Kế hoạch bài dạy Tiếng Anh Lớp 1, 2, 4 - Tuần 32 - Ngô Thị Phương Thảo

 WEEK 32
 GRADE 1
 Date of teaching: 1A,1B (24/04/2023), 1C( 25/04/2023)
Period 61 UNIT 10: MY HOUSE
 Lesson 2: 1-4
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Practise pronouncing the sound of the letter Aa to Mm correctly;
2. Write the letter k, l, m in some words 
3. Perform the game in interesting ways by using appropriate tone and meaningful 
gestures
4. Have a sense of the importance of pronounciation.
B. LANGUAGE FOCUS
- Revision of the letter: a to m
- Vocabulary : review
C. INSTRUCTIONAL RESOURCES.
- Textbook: TiếngAnh 1- Student’s book, page 65, Eduhome.vn, Teacher’s guide.
- Flashcards 
- Computer, projector.
STAGE 2: ASSESSMENT EVIDENCE
 Performance 
Performance Tasks Assessment tools
 products
1.Listen and repeat. point the sound of the Observation 
 Student's speech
letters
 Student’s speech, 
2. write the missing letters Observation
 writing
3. Perform a game using appropriate tone Student’s 
 Observation
 and gestures performance
4. Show positive attitudes and appropriate 
 Student’s 
gestures to pronounce the sounds of the Observation
 interaction and 
letters correctly;
 performance
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Activity 1: Greeting and singing
- Ask pupils to sing the Alphabet song.
- Tell students that they are going to practise pronouncing the sound of the letters a to m 
Activity 2: Language input 1. Listen and repeat. 
- Use the “Finger air” technique to present the letters and its sound.
- Have students look at the pictures.
- Point to the pictures and say the letters’ sounds.
- Play audio. Have students listen and repeat all together and individually. Correct 
student’s pronunciation if necessary.
- Have some students demonstrate the activity in front of the class.
2. Listen and point
- Have students look at the pictures.
- Demonstrate the activity. 
- Play audio. Have students point to the letter as they hear it. 
- Play audio again. Have students listen and repeat. 
- Have students trace and write the letters. 
- Correct student’s pronunciation if necessary.
- Have some students demonstrate the activity in front of the class.
Activity 3: Practice.
1. write the letters
 - run through the pictures
- point to the picture and ask St : what’s that?
- ask St for the sounds of those words
- get St the sound for the pictures
- get three Sts give answer
- comment and get The class say aloud those sounds
2. Play “magic fingers”
- Have students look at the example. 
- Ss A write a letter on Ss B’s back 
- S B guess which letter it is
- Have students swap the role and repeat
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 letters Aa to Mm in some words)
2. What’re the core values of the lesson? 
(Have a sense of the importance of pronounciation).
- Remind students to study Lesson 2 Part 1, 2, 3, 4 at home.
- Prepare for the next lesson – Review 9 
D.ADJUSTMENT
 ................................ GRADE 1
 Date of teaching: 1A,1B (25/04/2023), 1C( 27/04/2023)
Period 62 REVIEW 9 
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
1. Ss will review saying what objects they have 
2. Asking and answering numbers of objects
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
Revision
Key grammatical structure(s)/ sentence patterns
Revision
C. INSTRUCTIONAL RESOURCES
-Student’s book, p68.
-Situational pictures and activity pictures on page 68
 STAGE 2: ASSESSMENT EVIDENCE
 Performanceproducts Assessment tools
Performance Tasks
 Student’s answers/ 
1. Listen and circle. Observation
 actions
 Observation
2. Play a game. Student’s answers
 Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Activity 1: Warm-up(Greeting & song)
 • Sing the alphabet song
Review 9
Activity 2 . A- Listen and circle. (A or B).
-Have students look at the pictures, call out the toys they can see, and count them.
-Play audio and demonstrate the activity using the example.
-Play audio. Have students listen and circle A or B.
-Play audio again and check answers as a whole class.
Optional activity 1:Conversation line 
-Have students make two lines and stand face to face.
-Each student uses a picture of an object or objects to ask his/ her friend. E.g. S1: 
‘How many ( balls)?’ S2: (Six) ( balls).
Activity 3. B- Play the “ Board race” game. -Have students look at the example.
-Divide the class into teams and have team stand up.
-Have the students A turn to Ss B and say a sentence, then Ss B say a sentence, and 
the same with Ss C
-Continue until all Ss have practice
-Have some group demonstrate in front of class
D.ADJUSTMENT
 ................................
