Kế hoạch bài dạy Tiếng Anh Lớp 1, 2, 4 - Tuần 7 - Ngô Thị Phương Thảo

 WEEK 6
 GRADE 1
 Date of teaching: 1A,1B (24/10/2022),1C( 25/10/2022)
 Period: 13. REVIEW 1
 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
 1. Vocabulary: Revise (father, mother, brother, sister)
 2. Sentence patterns
 This is my (brother).
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 1, page 18
 - Audios 
 - pictures 
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
Performance Tasks products
1. Listen and circle (A or B) Student’s answers Observation
2. Answer the questions about family Observation
 Student’s answers
 members Questions & answers
 Student’s talk and Observation, 
3. Play “Stepping stones”
 interaction Questions & answers
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
 Warm-up : Play ‘Family'.
 - Have students work in groups of 5.
 - Have 1 student from each group introduce other members as their family members.
 E.g. This is my father/ mother/ brother/ sister. - Have students swap roles and repeat.
- Have some groups demonstrate the activity in front of class.
Activity 1: Listen and circle (A or B). 
- Have students look at the pictures. 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 example.
- Have students listen and circle. 
- Check the answers as a whole class.
- Point at each person in the picture and have students say "This is my mother/...".
- Have some students demonstrate the activity in front of the class.
Activity 2: 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 and go all the way round.
- Have some pairs demonstrate the activity in front of the class.
Activity 3: Wrap-up & 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 (25/10/2022),1C( 27/10/2022)
Period: 14. REVIEW2
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Identify classroom objects from the recording and the given pictures (Cognition)
2. Say about classroom objects.
3. Show their responsibility and respect for each other while taking part in activities 
and positive attitudes, appropriate gestures and intonation when saying about 
classroom objects.
B. LANGUAGE FOCUS
1. Vocabulary: red, yellow, blue 2. Sentence patterns
 It’s red
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 1, page 19
 - Audios 
 - pictures 
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
Performance Tasks products
1. Listen and circle (A or B) Student’s answers Observation
2. Answer the questions about classroom Observation
 Student’s answers
 objects. Questions & answers
 Student’s talk and Observation, 
3. Play “Guess the pictures”
 interaction Questions & answers
4. Show positive attitudes and appropriate 
 gestures and intonation in saying about Student’s talk and Observation, 
 classroom objects. interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up : Review. Play the game “Family Jumble”. 
 - Mix the flashcards of Unit 1 - lessons 1 and 3.
 - Put them on a table in front of the class.
 - Divide the students into two teams.
 - Invite a student from each group to go to the board.
 - Say a word and have the students race to find the flashcard.
 Activity 1: Listen and circle (A or B). 
 - Have students look at the pictures. 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 example.
 - Have students listen and circle. 
 - Check the answers as a whole class.
 - Point at each person in the picture and have students say "This is my mother/...".
 - Have some students demonstrate the activity in front of the class.
 Activity 2: “Guess the pictures”
 - Have students look at the example.
 - Divide the class into 2 teams.
 - Have a student stand facing away from the board and stick a flashcard on the board 
 behind him/her. - Have the student try to guess the answer without looking at the flashcard. 
- Give that team 1 point if it's a correct guess.
- Have teams take turns.
Activity 3: Wrap-up & home-link.
1. What have you learnt from the lesson today? (saying about classroom objects.)
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 saying about classroom objects.)
D. ADJUSTMENT
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 GRADE 2
 Date of teaching:2A, 2B,2C( 25/10/2022)
Period: 14 UNIT 2: SHAPES 
 Lesson 2: 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 /Q/and /q/ 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 
/q/ queen, question.
Key grammatical structure(s)/ sentence patterns
This is a queen
C. INSTRUCTIONAL RESOURCES
- Textbook: I-learn Smart Start 2, page 19
- Audios 
- pictures 
- a laptop and a projector 
- 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: "What is missing?" game (5’)
 - Divide the class into teams.
 - Place some flashcards on the board (pen, penguin and some flashcards of previous 
 letters).
 - Have students from the teams close their eyes.
