Kế hoạch bài dạy Tiếng Anh Lớp 1, 2, 4 - Tuần 31 - Ngô Thị Phương Thảo

 WEEK 31
 GRADE 1
 Date of teaching: 1A,1B (17/04/2023), 1C( 18/04/2023)
Period 59 UNIT 10: MY HOUSE
 Lesson 2: 1-4
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and 
Competence).
1. Review the sounds for letters A to M.;
2. Identify and pronoun the sound of the letter Kk; Ll 
3. Play “stepping stone”
4. Loving and sharing together
B. LANGUAGE FOCUS
- Letter : Ll; Kk
- Vocabulary : leaf, love, kick, kite
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 1- Student’s book, page 64, Eduhome.vn, Teacher’s guide.
- Flashcards for Unit 10.
- Computer, projector.
STAGE 2: ASSESSMENT EVIDENCE
 Performance 
Performance Tasks Assessment tools
 products
 Observation 
1.Listen and repeat. Student's speech
2. Listen and point Student’s speech Observation
 Student’s 
3. Find odd one out Observation
 performance
4. Show positive attitudes and 
 Student’s 
appropriate gestures to pronounce the Observation
 interaction and 
sounds of the letters Kk, Ll correctly;
 performance
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm-up:
Sing the alphabet song
Write the letter, say the word
-Write the letters of the alphabet on the board and ask children to continue the list 
from their previous phonics lessons. -Ask the students to give the words that begin with the letters a to m (ant, boy, ) 
from the previous phonics lessons. 
-Use phonics cards to prompt if necessary.
1. Listen and repeat. 
CD2- Track 56
-Have students look at the pictures.
-Point to the pictures and say the letters’ sounds.
-Play audio. Have students listen and repeat the letter sounds.
2. Listen and point.
CD2-Track 57
-Have students look at the pictures.
-Demonstrate pointing to the correct letter when you hear the sound. 
-Play audio. Have students point to the correct picture at the top of the page when 
they hear the appropriate sound. 
3. Find the odd one out. Circle a, b, or c.
-Have students look at the pictures and call out the things they can see. 
Demonstrate the activity using the example.
-Have students choose the odd one out and circle a , b , or c .
-Check answers as a whole class
4. Play “Stepping stones”. 
-Divide the class into pairs.
-Have each pair plays rocks, paper and scissors. The winner will play first.
-Have Student A start at A and say the first letter sound.
-Have Student B start at B and say the first letter sound.
-Have students take turns saying the sounds and go all the way round
Optional activities:
Option 1: Pair race
-Divide the class into two teams, each team has some flashcards of letters a, b, c, 
d . and pictures of ant, boy, door, cap 
-Say Go. Two students of each team take a letter and a picture run to the board. If 
the letter and picture are matched. They will have one point.
-Continue the game as the same way.
Wrap-up
Option 1: Tracing on backs
-Review the previous phonics lesson. Divide the class into groups.
-Have each group make a line, with the first child standing near the board and the 
last child standing near the back of the classroom.
-Pass out a phonics card to the last child of each line, but don't have them look at 
the card until you say, Go.
-Have children “Write” the letter very slowly on their classmates’ backs with their fingers.
-The first child goes the board, writes the letter, and says the sound. The quickest 
group with the correct letter and pronunciation wins.
1. What have you learnt from the lesson today? 
 (Pronounce the sounds of the letters “Kk, Ll” )
2. What’re the core values of the lesson? 
 - Loving and sharing together
 - * Home-link
 - Remind students to review alphabets
D.ADJUSTMENT
 ................................
 GRADE 1
 Date of teaching: 1A,1B (18/04/2023), 1C( 20/04/2023)
Period 58: UNIT 10: MY HOUSE
 Lesson 2: 1-4
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and 
Competence).
1. Review the sounds for letters A to M.;
2. Identify and pronoun the sound of the letter Kk; Ll 
3. Play “stepping stone”
4. Loving and sharing together
B. LANGUAGE FOCUS
- Letter : Ll; Kk
- Vocabulary : leaf, love, kick, kite
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 1- Student’s book, page 64, Eduhome.vn, Teacher’s guide.
- Flashcards for Unit 10.
