Kế hoạch bài dạy Tiếng Anh Lớp 1, 2, 4 - Tuần 9 - Ngô Thị Phương Thảo

 WEEK 9
 GRADE 1
 Date of teaching: 1A,1B (7/11/2022),1C( 08/11/2022)
 Period: 17. UNIT 3: COLORS
 Lesson 2: 1,2,3,4
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. review /ổ/ and /b/sounds. 
 2. recognize the letters, sounds and word that contained the sounds from the pictures 
 and recording.
 3. 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
 1. Phonics and Vocabulary 
 /ổ/ and /b/sounds. 
 ant, boy, cap
 2. Sentence patterns
 This is my cap
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 1, page 22
 - 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 point 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. Put a tick (v) or a cross (x) Student’s Observation
 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 Warm-up: Sing The alphabet song
- Play the alphabet song and have students listen. 
- Play audio again and sing the song.
- Put the flashcards on the board for the letters in red (a , b , c, and d). Point to each 
flashcard, call out the letter's name, and have students repeat.
1.Listen and repeat.
CD1- Track 41
- Have students look at the pictures. 
- Point to the pictures and say the letters' sounds. 
- Play audio. Have students listen and repeat the letter sounds. ( whole class/ 
individuals)
2. Listen and point.
CD1- Track 42
- Have students look at the pictures.
- Demonstrate pointing to the correct letter when you hear the sound. 
- Play audio. Have students point to the correct picture at the top of the page when 
they hear the appropriate sound.
3. Put a tick (√) or a cross (x).
- Have students look at the pictures and call out the beginning sounds. Demonstrate 
the activity using the example.
- Have students put a tick or a cross. 
- Check answers as a whole class
4. Play “ Magic fingers”.
- Have students look at the example. 
- Divide the class into pairs. 
- Have Student A draw a letter on Student B's back. 
- Have Student B try to guess which letter it is.
- Have students swap roles and repeat.
5. Wrap-up & Assignments/ home-link. (2’)
1. What have you learnt from the lesson today? /ổ/ and /b/sounds.
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
 ................................
 GRADE 1 Date of teaching: 1A,1B (8/11/2022),1C( 10/11/2022)
 Period 18. UNIT 3: COLORS
 Lesson 2: 1,2,3,4
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. review /k/ and /d/ sounds.
 2. recognize the letters, sounds and word that contained the sounds from the pictures 
 and recording.
 3. 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
 1. Phonics and Vocabulary 
 /k/ and /d/ sounds.
 boy, cap, door
 2. Sentence patterns
 This is my cap
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 1, page 23
 - 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 point 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. Write the letters Student’s writing Observation
4. Play “Stepping stones”
5. 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
 Warm-up: Speed race - Put 4 chairs in front of the board. 
- Divide the class into 4 teams. 
- Have a student from each team stand up.
- Put a phonics card on each chair. 
- Call out one of the phonics cards.
- The students standing try to be the first to sit on the chair with the corresponding 
phonics card.
- The first student to sit on the chair wins a point for his/her team. The team with the 
most points wins. 
1. Listen and repeat.
CD1- Track 43
- Have students look at the pictures. 
- Point to the pictures and say the letters' sounds. 
- Play audio. Have students listen and repeat the letter sounds. ( whole class/ 
individuals)
2. Listen and point.
CD1- Track 44
- Have students look at the pictures.
- Demonstrate pointing to the correct letter when you hear the sound. 
- Play audio. Have students point to the correct picture at the top of the page when 
they hear the appropriate sound.
3. Write the letter.
- Have students look at the pictures and call out the beginning sounds.
- Demonstrate the activity using the example.
- Have students write the letters.
- Check answers as a whole class. 
4. Play “Stepping stones”
- Divide the class into pairs.
- Have Student A start at A and say the first letter sound or word.
- Have Student B start at B and say the first letter sound or word.
- Have students take turns saying the letter sounds or words as they go all the way 
around.
5. Wrap-up & Assignments/ home-link. (2’)
1. What have you learnt from the lesson today? /k/ and /d/ sounds.
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 
 ................................
 GRADE 2
 Date of teaching:2A, 2B,2C( 08/11/2022)
 Period: 18. Unit 3: NUMBERS
 Lesson 1: D.E
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. identify the situations asking and answering about numbers by using the sentence 
 patterns “How many..... are there? ”
 2. ask and answer about numbers
 3. Show their responsibility and respect for each other while taking part in activities 
 and positive attitudes, appropriate gestures and intonation when asking and 
 answering about numbers.