 - Remove one of the pictures.
 - Students have to remember and say the missing pictures.
 - Give the first team to guess correctly one point.
 - The team that gets the most points wins.
 Activity 2: Language input (Activity 1. Listen and repeat. Trace.) (8’)
 - Ask students to look at the letter (page 19) 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. 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 4: Practice
a. Activity 4.1. Sing (10’)
- Show the lyrics on projector.
- Play the recording and have students listen.
- Play the recording again, have students do actions along
- Play the recording again, have students listen, sing along, and do the actions.
(Give feedback).
- Remind Ss to look at the lyrics if necessary.
b. Activity 4.2. Listen and clap (5’)
- Demonstrate the activity.
- Have students stand up.
- Have students hop when they hear the sound.
Activity 5: Wrap-up & Assignments/ home-link. (2’)
1. What have you learnt from the lesson today? (the letter /Qq/and /q/ 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( 27/10/2022),2A,2B(28/10/2022)
Period: 15 REVIEW 1
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
By the end of the lesson, students will be able to:
 1. Knowledge:
Talk about feelings
Ask and answer about names
2.Competence: - Communication, ability to use language (work in groups, Talk about feelings)
 - Ability to solve problems (play the games) 
 - Cooperation:(work in groups/pairs).
 3.Quality: hardworking, responsible and honest.
 4. Skills: listening and speaking 
 5. Language focus: What’s your name? My name ’s ..
 Teaching aids: Ss’ books, textbook, projector, flashcards
 B. LANGUAGE FOCUS
 Vocabulary , sentence pattern
 Review 
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 2, page 20
 - Audios 
 - pictures 
 - a laptop and a projector 
 - Song lyrics printed in textbook.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
Performance Tasks products
 Student’s answers/ 
1. Listen and draw line Observation
 actions
 Observation
2. Play the “chain” game Student’s answers
 Questions & answers
3. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
gestures and intonation in talking about 
 interaction Questions & answers
how other people feel, about name.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Activity 1: Warm-up
 * Sing and do action a song “ If you are happy” 
 * Running dictation (8’)
 -Stick some pictures ( happy, sad, hungry,..) on the walls in the class.
 - Have students work in pairs. One runs and find the pictures around him/ her, then 
 turn back to his pair and tell what he/ she has seen. E. g. happy His/ Her friend writes 
 down the word he/ she has heard. 
 Activity 2: Listen and draw lines. (CD1 - Track 39) (8’)
 -Have students look at the pictures and call out the people and feelings they can see. 
 -Play audio and demonstrate the activity using the example. 
 -Play audio. Have students listen and draw lines. 
 -Play audio again and check answers as a whole class. Activity 3 .Play the "Chain" game.(5’)
-Have students look at the example.
-Divide the class into groups of four. 
-Have the students stand up. 
-Have Student A turn to Student B and ask the question, then have Student B answer. 
-Next, have Student B turn to Student C and ask the question, then have Student C 
answer. 
-Continue until all students have practiced. 
-Have some groups demonstrate the activity in front of the class.
Activity 4: “Ball Circle” game(5)
-Divide the class into groups of five. Each group sits in a circle. Give each group a 
ball.
-One student asks, “What’s your name?” or “How are you?” and throws the ball to 
another student who has to answer. 
-After this student answers, he/she continues asking a question “How are you?” or 
“What’s your name?” and throws the ball to another student. 
-Continue until every student has had a turn.
Activity 5: Wrap-up & Assignments/ home-link.
1. What have you learnt from the lesson today? 
(review talking about how other people feel and name.) 
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 and name.
D. ADJUSTMENT
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 GRADE 4
 Date of teaching: 4A,4B,4C (24/10/2022)
 UNIT 5: CAN YOU SWIM?
Period 27 Lesson 1: 1- 2
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES By the end of this period, students will be able to: 
1. use the words and phrases related to the topic Things we can do..
2. ask and answer questions about what someone can/cannot do, using What can you 
do?I can ...
B. LANGUAGE FOCUS.
1. Key terms: read, cycle, skip, skate, cook, swim, play football, play volleyball
2. Key grammatical structure 
The sentence patterns: What can you do?