 GRADE 2
 Date of teaching 2A,B,C(25/04/2023)
Period 61: UNIT 10: DAYS OF WEEK
 Lesson 2: E-G
 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(26/04/2023),2A,B( 27/04/2003)
Period 62: REVIEW 9
 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(24/04/2023)
Period 121: UNIT 19: WHAT ANIMAL DO YOU WANT TO SEE?
 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 topic Zoo animals
2. express reasons, using I like ... because .../I don’t like ... because ... 
3.Use positive attitudes and appropriate gestures for Ss to express reasons 
B. LANGUAGE FOCUS.
1. Key terms: zebras, bears, funny, scary, fast, beautiful 
2. Key grammatical structure 
The sentence patterns: I like ... because .../I don’t like ... because ... 
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4 - Student’s book, page 60 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.
 Observation
3. express reasons using the sentence Student’s talks, and 
 Questions & 
patterns. interaction
 answers 4.Use positive attitudes and Observation
 Student’s interaction 
appropriate gestures for Sts express Questions & 
 and performance
reasons answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and watching.
Spend a few minutes revising the previous lesson by playing Charades with the words 
for zoo animals. 
- Introduce the new topic
Activity 1: Language input (Activity 1: Look, listen and repeat.)
Tell the class that they are going to read a conversation in which Linda and Nam ask and 
answer questions about zoo animals.
• Ask pupils to look at the pictures to identify the context in which the language is used. 
Ask them questions such as Who are they? Where are they? What are they doing? 
(Linda and Nam are at the zoo. They are looking at different animals. In Picture a, Linda 
asks Nam What animal do you like? and Nam says I like monkeys. In Picture b, he 
explains why he likes monkeys, using Because they’re funny. In Picture c, Nam says that 
he does not like tigers. In Picture d, he explains why he does not like tigers, using 
Because they are scary.) Check comprehension.
• Play the recording more than once, if necessary, for pupils to listen and repeat. Do 
choral and individual repetition, pointing to the characters speaking.
• Play the recording again for pupils to listen and repeat. 
Activity 2: full controlled & less controlled
Task 1: Controlled practice (Activity 2: Point and say.)
Tell pupils that they are going to practise expressing reasons why they like/do not like 
some animals, using I like/don’t like ... because ...
• Have them look at the bubbles to identify the language used to express reasons. 
Teach the adjectives under the pictures: scary, big, beautiful and fast.
• Point to the first picture and model the task with a pupil, using the sentences in the 
bubbles and the words under the first picture. (Teacher: I don’t like tigers because 
they’re scary.) Ask pupils to repeat the sentence chorally and individually. Repeat the 
same procedure with the rest of the pictures.
• Ask them to practise in pairs to express reasons why they like or do not like the 
animals, using the prompts in the bubbles and the words under the pictures.
• Select some pupils to role-play the dialogue in front of the class. Monitor the 
activity and offer help, if necessary. 
Task 2: Guided practice.( Activity 3: Let’s talk)
Tell pupils that they are going to revise what they have learnt in Lesson 1 and Lesson 2, 
using facts about themselves.
• Model the task with one pupil. (e.g. Teacher: What animal do you want to see? Pupil: I 
want to see zebras. I like zebras because they’re beautiful. I don’t like crocodiles 
because they’re scary.) Put the sentences on the board and do choral and individual 
repetition.
• Ask them to work in pairs, one pupil asking the questions and the other giving the answers. Monitor the activity and offer help, if necessary.
• Select some pairs to role-play 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? 
 (. express reasons, using I like ... because .../I don’t like ... because ... ). 
 2. What’re the core values of the lesson? 
 (Use positive attitudes and appropriate gestures for Sts express reasons)
- Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 19. Lesson 2 P4-6 on page 61 .
D. ADJUSTMENT
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...............................................................................................................................
 _________________________________
 GRADE 4
 Date of teaching: 4C(25/04/2023), 4A,B(27/04/2023)
Period 122: UNIT 19: WHAT ANIMAL DO YOU WANT TO SEE?
 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 Zoo animals.
2. Practice listening comprehension skills
3. Read and write 
4. Review learned material and improve memory and interaction through the song
Why or why not.
5.Use positive attitudes and appropriate gestures for Sts to express reasons 
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 page61
- Audios (Unit 4 -page 61), 
- Pictures, posters
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
 Observation
1. Listen and write.
 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 sing.
 interaction Questions & answers
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and asking
Spend a few minutes revising the previous lesson by asking some pupils to explain 
why they like and do not like some animals. 
Activity 1: Language input (Activity 1: Listen and circle.)
Tell the class that they are going to listen to four dialogues and complete the 
sentences about Linda, Peter, Mai and Nam.
• Ask pupils to look at the four incomplete sentences and guess the possible reasons.
