Kế hoạch bài dạy Tiếng Anh Lớp 1, 2, 4 - Tuần 8 - Ngô Thị Phương Thảo

 WEEK 8
 GRADE 1
 Date of teaching: 1A,1B (31/10/2022),1C( 01/11/2022)
 Period: 15. UNIT 3: COLORS
 Lesson 1: A.B.C
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. Identify basic colors from the recording and the given pictures (Cognition)
 2. identify the situations for naming the basic colors by using the sentence pattern: It’s 
 red
 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 naming the basic 
 colors 
 B. LANGUAGE FOCUS
 Vocabulary 
 red,blue, yellow
 sentence patterns
 It’s red
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 1, page 20
 - 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 point, then repeat Observation
 actions
2. Answer the questions about the 
 Observation
 situations such as setting, participants, Student’s answers
 Questions & answers
 topic.(Bill and Sue)
3. Listen and point
4. Perform a song using appropriate tone Student’s 
 Observation
 and gestures performance
5. Show positive attitudes and appropriate Student’s talk and Observation, 
gestures and intonation in naming the interaction Questions & answers basic colors .
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up : Guessing game
 - Students work in groups.
 - Show a half of a picture of a school thing.
 - Students work in groups to try to guess what object in the picture is.
 - The students who gives a correct guessing will get one point.
 Activity 1: Language input (Activity A- Listen and point. Repeat.)
 - Ask students to look at 3 pictures (page 20) and answer questions to identify the 
 situation.
 - Tell students that they are going to practise saying about the basic colors. 
 - 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: 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 3: Practice (Activity C: Sing)
 - 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.
 Activity 4: Wrap-up & home-link.
 1. What have you learnt from the lesson today? (naming the basic colors)
 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 naming the basic colors ) D.ADJUSTMENT
 ................................
 GRADE 1
 Date of teaching: 1A,1B (01/11/2022),1C( 03/11/2022)
 Period: 16. UNIT 3: COLORS
 Lesson 1: D, E
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. Identify basic colors from the given pictures (Cognition)
 2. Practise saying about basic colors using It’s red
 3. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation saying about basic colors. 
 B. LANGUAGE FOCUS
 1. Vocabulary 
 red,blue, yellow
 2. Sentence patterns
 Revise: It’s red 
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 1, page 21
 - pictures 
 - a laptop and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
1. Point to the pictures and say. Observation
 actions
2. Answer the questions about the Observation
 Student’s answers
 situations about basic colors Questions & answers
3. Play “Find the colors” Student’s answers Observation
 Answers
4. Show positive attitudes and appropriate 
 Student’s talk and Observation, 
 gestures and intonation in saying about 
 interaction Questions & answers
 basic colors 
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warm-up: -Show a flashcard to the class. 
- Have students practice the structure using the new word.
- Repeat with other flashcards. e.g. (Teacher shows flashcard "red.") 
 • Class: "It's red."
Activity 1: Practice (D. Point and say)
- Have students look at the pictures and identify the things. Ask them to tell the 
colors.
- Divide the class into pairs.
- Have Student A point to the pictures and Student B say, e.g. "It's red." Swap roles 
and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
Activity 2. Further practice (E- Play “ Find the color”)
-Have students work in groups of four.
- Have students look at the example. 
- Have students take turns coming to the front of the class and give some examples.
- Have the other students try to find objects that are the same color and say the 
sentence.
Activity 3: Wrap-up & Assignments/ home-link.
1. What have you learnt from the lesson today? (identify and say about classroom basic 
colors)
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 about basic objects)
D.ADJUSTMENT
 ................................
 GRADE 2
 Date of teaching:2A, 2B,2C( 01/11/2022)
 Period: 16. Review 2
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to:
 1. Knowledge:
Talk about shapes
Ask and answer about shapes
2.Competence: 
- Communication, ability to use language (work in groups, Talk about shapes)
- 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 shape is it?
 Teaching aids: Ss’ books, textbook, projector, flashcards
 B. LANGUAGE FOCUS
 Vocabulary , sentence pattern
 Review 
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 2, page 21
 - Audios 
 - pictures 
 - a laptop , TV
 - Song lyrics printed in textbook.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
1. Listen and circle Observation
 actions
 Observation
2. Play the “what’s next?” 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
shapes .
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Activity 1: Warm-up
 “Musical chairs” game
 -Have students sit on their seats.