- Computer, projector.
STAGE 2: ASSESSMENT EVIDENCE
 Performance 
Performance Tasks Assessment tools
 products
 Observation 
1.Listen and repeat. Student's speech
2. Listen and point Student’s speech Observation Student’s 
3. Find odd one out Observation
 performance
4. Show positive attitudes and 
 Student’s 
appropriate gestures to pronounce the Observation
 interaction and 
sounds of the letters Kk, Ll correctly;
 performance
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm-up:
Sing the alphabet song
Write the letter, say the word
-Write the letters of the alphabet on the board and ask children to continue the list 
from their previous phonics lessons.
-Ask the students to give the words that begin with the letters a to m (ant, boy, ) 
from the previous phonics lessons. 
-Use phonics cards to prompt if necessary.
1. Listen and repeat. 
CD2- Track 56
-Have students look at the pictures.
-Point to the pictures and say the letters’ sounds.
-Play audio. Have students listen and repeat the letter sounds.
2. Listen and point.
CD2-Track 57
-Have students look at the pictures.
-Demonstrate pointing to the correct letter when you hear the sound. 
-Play audio. Have students point to the correct picture at the top of the page when 
they hear the appropriate sound. 
3. Find the odd one out. Circle a, b, or c.
-Have students look at the pictures and call out the things they can see. 
Demonstrate the activity using the example.
-Have students choose the odd one out and circle a , b , or c .
-Check answers as a whole class
4. Play “Stepping stones”. 
-Divide the class into pairs.
-Have each pair plays rocks, paper and scissors. The winner will play first.
-Have Student A start at A and say the first letter sound.
-Have Student B start at B and say the first letter sound.
-Have students take turns saying the sounds and go all the way round
Optional activities:
Option 1: Pair race -Divide the class into two teams, each team has some flashcards of letters a, b, c, 
d . and pictures of ant, boy, door, cap 
-Say Go. Two students of each team take a letter and a picture run to the board. If 
the letter and picture are matched. They will have one point.
-Continue the game as the same way.
Wrap-up
Option 1: Tracing on backs
-Review the previous phonics lesson. Divide the class into groups.
-Have each group make a line, with the first child standing near the board and the 
last child standing near the back of the classroom.
-Pass out a phonics card to the last child of each line, but don't have them look at 
the card until you say, Go.
-Have children “Write” the letter very slowly on their classmates’ backs with their 
fingers.
-The first child goes the board, writes the letter, and says the sound. The quickest 
group with the correct letter and pronunciation wins.
1. What have you learnt from the lesson today? 
 (Pronounce the sounds of the letters “Kk, Ll” )
2. What’re the core values of the lesson? 
 - Loving and sharing together
 - * Home-link
 - Remind students to review alphabets
D.ADJUSTMENT
 ................................
 GRADE 2
 Date of teaching 2A,B,C(18/04/2023)
Period 59: UNIT 10: DAYS OF WEEK
 Lesson 1: A-E
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Identify some days of the week(Thursday, Friday, Saturday, Sunday)from the 
recording and the given pictures;(Cognition)
2. identify the situations for conversationsamong the theacher and class(setting, 
participants, topic) and the sentence pattern What day is it today?It's (Monday) 3. Perform the song in interesting ways by using appropriate tone and meaningful 
 gestures;(skill)
4. Show theirresponsibility and respect for each otherwhile taking part in activities and 
 positive attitudes, appropriate gestures and intonation in suggesting activities or 
 replying.(attributes)
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
Thursday, Friday, Saturday, Sunday
Key grammatical structure(s)/ sentence patterns
What day is it today?-It's (Thursday)
C. INSTRUCTIONAL RESOURCES
-Student’s book, p.64.
-Situational pictures and activity pictures on page 64
-CD2, Tracks 57,58,59(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 days week. actions
2. Answer the questions about the 
 situations for conversationsamong Observation
 Student’s answers
 among the teacher and class such Questions & answers
 as setting, participants, topic.
3. perform a song using appropriate 
 Student’s performance Observation
 tone and gestures
4. show positive attitudes and 
 Student’s talk and Observation, 
 appropriate gestures and intonation 
 interaction Questions & answers
 when talking about days of week.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Activity 1: Warm-up(Greeting & song)
- Greet Ss.
