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

 WEEK 4
 GRADE 1
 Date of teaching: 1A,1B (03/10/2022)
 Period 7. UNIT 1: FAMILY
 Lesson 3: A.B.C
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. Identify family members from the recording and the given pictures (Cognition)
 2. identify the situations for introducing family members by using the sentence 
 patterns This is my (mother).
 3. Show their responsibility and respect for each other while taking part in activitie
 and positive attitudes, appropriate gestures and intonation when introducing family 
 members. 
 B. LANGUAGE FOCUS
 Key terms/ Vocabulary 
 brother, sister
 Key grammatical structure(s)/ sentence patterns
 This is my (brother).
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 1. page 12
 - Audios 
 - pictures 
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
Performance Tasks products
1. Listen and point to the pictures. Then Student’s answers/ 
 Observation
 repeat. actions
2. Answer the questions about the 
 Observation
 situation such as setting, participants, Student’s answers
 Questions & answers
 topic. (Vinh, Vinh’s family)
3. show positive attitudes and appropriate 
 gestures and intonation in saying about Student’s talk and Observation, 
 family members. interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Activity 1: Warm-up : Review. Singing. - Have team A sing the songs of letter ‘a’ and team B sing the songs of letter ‘b’ again. 
- Have them sing and make the gesture of an ant/ a boy.
- Have some students sing and make the gesture in front of the class.
Activity 2: Language input (Activity A- Listen and point. Repeat.)
- Ask students to look at 2 pictures (page 4) and answer questions to identify the 
situation.
- Elicit the sentence patterns.
- Tell students that they are going to practise saying family members. 
- 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.
Activity 3: Language in put (Activity B: Listen and point)
- Introduce the situation.
- Play audio and have students look at the picture.
- Demonstrate the activity by pointing at the words. 
- Play the audio again. Have students listen and repeat.
- Play audio again. Have students listen, repeat and point.
- Point at each word and have students call it out.
Activity 4: Practice (Activity C: Board race)
- Have students look at the example. 
- Divide the class into teams and have one student from each team stand a distance 
from the board. 
- Stick two flashcards on the board and then say one of them. 
- Have the students race to the board, touch that flashcard, and say the correct 
sentence. 
- The first student to touch the flashcard and say the sentence gets a point for their 
team. 
- Continue with other students.
Activity 5: Wrap-up & Assignments/ home-link.
1. What have you learnt from the lesson today? ( introducing family members)
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 family members)
D.ADJUSTMENT ..........................................................................................................................................
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 GRADE 1
 Date of teaching: 1A,1B (03/10/2022)
 Period: 08. UNIT 1: FAMILY
 Lesson 3: D.E
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. identify the situations for meeting someone politely. 
 2. Saying polite sentences when meet someone.
 3. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation in saying polite sentences 
 when meet someone.
 B. LANGUAGE FOCUS
 Vocabulary 
 nice, meet, you, too
 sentence patterns
 Nice to meet you/ Nice to meet you, too
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 1, page 13
 - pictures 
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
Performance Tasks products
1. Answer the questions about the 
 Observation
 situations such as setting, participants, Student’s answers
 Questions & answers
 topic(Vinh/ Bobby/ Ms. Betty)
2. Listen to the story Student’s answers/ Observation
 actions
3. Role-play Student’s talk and Observation, 
 interaction Questions & answers
4. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
gestures and intonation in saying polite 
 interaction Questions & answers
sentences when meet someone.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm-up: Review. What is the missing letter?
- Have students look at the flashcards and call out the words.
- Write them on the board. 
- Erase 1 or 2 letters of each word. 
- Have a student go to the board.
- Show a flashcard and have that student call out the word and say the missing letter(s).
- Repeat the activity with other students.
Activity 1: Language in put (D. 1. Listen to the story.)
- Have students look at the picture. Point to each person in the pictures and have students 
call out the people they see.
- Play audio and have students look at the picture and people.
- Demonstrate the activity by pointing at the speech bubbles.
- Have students listen, point and read. 
- Point at each person in the picture and have students say "Hello Vinh/ Bobby/ Ms. 
Betty/...".
Activity 2: Practice (D. 2. Listen and repeat.)
- Have students look at the useful language box. 
- Play audio. Have students listen to the useful language. 