 I can___________
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 30
- Audios (Unit 5-page 30), 
- Flashcards
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
 Observation
1. Look, listen and repeat.
 Students’ answers Questions & answers
 Key
 Student’s talks, and Observation
2. Point and say.
 interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and chatting.
Revise the verbs/verb phrases to talk about activities pupils learnt in Tieng Anh 3 (e.g. 
read, cycle, skip, skate, cook, swim, play football, play volleyball). 
- Teacher tells the class the objects of the lesson.
Activity 1: Language input (Activity 1: Look, listen and repeat.)
Tell pupils that they are going to read a story in which pupils ask and answer 
questions about what they can or cannot do.
• Ask them to look at the four pictures to identify the characters (Mai, Nam and 
Phong) and the context in which the language is used. Ask them questions such as 
Where are they? What are they doing? (In Picture a, Mai is holding a picture to show 
that she can draw a cat. In Pictures b and c, Mai is asking Nam and Phong about what 
they can do. Explain the meaning of the phrases can dance, can sing and can’t dance. 
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: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Point and say.)
Tell pupils that they are going to practise asking and answering questions about what
someone can do.
• Have them look at the bubbles to understand how to use the language. Ask pupils to 
look at the four pictures to identify what the girl can do in each picture. Revise the 
words skip, skate, cook and swim. • Point to the first picture and model the task with one pupil, using the expressions in 
the bubbles and the word under the picture. (Teacher: What can you do? Pupil: I can 
skip.) Ask pupils to say the phrases chorally and individually. Repeat the same 
procedure with the rest of the pictures.
• Ask pupils to practise in pairs, using the prompts in the bubbles and the pictures.
• Select some pairs to role-play the dialogue in front of the class. Monitor the activity 
and offer help, if necessary 
Task 2: Guided practice 
Tell pupils that they are going to practise using What can you do? and I can ...
• Ask them to work in pairs: one pupil asks the question and the other answers with facts 
about themselves.
• Monitor the activity and offer help, if necessary.
• Select some pairs of pupils to role-play in front of the class.
• To extend this activity, ask them to say something they cannot do (e.g. I can’t skate.) 
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 what someone can/cannot do, using What can you 
do? I can ...”
2. What’re the core values of the lesson? 
(Use positive attitudes and appropriate gestures to ask and answer what someone’s can 
do..)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 5. Lesson1. 3-5 on pages 31).
D.ADJUSTMENT
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GRADE 4
 Date of teaching: 4C (25/10/2022), 4A,4B(27/10/2
 UNIT 5: CAN YOU SWIM?
Period 28 Lesson 1: 3-5
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
By the end of this period, students will be able to: 
1.Listen and tick,use the words and phrases related to the topics Things we can do.
2.Look and write about what someone can do.
3.Let’s play “ Guesing game”.
B. LANGUAGE FOCUS.
1. Key terms:review
2. Key grammatical structure 
The sentence patterns: What can you do?
 I can___________ C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 31
- Audios (Unit 4-page 31), 
- Pictures, posters of activities (Activity 2 – page 31)
- A computer and a TV 
 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 play, and Observation
3. Let’s play.
 interaction Questions & answers
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting,chatting and play the game.
Spend a few minutes revising the question What can you do? and the answer I can ...
Get pairs to act out the questions and the answers in front of the class. 
Activity 1: Language input (Activity 1: Listen and tick.)
Tell pupils that they are going to listen to three dialogues about someone’s abilities 
and tick the correct pictures.
• Ask them to look at the pictures to identify the similarities and differences among 
them (In Picture 1a, Tony is drawing a picture. In Picture 1b, Tony is singing. In 
Picture 1c, Tony is dancing. In Picture 2a, Nam is cooking. In Picture 2b, Nam is 
skipping. In Picture 2c, Nam is cycling. In Picture 3a, Akiko is skating. In Picture 3b, 
Akiko is singing. In Picture 3c, Akiko is reading.) Check understanding.