Sing the song “Follow Me”
(Source: Super Simple Songs – Kids 
songs. 
Activity 2:Language in put (Activity A: Listen and point. Repeat. – P.64) -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 gamewith flashccard 
- Call some students to read aloud (Give feedback)
Activity 3: Language in put 
1. Listen to the story (CD2 – Track 58)
-Have student identify the picture and call out the things they can see.
- Introduce the situation. The teacher is starting her lesson, she asks her students,” 
What day is it today?’ ..
- Play audio and have students listen and read. 
2. Listen and circle (CD2 – Track 59)
- Play audio and demonstrate the activity using the example.
- Play audio and have students listen and circle.
- Play audio again and check answers as a whole class
Activity 4: Practice (Activity C: Sing – P. 70)
- 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 on page 70 if necessary.
Activity 5: Wrap-up & Assignments/ home-link.
1. What have you learnt from the lesson today? 
(Learn about some days of week and the sentence pattern– What day is it today?It's 
(Thursday)
2. What’re the core value of the lesson? 
(Show theirresponsibilityand respect for each other while taking part in activities and 
positive attitudes, appropriate gestures and intonation in suggesting activities or 
replying)
D. ADJUSTMENT.
 GRADE 2
 Date of teaching 2C(19/04/2023),2A,B( 20/04/2003)
Period 60: UNIT 10: DAYS OF WEEK
 Lesson 2: A-D
 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 10: Lesson 3: A-C
D.ADJUSTMENT
 ................................
 GRADE 4
 Date of teaching: 4A,B,C(10/04/2023)
Period 117: UNIT 18: HOW MUCH IS THE T-SHIRT?
 Lesson 2: 4-6
 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. Practice listening comprehension skills
3. Read and write 4. Review learned material and improve memory and interaction through games
Find the phone number.
5.Use positive attitudes and appropriate gestures for Sts to accept and decline an 
invitation 
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 page55
- Audios (Unit 4 -page 55), 
- Pictures, posters
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
 Observation
1. Listen and circle.
 Students’ answers Questions & answers
 Key
 Student’s talks, and Observation
2. Look and write.
 interaction Questions & answers
 Student’s play, and Observation
3. Let’s play.
 interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and asking
Spend a few minutes revising the previous lesson. Invite some pairs of pupils to go to 
the front of the class, asking and answering the questions May I speak to ...? Would 
you like to ...? 
Activity 1: Language input (Activity 1: Listen and circle.)
Tell the class that they are going to listen to four dialogues and circle the correct 
words or phone numbers to complete the sentences.
• Give pupils a few seconds to read the incomplete sentences in silence and guess the 
answers to fill the gaps.
• Play the recording more than once, if necessary, for pupils to listen and circle the 
answers.
• Get them to swap their answers before you check as a class. Monitor the activity and 
offer help, if necessary.
Key: 1 a 2 b 3 a 4 b 
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Look and write..)
Tell pupils that they are going to write questions, using the given answers and the 
picture cues.
• Have them read the answers and the incomplete questions. Then ask them to look at 
the picture above each question and guess the words to complete the questions.
• Set a time limit for pupils to do the task independently. Go around offering help, if 
necessary.
• Get them to swap their answers before checking as a class. 1 to go swimming 2 Would you like to go for a 
Key
 3 your phone picnic
: 
 number 4 May I speak to
 Task 2: Let’s play.
Tell pupils that they are going to play the game Find the phone numbers.
• Prepare 30 small pieces of paper. On each of them, write a number from 0 to 9 so that 
there are in total three instances of each number. Put the pieces of paper in a box. Ask 
two pairs of pupils to come out and stand next to the box. Say a phone number. The pair 
that is quicker to find the correct numbers from the box and put them in the correct order 
gets a point and continues to play the game with another pair. The pair that gets the most 
points at the end of the game is the winner. 
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (accept and decline an invitation using Would you like to ...? I’d love to./Sorry, I 
can’t)
 2. What’re the core values of the lesson? 
 ( Use positive attitudes and appropriate gestures for Sts to accept and decline an 
invitation)
- Remind students to do exercises in the workbook.