- Have students practice the useful language. 
- Have some students demonstrate the activity in front of the class.
Activity 3: Practice (E. Role-play: )
- Divide the class into pairs.
- Have pairs practice the conversations and swap roles.
- Have some pairs demonstrate the activity in front of the class.
Activity 4: Wrap-up & Assignments/ home-link.
1. What have you learnt from the lesson today? 
(saying polite sentences when meet someone.)
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 polite sentences when 
meet someone.
D.ADJUSTMENT
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 GRADE 1
 Date of teaching: 1C( 04/10/2022)
Period: 7
 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 1
 Date of teaching: 1C( 04/10/2022)
 Period 8. UNIT 1: FAMILY
 Lesson 3: A.B.C.D.E
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. Identify family members from the recording and the given pictures (Cognition)
 2. identify the situations for introducing family members by using the sentence 
 patterns This is my (mother).
 3. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation when introducing family 
 members. 
 B. LANGUAGE FOCUS
 Key terms/ Vocabulary 
 brother, sister
 Key grammatical structure(s)/ sentence patterns
 This is my (brother).
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 1. page 12
 - Audios 
 - pictures 
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
Performance Tasks products
1. Listen and point to the pictures. Then Student’s answers/ 
 Observation
 repeat. actions 2. Answer the questions about the 
 Observation
 situation such as setting, participants, Student’s answers
 Questions & answers
 topic. (Vinh, Vinh’s family)
3. show positive attitudes and appropriate 
 gestures and intonation in saying about Student’s talk and Observation, 
 family members. interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Activity 1: Warm-up : Review. Singing. 
 - Have team A sing the songs of letter ‘a’ and team B sing the songs of letter ‘b’ again. 
 - Have them sing and make the gesture of an ant/ a boy.
 - Have some students sing and make the gesture in front of the class.
 Activity 2: Language input (Activity A- Listen and point. Repeat.)
 - Ask students to look at 2 pictures (page 4) and answer questions to identify the 
 situation.
 - Elicit the sentence patterns.
 - Tell students that they are going to practise saying family members. 
 - 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.
 Activity 3: Language in put (Activity B: Listen and point)
 - Introduce the situation.
 - Play audio and have students look at the picture.
 - Demonstrate the activity by pointing at the words. 
 - Play the audio again. Have students listen and repeat.
 - Play audio again. Have students listen, repeat and point.
 - Point at each word and have students call it out.
 Activity 4: Practice (Activity C: Board race)
 - Have students look at the example. 
 - Divide the class into teams and have one student from each team stand a distance 
 from the board. 
 - Stick two flashcards on the board and then say one of them. - Have the students race to the board, touch that flashcard, and say the correct 
sentence. 
- The first student to touch the flashcard and say the sentence gets a point for their 
team. 
- Continue with other students.
Activity 5: Language in put (D. 1. Listen to the story.)
- Have students look at the picture. Point to each person in the pictures and have students 
call out the people they see.
- Play audio and have students look at the picture and people.
- Demonstrate the activity by pointing at the speech bubbles.
- Have students listen, point and read. 
- Point at each person in the picture and have students say "Hello Vinh/ Bobby/ Ms. 
Betty/...".
Activity 6: Practice (D. 2. Listen and repeat.)
- Have students look at the useful language box. 
- Play audio. Have students listen to the useful language. 
- Have students practice the useful language. 
- Have some students demonstrate the activity in front of the class.
Activity 7: Practice (E. Role-play: )
- Divide the class into pairs.
- Have pairs practice the conversations and swap roles.
- Have some pairs demonstrate the activity in front of the class.
Activity 8: Wrap-up & Assignments/ home-link.
1. What have you learnt from the lesson today? ( introducing family members)
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 family members)
D.ADJUSTMENT
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 GRADE 2
 Date of teaching: 2A,2B,2C(04/10/2022)
Period 8
 UNIT 1: FEEING
 Lesson 2: A, B, C,D,E,F,G,H
 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 ( home work )
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: Language input (Activity 1. Listen and repeat. Trace.) (8’)
- Ask students to look at the letter (page 13) 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 6: Language in put (Activity 2: Listen and repeat. Write. (5’)
- 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.
- Have some students demonstrate the activity in front of the class.
