the other giving the answer.
• Call on a few pairs to act out the dialogue in front of the class. Correct the 
pronunciation, if necessary 
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (ask and answer questions about phone numbers)
 2. What’re the core values of the lesson? 
(Use positive attitudes and appropriate gestures for Sts to ask and answer questions about 
phone numbers)
- Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 18. Lesson 1 P3-5 on page 53.
D. ADJUSTMENT
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 _________________________________
 GRADE 4
 Date of teaching: 4C(13/04/2023), 4A,B(14/04/2023)
Period 115: UNIT 17: WHAT’S YOUR PHONE NUMBER?
 Lesson 1: 3-5
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and 
Competence)
1. use the words and phrases related to the topics Phone numbers.
2. Practice listening comprehension skills
3. Read and write 
4. Expand vocabulary and improve pronunciation through songs
What's your phone number?
5.Use positive attitudes and appropriate gestures for Sts to ask and answer questions 
about phone numbers 
B. LANGUAGE FOCUS.
1. Key terms: review
2. Key grammatical structure 
The sentence patterns: What’s ...’s phone number? It’s ... 
 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
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 ...’s phone number? 
Activity 1: Language input (Activity 1: Listen and tick.)
Tell the class that they are going to listen to three dialogues about phone numbers and 
tick the correct pictures.
• Have pupils look at the pictures to identify that each picture shows one phone 
number. Ask them how these phone numbers are said in English. Have them point to 
each of the pictures and say aloud the phone number in English.
• 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 phone numbers.
• Get pupils to swap their answers before you check as a class.
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 phone numbers.
• Have them look at the pictures to identify the phone numbers. Ask them how these 
phone numbers are said in English.
• Give pupils time to do the task independently. Remind them to write the words for 
the numbers.
• Get them to swap their answers before checking as a class.
Key: 2 It’s oh-nine-eight-five, oh-nine-seven, oh-nine-nine.
3 It’s oh-nine-one-two, two-eight-three, eight-oh-four. 
Task 2: Let’s sing.
Tell pupils that they are going to sing the song What’s your phone number? Teach the 
song, following the procedure in Teaching the unit components in Introduction.
• Have them read each line of the lyrics aloud. 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 pair 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 phone number.)
 2. What’re the core values of the lesson? (Use positive attitudes and appropriate gestures for Sts to ask and answer questions about 
phone number )
- Remind students to do exercises in the workbook.
- Prepare for the next lesson (Unit 18. Lesson 2. 1-3 on pages 54).
D. ADJUSTMENT
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 _________________________________
 GRADE 4
 Date of teaching: 4C(13/04/2023), 4A,B(14/04/2023)
Period 116: UNIT 17: HOW MUCH IS THE T-SHIRT?
 Lesson 2: 1-3
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
 By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and 
Competence)
1. use the words and phrases related to the topics Outdoor activities 
2. accept and decline an invitation, using Would you like to ...? I’d love to./Sorry, I 
can’t. 
3.Use positive attitudes and appropriate gestures for Sts to accept and decline an 
invitation 
B. LANGUAGE FOCUS.
1. Key terms: I’d love to, sorry, go for a walk, go for a picnic, go fishing, go skating
2. Key grammatical structure 
The sentence patterns: Would you like to ...? I’d love to./Sorry, I can’t. 
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4 - Student’s book, page 54 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 & 
Peter and Mai such as setting, 
 answersKey
participant, topics.
2. Practice a role-play conversation 
 Students' talks and 
with classmates, using the picture Observation
 interaction
prompts.
 Observation
3. accept and decline an invitation Student’s talks, and 
 Questions & 
using the sentence patterns. interaction
 answers
4.Use positive attitudes and Observation
 Student’s interaction 
appropriate gestures for Sts to accept Questions & 
 and performance
and decline an invitation answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and watching.
Ask some pupils to go to the front of the class to sing the song What’s your phone 
number? The rest of the class sing along and clap hands. 
- Introduce the new topic
Activity 1: Language input (Activity 1: Look, listen and repeat.)
Tell the class that they are going to read a story in which the characters accept and 
decline an invitation, using Would you like to ...? I’d love to./Sorry, I can’t.
• Have pupils look at the three pictures to understand how the language is used. Ask 
questions such as Who are they? Where are they? and What are they saying? (In Picture 
a, Peter is calling Mai from his home, asking May I speak to Mai, please? and Mai 
replies Speaking. Who is it? Then Peter asks Would you like to go for a picnic? and Mai 
answers Yes, I’d love to.) Check comprehension.
• Play the recording a few times for pupils to listen and repeat. Do choral and individual 
repetition, pointing to the characters speaking.
• Play the recording again so they can listen and repeat. 
Activity 2: full controlled & less controlled
Task 1: Controlled practice (Activity 2: Point and say.)
Tell pupils that they are going to practise making and accepting/declining an 
invitation, using Would you like to ...? I’d love to. or Sorry, I can’t.
• Have them look at the pictures to understand the collocations go for a walk, go for a 
picnic, go fishing and go skating. Point to Picture a and have them repeat the words 
under it. Do choral and individual repetition. Then tell the class to practise making an 
invitation and accepting or declining it in pairs.
• Repeat the same procedure with the rest of the pictures. Do choral and individual 
repetition and then practise in pairs.
• 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.( Activity 3: Let’s talk)
Tell pupils that they are going to revise what they have learnt in Lessons 1 and 2.
Remind them of the questions May I speak to ...? Would you like to ...? What’s your 
phone number? and how to respond to these questions.
• Ask them to work in pairs: one pupil asks the questions and the other gives the 
answers.
Remind them to use facts about themselves. Go around offering help. Correct
pronunciation, if necessary.
• Call on a few pairs to act out the dialogue in front of the class 
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (accept and decline an invitation). 
 2. What’re the core values of the lesson? 
 (Use positive attitudes and appropriate gestures for Sts accept and decline an 
invitation) - Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 18. Lesson 2 P4-6 on page 55 .
D. ADJUSTMENT
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