• Play the recording three times for pupils to listen, complete the sentences and check 
their answers.
• Get pupils to swap their answers before you check as a class.
Key: 1 big 2 fast 3 funny 4 scary 
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Look and write..)
Tell pupils that they are going to complete the sentences about animals, using the 
picture cues.
• Ask them to look at the four pictures to identify the zoo animals and the possible
adjectives to express the reasons. (1. Zebras/beautiful. 2. Crocodiles/scary. 3. Bears/ 
big. 4. Kangaroos/fast.) Then ask them to read the sentences and
complete them. If necessary, get pupils to work in pairs.
• Give pupils time to do the task independently. Go around offering help, if necessary.
• Get them to swap their answers before checking as a class. If there is enough time, 
invite some of them to read the sentences aloud.
 1 zebras, they are beautiful 2 crocodiles, they are scary
Key: 
 3 bears, they are big 4 kangaroos, they are fast
 Task 2: Let’s sing.
Tell pupils that they are going to sing the song Why or why not? 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.
• Play the recording again and get pupils to sing along.
• Divide the class into two groups: one sings the questions and the other sings the 
answers. 
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (express reasons, using I like ... because .../I don’t like ... because ...)
 2. What’re the core values of the lesson? 
 ( Use positive attitudes and appropriate gestures for Sts to express reasons, using I 
like ... because .../I don’t like ... because ... )
- Remind students to do exercises in the workbook.
 - Prepare for the next lesson (Unit 19. Lesson 3. 1-3 on pages 62). D. ADJUSTMENT
...........................................................................................................................................
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...............................................................................................................................
 _________________________________
 GRADE 4
 Date of teaching: 4C(27/04/2023), 4A,B(28/04/2023)
Period 123: UNIT 19: WHAT ANIMALS DO YOU WANT TO SEE?
 Lesson 1: 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 three-syllable words with the stress on the first syllable: 'crocodile, 
'elephant, 'beautiful, 'wonderful.. 
2. Listen and circle. Then say the sentences aloud.
3.Say the chant 
B. LANGUAGE FOCUS.
Vocabulary : Revision 
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4, Sach mem.vn Student’s book page 62
- Posters
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Observation
 Students’ say the 
 1. Listen and repeat Questions& 
 statements
 answers
 2. Listen and circle. Then say the sentences Observation
 Students' answers
 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 three-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 calling some pupils to the front 
of the class to sing the song Why or why not? Have the class listen and clap their 
hands. 
- Introduce the new topic
Activity 1. Listen and repeat. 
Tell the class that they are going to practise saying these words: 'crocodile, 'elephant, 
'wonderful and 'beautiful.
• First, put the words 'crocodile, 'elephant, 'wonderful and 'beautiful on the board. 
Play the recording and ask pupils to repeat a few times. Then write the four sentences 
on the board. Play the recording a few times and let pupils say the sentences, paying 
attention to the stress of the words.
• 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.
• If time allows, ask them to make sentences with the words and say them aloud. 
Activity2. Look at the sentences and the stress mark. Then listen and say aloud.
Tell pupils that they are going to listen to four sentences and circle the correct words.
• Ask them to look at the sentences and guess the words to fill the gaps.
• Play the recording for pupils to listen and circle the answers.
• Play the recording again so they can check their answers.
• Get pupils to swap their answers before you check as a class. Monitor the activity 
and offer help, if necessary.
• Ask pupils to say the sentences aloud.
Key: 1 b 2 b 3 a 4 b 
Activity 3. Let’s chant.
Tell pupils that they are going to say the chant I want to go to the zoo. Follow the 
procedure in Teaching the unit components in Introduction.
• Have pupils read the chant and check comprehension.
• Play the recording more than once, if necessary, for pupils to do choral and 
individual repetition until they get familiarized with the pronunciation, the stress, the 
rhythm and the intonation of the chant. Show them how to chant and do actions. 
Divide the class into three groups, each group singing one verse of the chant.
• Call three pairs to the front of the class to chant and do actions. The rest of the class 
claps along to the rhythm. 
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
(pronounce three-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 three-syllable words 
with the stress on the first syllable 
- Remind students to do exercises in the workbook.
- Prepare for the next lesson unit 19. Lesson 3.P4 -6 on page 63 .
D. ADJUSTMENT ...........................................................................................................................................
...........................................................................................................................................
...............................................................................................................................
 _________________________________
 GRADE 4
 Date of teaching: 4C(20/04/2023), 4A,B(21/04/2023)
Period 124: UNIT 20: WHAT ARE YOU GOING TO DO THIS SUMMER?
 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 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 20. Lesson 1 P4-6 on page 59 .
D. ADJUSTMENT
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