 - Prepare for the next lesson (Unit 18. Lesson 3. 1-3 on pages 56).
D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
...............................................................................................................................
 _________________________________
 GRADE 4
 Date of teaching: 4C(18/04/2023), 4A,B(20/04/2023)
Period 118: UNIT 18: WHAT’S YOUR PHONE NUMER?
 Lesson 3: 1-4
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and 
Competence)
1. pronounce two-syllable words with the stress on the first syllable: 'sandals, 
'trousers,
'jumper and 'jacket.
2. Look at the sentences and the stress mark. Then listen and say aloud.
3.Say the chant How much is/ are ?
B. LANGUAGE FOCUS.
Vocabulary : Revision 
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4, Sach mem.vn Student’s book page 50 - Posters
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Observation
 Students’ say the 
 1. Listen and repeat Questions& 
 statements
 answers
 2. Look at the sentences and the stress mark. Observation
 Students' answers
 Then listen and say aloud. 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 pronounce two-syllable Questions& 
 and performance
 words with the stress on the first syllable answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warm up: Greetings and singing
 - Spend a few minutes revising the previous lesson by having the class sing the song 
Buying clothes, one half singing the questions and the other half singing the answers. 
- Introduce the new topic
Activity 1. Listen and repeat. 
Tell pupils that they are going to pronounce the following words: 'sandals, 'trousers, 
'jumper and 'jacket.
• Explain to pupils what word stress is, in Vietnamese, if necessary. (Word stress is 
the emphasis that you put on a syllable by saying it more loudly.) Tell them that we 
use the stress mark (') to indicate word stress.
• Write 'sandals, 'trousers, 'jumper and 'jacket with the stress marks on the board. 
Play the recording and have pupils repeat these words, using a louder voice for the 
first syllables. To reinforce learning, ask pupils to clap at the stressed syllables as they 
say the words.
• Play the recording of the sentences and have pupils repeat them, paying attention to 
the target words and stress. Do choral and individual repetition of the words and 
sentences until pupils feel confident.
• Get some pupils to say the sentences, while the rest of the class claps at the stressed 
syllables of the target words. Correct the pronunciation, if necessary. 
Activity2. Look at the sentences and the stress mark. Then listen and say aloud.
Tell pupils that they are going to look at the sentences, listen to the recording and 
repeat the sentences.
• Play the recording twice for pupils to repeat after. Ask them to pay attention to the 
underlined words and clap at the stressed syllables.
• Invite a few pupils to read aloud the sentences, while the rest of the class clap at the 
stressed syllables. Correct their pronunciation, if necessary. 
Activity 3. Let’s chant. Tell pupils that they are going to say the chant How much is/are ...? Follow the 
procedure in Teaching the unit components in Introduction.
• Ask them to draw lines matching the names of the clothes in the chant with the 
correct pictures. Then get them to repeat each line twice.
• Play the recording a few times for pupils to do choral and individual repetition.
• Divide the class into two halves: one half says the questions and the other half says 
the answers. The two halves swap their roles after the first round.
• If time allows, ask pupils to point at each clothing item and ask and answer in pairs 
about the price. 
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
(pronounce two-syllable words with the stress on the first syllable)
 2. What’re the core values of the lesson? 
( Use positive attitudes and appropriate gestures to when pronounce two-syllable words 
with the stress on the first syllable )
- Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 18. Lesson 3.P4 -6 on page 51 .
D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
...............................................................................................................................
 _________________________________
 GRADE 4
 Date of teaching: 4C(20/04/2023), 4A,B(21/04/2023)
Period 119: UNIT 19: WHAT ANIMALS DO YOU WANT TO SEE?
 Lesson 1: 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 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 19. Lesson 1. 1-3 on pages 54).
D. ADJUSTMENT
...........................................................................................................................................
...........................................................................................................................................
...............................................................................................................................
 _________________________________
 GRADE 4
 Date of teaching: 4C(20/04/2023), 4A,B(21/04/2023)
Period 120: UNIT 19: WHAT ANIMALS DO YOU WANT TO SEE?
 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 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 19. Lesson 2 P1-3 on page 55 .
D. ADJUSTMENT
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