• Play the recording more than once, if necessary, for pupils to listen and tick the 
correct pictures.
• Get pupils to swap their answers before you check as a class.
Key: 1 a 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 complete the sentences to express ability, using the
picture cues.
• Ask them to look at the four pictures to identify what the character in each picture 
can do. Then have them find appropriate words to complete the sentences. Get pupils 
to work in pairs, if necessary.
• 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 pupils to read the complete sentences aloud.
Key: 1 dance 2 skate 3 swim 4 cycle 
Task 2: Let’s play.
Tell pupils that they are going to play a Guessing game. Follow the procedure in Games 
in Introduction.
• Stick pictures of a dog, a fish and a parrot on the board. Check if pupils can recognize the animals. Point to a picture and ask some questions about the animal (e.g. What’s this 
animal? What can it do? Can it swim?).
• Divide pupils into groups of five. A pupil in one group says two sentences about one of 
the animals, using can and can’t, and then asks what it is (e.g. It can swim, but it can’t 
walk. What is it?) The pupils of the other groups guess (e.g. It’s a fi sh.) The group that 
gives the right answer the quickest gets one point.
• The groups take turns asking and answering questions. The one that gets most points 
wins. 
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 what someone can/cannot do, using What can you 
do? I can ...”
2. What’re the core values of the lesson? 
(Use positive attitudes and appropriate gestures to ask and answer what someone’s can 
do..)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 5. Lesson2. 1-3 on pages 32).
D.ADJUSTMENT
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 GRADE 4
 Date of teaching: 4C (27/10/2022), 4A,4B(28/10/2022)
 UNIT 5: CAN YOU SWIM?
Period 29 Lesson 2 : Part 1-2-3
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and 
Competence)
1. Identify the situation for the conversation between the Tom and Peter (Setting, 
participants, topics).
2. use the words and phrases related to the topics Things we can do
3 ask and answer questions about whether someone can do something, using Can you 
...?
Yes, I can./No, I can’t. 
4. Use positive attitudes and appropriate gestures to ask and answer questions about 
whether someone can do something 
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
Review
Key grammatical structure
Can you ? Yes, I can./ No, I can’t. C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4- Student’s book, page 32, Sachmem.vn, Teacher’s guide. 
- Flashcards for Unit 5 
- A board, a computer, a projector/TV.
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
 Observation
1. Identify the situation for the 
 Questions & 
conversation between Tom and Peter Students’ answers
 answers
such as setting, participant, topics.
 Key
2. Practice a role-play conversation 
 Students’ Talks and 
with classmates, using sentence Observation
 interaction
patterns.
3. ask and answer questions about 
 Observation
whether someone can do something, Student’s talks, and 
 Questions & 
using Can you ...?Yes, I can./No, I interaction
 answers
can’t.
4. Use positive attitudes and Observation
 Student’s interaction 
appropriate gestures to ask about Questions & 
 and performance
whether someone can do something answers
STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and singing
Spend a few minutes revising the previous lesson by calling some pupils to the front 
of the class to talk about what they can or cannot do. 
- Lead into the new lesson.
Activity 1: Language input (Activity 1: Look, listen and repeat)
Tell pupils that they are going to read a story in which pupils express their ability.
• Tell them that they are going to look at, listen to and repeat the dialogue between 
characters in the three pictures.
• Ask pupils to look at the pictures to identify the characters (Tom and Peter) and the 
context in which the language is used. Ask them questions such as Who are the boys? 
Where are they? What are they doing? (In Picture a, Tom and Peter are talking in the 
street. In Picture b, Tom suggests they play football together. In Picture c, Peter kicks 
the ball and breaks the window.)
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: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Point and say.)
Tell pupils that they are going to practise asking and answering questions about 
someone’s ability.
• Have them look at the bubbles to understand how to ask and answer questions about someone’s ability, using Can you ...? Yes, I can./No, I can’t. Ask pupils to look at the 
four pictures to identify what the boy can do in each picture. Teach the phrases play 
table tennis, play volleyball, play the piano and play the guitar.