 -Play music and ask them to move around.
 -Take away two chairs and suddenly stop music. Have students sit on any chairs. The 
 two students who have no chairs to sit on will make questions and answers.
 E.g. 
 • Student A: What’s your name?
 • Student B: My name is (Vinh).
 • Student A: How are you?
 • Student B: I’m happy. Swap roles and continue. 
Activity 2: A. Listen and circle (A or B). (CD1 - Track 40)
-Have students look at the pictures and call out the shapes they can see.
-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.
-Have students work in pairs, practice asking and answering the questions with the 
ircle shapes.
Activity 3 . B. Point, ask, and answer.
-Divide the class into pairs.
-Have Student A point to an object in the classroom and ask, have Student B answer.
• Swap roles and repeat.
-Afterwards, have some pairs demonstrate the activity in front of the class.
Activity 4: D. What’s next? Look, read, and draw the shapes.
-Have students identify the shapes of question number 1, read each out loud and draw 
the correct shape into the box.
-Continue the next question.
Activity 5: Wrap-up & Assignments/ home-link.
1. What have you learnt from the lesson today? 
(review talking about shapes.) 
2. What’re the core value of the lesson? 
Show their ability for identify shape of an object .
D. ADJUSTMENT
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 ____________________________________________
 GRADE 2
 Date of teaching:2C( 03/11/2022), 2A,B( 04/11/20220)
Period 17 UNIT 3: NUMBERS
 Lesson 1: A-C
A. OBJECTIVES By the end of the lesson, students will be able to:
 1. Knowledge:
Identify the words related to numbers 
identify the situations for the picture of shape (setting, participants, topic) and the 
sentence pattern: How many (circles) are there?(eleven) circles 
2.Competence: 
- Communication, ability to use language (work in groups, Talk about shapes)
- 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: How many (circles) are there?(eleven) circles 
 Teaching aids: Ss’ books, textbook, projector, flashcards
B. LANGUAGE FOCUS
Vocabulary : eleven, twelve, thirteen, fourteen, fifteen
Sentence pattern: How many (circles) are there?(eleven) circles
Review 
C. INSTRUCTIONAL RESOURCES
- Textbook: I-learn Smart Start 2, page 22
- flash card, Audios 
- pictures 
- a laptop , TV
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment tools
 products
 Observation 
1. Listen and point. Repeat Student's speech
 Student’s interaction Observation 
2. Listen and point. 
 and performance
3. Play “Heads up. What's missing?" Student’s interaction Observation 
game and performance
 Student’s interaction Observation
5. Sing
 and performance
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Activity 1: Warm-up
Activity 2: Language in put
 1. A. Listen and point. Repeat. (CD1 - Track 22)
-Use some pictures to introduce the shapes (circle, square, rectangle, triangle). 
-Have students listen to each new word. -Have students listen to each new word and repeat all together and individually. 
Correct student’s pronunciation if necessary.
-Arrange the flashcards on the board, play audio, and point to each flashcard. 
-Play audio again and have students point to the numbers in their books. 
-Play audio again and have students listen and repeat. 
-Have students work in pairs, one points to the shapes and one says the words. Swap 
roles and continue.
2. Play "Heads up. What's missing?" game
-Divide the class into two teams. 
-Arrange the flashcards on the board and remove one card when students are not 
looking.
-One student from each team calls out the missing flashcard.
3. B. Listen and point. (CD1 – Track 22)
-Introduce the situation. Bill and Sue are asking and answering about shapes.
-Play audio and have students look at the picture.
-Demonstrate the activity by pointing to the new vocabulary items.
-Play audio. Have students listen and point.
- Have students work in pairs and play roles of the conversations, using all words of 
part A.
-have Sts repeat the useful language and its meaning
Activity 3. Practice
C. Sing. (CD1 – Track 30)
-Have students turn to page 22.
-Play audio and have students listen.
-Read the lyrics and do actions following them.
-Play audio and have students listen, sing along, and do the actions.
-Divide the class into two groups, one sings the questions and one sings and draw in 
the air the answers
 Activity 4: Wrap-up & Assignments/ home-link.
1. What have you learnt from the lesson today? 
 (numbers)
2. What’re the core values of the lesson? 
(can count numbers of objects )
- Remind students to prepare for the lesson 
D.ADJUSTMENT
 ................................ GRADE 4
 Date of teaching: 4A,4B,4C (31/10/2022)
 UNIT 5: WHAT CAN YOU DO?