Activity 7: Practice ( home work )
a. Activity 7. 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 7. Listen and hop (5’)
- Demonstrate the activity.
- Have students stand up.
- Have students hop when they hear the sound.
Activity 8: 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
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 GRADE 2
 Date of teaching: 2C( 06/10/2022)2A,2B(07/10/2022)
 Period: 08. UNIT 1: FEELING. 
 Lesson 3: A.B.C
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. Identify feelings from the recording and the given pictures (Cognition)
 2. identify the situation for talking about how other people feel by using the sentence 
 pattern (Minh)'s (thirsty).
 3. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation when talking about how 
 other people feel 
 B. LANGUAGE FOCUS
 Vocabulary 
 scared, bored, hungry, thirsty 
 sentence pattern
 (Minh)'s (thirsty).
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 2, page 14
 - 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 point to the words of Student’s answers/ 
 Observation
 feelings. Then repeat actions
2. Answer the questions about the 
 Observation
 situation such as setting, participants, Student’s answers
 Questions & answers
 topic.(Vinh and his friends)
3. Listen and point to the sentence 
 patterns 4. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
gestures and intonation in talking about 
 interaction Questions & answers
how other people feel.)
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up “Who is faster?” game
 Divide the class into groups. 
 Arrange the flashcards on the board. (nut, nose, orange, octopus)
 Invite a student from each group to go to the board. 
 Teacher says a word and the students run to tap the right card.
 Activity 1: Language input (Activity A- Listen and point. Repeat.)
 - Ask students to look at 2the pictures and answer questions to identify the situation.
 - Tell students that they are going to practise saying family members. 
 - 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.
 Activity 2: Language in put
 Activity B: 1. Listen and point. . (CD1 – Track 24)
 - Introduce the situation.(Vinh and his friends)
 - Play audio and have students look at the picture.
 - Demonstrate the activity by pointing at the words. 
 - Play the audio again. Have students listen and repeat.
 - Play audio again. Have students listen, repeat and point.
 - Point at each word and have students call it out.
 Activity B.: 2. Listen and repeat. (CD1 - Track 25)
 - Have students look at the useful language box.
 - Play audio. Have students listen to the useful language.
 - Have students practice the useful language.
 Activity 3: Practice (Activity C: Play the “Pretend” game)
 - Have students look at the example.
 - Have one student come to the front of the class.
 - Have that student show an emotion silently.
 - Have the other students try to guess the emotion.
 - Have students swap roles and repeat. Activity 4: Wrap-up & Assignments/ home-link.
1. What have you learnt from the lesson today? 
(Talking about how other people feel.) 
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 talking about how other 
people feel.))
D.ADJUSTMENT
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 GRADE 4
 Date of teaching:4A,4B( 03/10/2022)
Period: 15
 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:4A,4B (06/10/2022),4C( 03/10/2022)
Period: 16
 UNIT 2: I’M FROM JAPAN !
 Lesson 3 : 1-6
 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: 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 6: Guided practice (Project) ( home work )
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 7: 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:4A,4B( 07/10/2022), 4C ( 04/10/2022)
Period: 17
 UNIT 3: WHAT DAY IS IT TODAY 
 Lesson 1 : 1-5
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of this period, pupils will be able to: 
1. Use the words and phrases related to the topics Days of the week.
2. Ask and answer questions about the days of the week
B. LANGUAGE FOCUS.
1. Key terms:Month, week, year, day, date, days of the week (Monday, Tuesday, 
Wednesday, Thursday, Friday, Saturday, Sunday.
2. Key grammatical structure 
The sentence patterns: What day is it today? It’s ...
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Student’s book page 18
- 
- Audios (Unit 3-page 18), 
- pictures of activities (Activity 2 – page 18)
- a computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Use the words and phrases Observation
related to the topics Days of the 
 Students’ answers Questions & answers
week.
 Key
2. Ask and answer questions about 
 Student’s talks, and Observation
 the days of the week
 interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and watch a video about the greeting.
- Greet the students. Then get the class to watch a video about days of the week from 
-Elecit days of the week which are mentioned in the video. 
days of the week 
- Tell students that they are going to read a dialogue in which students ask and answer 
questions about greeting lead students to the new lesson.