• Point to the first picture and model the task with one pupil, using the sentences in 
the bubbles and the phrases under the picture. (Teacher: Can you play table tennis? 
Pupil: Yes, I can.) Ask pupils to say the question and answer chorally and 
individually. Repeat the same procedure with the rest of the pictures.
• Ask pupils to practise in pairs, one asking the question and the other giving the 
answer, using the prompts in the bubbles and pictures.
• Select some pairs to demonstrate the task in front of the class. Monitor the activity 
and offer help, if necessary. 
Task 2: Guided practice (Let’s talk)
Tell pupils that they are going to practise asking and answering about ability, using 
What can you do? I can ... and Can you ...? Yes, I can./No, I can’t.
• Do the task with one pupil as a model. 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 to talk about their abilities. Monitor the activity and offer help, if necessary.
• Select some pairs of pupils to role-play in front of the class. 
Activity 3: Wrap -up & Assignments
- T asks Ss about what they have learnt in their lesson today.
1. What have you learnt from the lesson today? (ask and answer questions about 
whether someone can do something, using Can you ...?Yes, I can./No, I can’t.)
2. What’re the core values of the lesson? (Use positive attitudes and appropriate 
gestures to ask about whether someone can do something) 
- Remind students to learn by heart vocabulary, sentence patterns. 
- Prepare: Lesson 2 (4-6).
D.ADJUSTMENT
 ................................
 GRADE 4
 Date of teaching: 4C (27/10/2022), 4A,4B(28/10/2022)
 UNIT 5: CAN YOU SWIM ?
Period 30 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. Let’s sing “ Can you swim?” 4. Use positive attitudes and appropriate gestures to ask about whether someone can 
do something.
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
Revision.
Key grammatical structure
Revision.
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4- Student’s book, page 33, Sachmem.vn, Teacher’s guide. 
- Flashcards for Unit 5
- 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. Let’s sing Student’s answers Questions & answers
 Key
4. Use positive attitudes and Student’s 
 Observation
appropriate gestures to ask about interaction and 
 Questions & answers
whether someone can do something. performance
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and playing
- Spend a few minutes revising the previous lesson by asking some pairs to ask and 
answer about ability, using Can you ...? Yes, I can./No, I can’t. 
- 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 about what the four 
characters can do and number the pictures.
• Ask them to look at the pictures and identify what the character in each picture can 
do (In Picture a, Tom can play the piano. In Picture b, Phong can sing. In Picture c, 
Peter can play
football. In Picture d, Nam can play table tennis.) Check understanding.
• Play the recording for pupils to listen and number the pictures.
• Play the recording again for them to check their answers.
• Get pupils to swap their answers before you check as a class. Monitor the activity 
and offer help, if necessary.
Key: a 2 b 4 c 3 d 1 
Activity 2: Controlled & guided practice Task 1: Writing practice (Activity 2: Look and write)
Tell pupils that they are going to write the answers to the questions about what the 
children can do, using picture cues.
• Ask them to look at the four pictures to identify what the character in each picture 
can/ cannot do. (In Picture 1, Akiko can’t dance. In Picture 2, Adam can play the 
piano. In Picture 3, Tony can’t play the guitar. In Picture 4, Linda can’t play chess.) 
Then ask them to read the questions and think of possible answers, using the picture 
cues. After that, have them write the appropriate answers. Get pupils to work in pairs, 
if necessary.
• 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, 
call some pairs to act out the complete dialogues.
Key: 1 No, I can’t. 2 Yes, I can. 3 No, I can’t. 4 No, I can’t. 
Task 2: Guided practice (Activity 3. Let’s chant)
Tell pupils that they are going to sing the song Can you swim? 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 until they get familiarized with the pronunciation, 
the stress, the rhythm and the tune of the song.
• Play the recording again and get pupils to sing along with the recording.
• Divide the class into two groups: one sings the questions and the other sings the 
answers. 
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? (Use positive attitudes and appropriate 
gestures to ask about whether someone can do something).
- Remind students to learn by heart vocabulary, sentence patterns, revise. 
- Prepare Unit 5: Lesson 3
D.ADJUSTMENT
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