Period 31 Lesson 3: 1- 3
 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. pronounce the sounds of the letters s and sw in the words sing and swim 
respectively. 
B. LANGUAGE FOCUS.
1. Key terms:review Lesson 1,2.
2. Key grammatical structure 
The sentence patterns: Can you ...? Yes, I can./No, I can’t
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 34
- Audios (Unit 5-page 34), posters
- A computer and a projector.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation
1. Listen and repeat
 Students’ answers Questions & answers
 Key
2. Listen and number. Then say Student’s talks, and Observation
aloud interaction Questions & answers
 Student’s talks, and Observation
3. Let’s chant
 interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and play game.
Spend a few minutes revising the previous lesson by calling some pupils to the front of 
the class to sing the song Can you swim? Have the class listen and clap their hands 
Activity 1: Language input (Activity 1: Listen and repeat.)
Tell pupils that they are going to practise saying the sounds of the letters s and sw in 
the words sing and swim respectively.
• First, put the letters s and sw on the board. Play the recording and ask pupils to 
repeat a few times. Then put the words sing and swim on the board, play the recording 
and ask pupils to repeat a few more times. After that, write the sentences I can sing 
and I can’t swim on the board. Play the recording a few more times and let pupils say 
the sentences, paying attention to the target sounds.
• Do choral and individual repetition of the sounds, words and sentences until pupils 
feel confident.
• Get some pupils to perform in front of the class. Check as a class and correct the 
pronunciation, if necessary. 
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Listen and circle. Thensay aloud.) Tell pupils that they are going to listen to four sentences with the sounds s and sw and 
number them.
• Ask them to read the sentences and identify the words with the letters s and sw. 
Explain the new word swing. Check pupils’ understanding.
• Play the recording for pupils to listen and number the sentences. Remind pupils to 
focus on the words with the sounds s and sw while listening.
• 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.
• Ask pupils to say the sentences aloud.
Key: a 4 b 1 c 2 d 3 
Task 2: Guided practice (Activity 3: Let’s chant)
Tell pupils that they are going to say the chant. Follow the procedure in Teaching the 
unit components in Introduction.
• Have them 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 pupils how to chant and do actions. Divide the class 
into groups of four and call two groups to give a demonstration: one group chants the 
questions,
the other chants the answers.
• Get groups to sit opposite of each other and practise chanting and doing actions. Go 
around offering help, if necessary.
• Call three groups to the front of the class to chant and do actions. The rest of the class 
claps along to the rhythm 
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
(pronounce the sounds of the letters s and sw in the words sing and swim respectively.)
2. What’re the core values of the lesson? 
(ask and answer questions about whether someone can do something, using Can you ...? 
Yes, I can./No, I can’t.)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 4.Lesson 3. 4-6 on pages 35).
D.ADJUSTMENT
 ................................
 GRADE 4
 Date of teaching:4C (01/11/2022),4A,B( 03/11/2022)
 UNIT 5: WHAT CAN YOU DO?
Period 32 Lesson 3: 4- 6
 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. pronounce the sounds of the letters s and sw in the words sing and swim 
respectively. 
3. ask and answer questions about whether someone can do something, using Can you 
...?
Yes, I can./No, I can’t.. 
B. LANGUAGE FOCUS.
1. Key terms: review 
2. Key grammatical structure 
The sentence patterns: Can you ...? Yes, I can./No, I can’t.. 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4:Sachmem.vn , student’s book page 35
- Pictures,posters
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation
1. Read and complete
 Students’ answers Questions & answers
 Key
 Student’s talks, and Observation
2. Write about yourself
 interaction Questions & answers
 Student’s talks, and Observation
3. Project.
 interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and read the chant and chatting.
Spend a few minutes revising the previous lesson. Get three groups of two to go to the
front of the class to sing the chant Can you sing? and do actions. Ask the rest of the class 
to listen and clap their hands 
Activity 1: Language input (Activity 1: Read and complete.)
 Tell pupils that they are going to read the text about Mai and her friends Nam and 
Phong and write their names under the pictures. Explain the meaning of 3 and 2 in the 
pictures (3: can, 2: can’t). Check understanding. Have pupils read the first three lines 
of the passage and explain why we put Mai under the third pair of pictures. (Mai can 
sing, but she can’t play the piano.)
• Get them to read the text and focus on the information to complete the blanks (what 
each character can and cannot do). If necessary, get pupils to work in pairs or small 
groups.
• 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. Provide explanations to 
the answers, if necessary.
Key: 1 Nam 2 Phong 
 Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Write about yourself.)
Tell pupils that they are going to write a short paragraph about what they can and 
cannot do, following the structure of the given text.
• You may want to introduce the word blog. (A blog, or a web log, is a website with 
short articles that are changed regularly.) Ask pupils if they or their family members 
have written a blog. Explain how and why people write a blog. (People usually write 
about their daily lives, interests, opinions, and/or experiences on their blogs.)
• Tell pupils that the given text is an article from a blog. Ask pupils to read the blog to 
understand what Linda writes about herself: her name, what she can do and what she 
cannot do.
• Have pupils work in pairs or groups to discuss what they are going to write. Then 
give them time to do the task independently.
• Get pupils to swap their answers before checking as a class. If there is time, ask one 
pupil to write the answer on the board.
Key: Pupils’ own answers 
Task 2: Guided practice (Activity 3: Project)
Tell pupils that they are going to interview three classmates to get information about 
their abilities and complete the chart.
• Ask pupils to pay attention to the sample sentences in the bubbles. Check their 
understanding of the symbols in the chart.
• Get a pair to do a demonstration in front of the class as an example before starting the 
activity.
• Give pupils time to do the interview in class.
• Call some pupils to the front of the class to report on their work.
• If time allows, you may make a chart to show the number of pupils who can do each of 
the four activities and put it on the wall for display.
Key: Pupils’ own answers 
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
(read and write about someone’s ability)
2. What’re the core values of the lesson? 
(Use positive attitudes and appropriate gestures to ask and answer questions about about 
whether someone can do something.)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Review on pages 36).
D.ADJUSTMENT
 ................................
 GRADE 4
 Date of teaching:4C (03/11/2022),4A,B( 04/11/2022)
 REVIEW 1 Period 33 
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of this period, students will be able to: 
+ listen and identify specific information related to the theme Me and my friends.
• read and identify specific information related to the theme Me and my friends.
• use simple sentences to write about themselves.
• read, listen to and understand a short story. 
B. LANGUAGE FOCUS.
1. Key terms: Review
2. Key grammatical structure 
Review
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 36,37
- Audios (page 36), 
- A computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation
1. Listen and tick
 Students’ answers Questions & answers
 Key
 Observation
2. Read and write Students’ answers Questions & answers
 Key
 Observation
3. Read and match Students’ answers Questions & answers
 Key
 Student’s talks, and Observation
4. Look and write. Then say
 interaction Questions & answers
 Observation
5. Write about you Students’ answers
 Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and chatting.
- Review the model sentences from U1 to U5
Activity 1: Listen and tick.
Tell pupils that they are going to listen to five dialogues and tick the correct pictures.
• Give them a few seconds to look at the pictures. Ask them to identify the similarities 
and differences among them (1a. Linda is greeting a boy. 1b. Linda is in bed and 
saying good night to her mum. 1c. Linda is saying goodbye to a boy. 2a. Big Ben in 
London. 2b. The Opera House in Sydney. 2c. The Statue of Liberty in New York. 3a. 
a calendar sheet of Monday. 3b. a calendar sheet of Thursday. 3c. a calendar sheet of 
Sunday. 4a. A calendar sheet of the first of October. 4b. A calendar sheet of the first 
of December. 4c. A calendar sheet of the first
of September. 5a. A boy is cycling. 5b. A boy is swimming. 5c. A boy is drawing a picture.)
Check understanding.
• Play the recording three times for pupils to listen, do the task and check their 
answers.
• Get pupils to swap their answers before you check as a class. Explain the answers 
and give further support to pupils who got more than half of the answers wrong.
Key: 1 b 2 b 3 b 4 c 5 a 
 Activity 2: Read and write
Tell pupils that they are going to read the text and write the answers to the questions.
• Give them a few seconds to read the text and questions in silence. Check 
understanding. Then have pupils read the text again, focusing on the information to 
answer the questions.
• Give pupils time to do the task independently.
• Get pupils to swap their answers before checking as a class. Provide explanations, if 
necessary.
Key: 1 She’s from England.
2 She’s nine years old.
3 She can play the guitar and sing many Vietnamese songs.
4 She goes to the Music Club. 
Activity 3: Read and match
Tell pupils that they are going to read the sentences on the left and pair them with those 
on the right by drawing a line between them. Check understanding.
• Give them time to do the task independently.
• Get pupils to swap their answers before checking as a class. Provide explanations, if
necessary.
• Have a few pairs act out the dialogues.
Key: 1 d 2 a 3 e 4 c 5 b 
Activity 4: Look and write. Then say
Tell pupils that they are going to look at the pictures and write about the character 
Tom.
• Give them a few seconds to look at the pictures to get some information about Tom. 
(In Picture 1, Tom is taking a photo with the Statue of Liberty. In Picture 2, Tom is 
blowing out the candles on his birthday cake. The calendar on the wall shows the 
fifteenth of January. In Picture 3, Tom is playing badminton. In Picture 4, Tom is 
going to the zoo.) Elicit the words to fill the gaps.
• Get them to work in pairs. Monitor the activity and offer help, if necessary.
• Select some pairs to say the sentences about Tom in front of the class.
Key: 1 America 2 the fifteenth of January
3 play badminton 4 Sunday
Activity 5: Write about you
Tell pupils that they are going to complete a paragraph about themselves, using word 
cues.
• Ask them to look at the incomplete sentences to identify the information needed to 
fill the gaps. Then ask them to think of possible words or phrases to complete the 
sentences. • 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 pupils to read their paragraphs aloud.
Key: Pupils’ own answers
Activity 6: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
(Review vocabulary and grammar structures related to the theme Me and my friends.)
2. What’re the core values of the lesson? 
(Love friends, love school and love people)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Short story on pages 38).
D.ADJUSTMENT
 ................................
 GRADE 4
 Date of teaching:4C (03/11/2022),4A,B( 04/11/2022)
 REVIEW 1
Period 34 
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
By the end of this period, students will be able to: 
Ss will be able to use the words and phrases related to the theme Me and my family, 
listen and understand a short story 
B. LANGUAGE FOCUS.
1. Key terms: review
2. Key grammatical structure 
Review
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 38
- Audios (page 38), 
- A computer and a TV 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation
1. Read and listen to the story
 Students’ answers Questions & answers
 Key
 Observation
2. Complete the conversation. Students’ answers Questions & answers
 Key 3. Work in groups of three. Read 
 Student’s play, and Observation
the conversation. Then act it out 
 interaction Questions & answers
with their own name.
 Observation
4. Unscramble these words from 
 Students’ answers Questions & answers
the conversation
 Key
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting,chatting and play the game.
Review vocabulary from U1-U5
Activity 1: Read and listen to the story
Tell pupils that they are going to read and listen to the story.
• Before pupils listen, ask them to look at the pictures and ask them questions to 
remind them of the old characters and introduce the new character (e.g. What’s the 
name of the black-andwhite cat? What’s the name of the white mouse? Can you see 
the yellow mouse? Who is she? Can you guess?).
• Ask them to read the story in silence. Then play the tape and let the pupils listen. 
Activity 2: Complete the conversation
Tell pupils that they are going to read the text and fill the gaps.
• Give them a few seconds to read the text and check comprehension.
• Give them time to do the task.
• Ask them to swap and check their answers before checking as a class.
• Assign a few pairs to read aloud the dialogue.
Key: 1 Who 2 My name’s 3 Yes, it is 4 How 5 very well, thank you. 
Activity 3: Work in groups of three. Read the conversation. Then act it out with 
their own name.
Tell pupils that they are going to practise the dialogues, using their own names.
• Ask them to sit opposite of each other and practise the dialogue.
• Call a few pairs to act out the dialogue. Correct the pronunciation, if necessary.
Key: Pupils’ own answers 
Activity 4: Unscramble these words from the conversation
Tell pupils that they are going to put the letters in the correct order to make words, and 
that they can find the words in the story. Do the first word as an example.
• Give them time to do the task.
• Ask pupils to swap and check their answers before checking as a class.
• Ask a few pairs to read aloud the correct words.
Key: b really c nice d friends e guitar f America
Activity 5: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
(Review vocabulary and grammar structures related to the theme Me and my friends.)
2. What’re the core values of the lesson? 
(Love friends, love school and love people)
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Short story on pages 38).
D.ADJUSTMENT 
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