 B. LANGUAGE FOCUS
 Key terms/ Vocabulary 
 Eleven, twelve, thirteen, fourteen, fifteen
 Key grammatical structure(s)/ sentence patterns
 How many..... are there?
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 2. page 23
 - pictures 
 - a laptop and a projector 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance 
 Assessment tools
 Performance Tasks products
 Student’s answers/ 
1. Role-play, then say about numbers. Observation
 actions
2. Answer the questions about the 
 Observation
 situations such as setting, participants, Student’s answers
 Questions & answers
 topic.
3. show positive attitudes and appropriate 
gestures and intonation in asking and Student’s talk and Observation, 
answering about numbers . interaction Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Activity 1: Warm up: "Guess the word" game
 - Divide the class into four teams.
 - Write a word on the board with several or all letters missing. (E.g. _ _ _ _ _ _ _ – 
 fifteen)
 - Have each team take turns calling out a letter.
 - Add the missing letters to the word if correctly guessed.
 - Give that team one point if it’s a correct guess.
 - Continue until the students guess the word correctly.
 - The team that gets the most points wins.
Activity 2: D. Point, ask, and answer.
- Divide the class into pairs.
- Have Student A point to a picture and ask, have Student B answer.
- Swap roles and repeat.
- Afterwards, have some pairs demonstrate the activity in front of the class.
Activity 3: E. Look at part D. Play the “Memory” game
- 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
- Divide the class into groups of five. Each group sits in a circle. Give each group a 
ball.
- Prepares some pictures then give to each group.
- Have one student points at the picture and asks “How many are there?” then 
this student throws the ball to another student who has to answer. The student then 
asks, “How many are there?” 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? 
(ask and answer about numbers)
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 asking and answering about 
 numbers.
 D. ADJUSTMENT
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 _________________________________
 GRADE 2
 Date of teaching:2A, 2B,2C( 08/11/2022)
 Period: 18. Unit 3: NUMBERS
 Lesson 2: A.B.C.D
 STAGE 1: DESIRED OBJECTIVES
 A. OBJECTIVES
 By the end of the lesson, students will be able to:
 1. review the letter /N/, /n/ sound and the letter /O/ , /o/ 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
 /o/ octopus
 Key grammatical structure(s)/ sentence patterns
 What is it? It’s a nut
 C. INSTRUCTIONAL RESOURCES
 - Textbook: I-learn Smart Start 2. page 24
 - Audios 
 - pictures 
 - a laptop and 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 Student’s answers Observation situations to give the word and sentence 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 many . are there?” The child with the 
 yellow ball will answer his/ her friend’s question .
 Activity 2: Language input (Activity 1. Listen and repeat. Trace.) (8’)
 - Ask students to look at 2 pictures (page 24) 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. Draw line (5’)
- Have students look at the pictures and call out the things they can see. 
- Demonstrate the activity using the example. 
- Have students draw lines from the letters to the pictures. 
- Check answers as a whole class.
b. Activity 4. * Play “Guess the picture”.(10’)
- Have students look at the example. 
- Divide the class into two teams. 
- Have a student stand facing away from the board and stick a flashcard on the board 
behind them. 
- Have someone from the same team ask the student a question about the flashcard. 
- Have the student try to guess the answer without looking at the flashcard. 
- Give that team one point if it's a correct guess. 
- Have teams take turns..
Activity 5: 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 4
 Date of teaching: 4A,4B,4C (07/11/2022)
 SHORT STORY
Period 35 
 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
 ................................
 GRADE 4
 Date of teaching: 4C (08/11/2022), 4A,B( 10/11/2022)
Period 36: MID- TEST
 GRADE 4
 Date of teaching: 4C (10/11/2022), 4A,B( 11/11/2022)
Period 37: CORRECT THE TEST
GRADE 4
 Date of teaching: 4C (10/11/2022), 4A,B( 11/11/2022)
Period 38 UNIT 6: WHERE ‘S YOUR SCHOOL?
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, students will be able to: 
1. identify the situation for the conversation between Phong and Peter (setting, 
participants, topics);
2. ask and answer their friends about where school is, using the sentence patterns 
“Where is your school?/ It’s in + ( place)”;
3. show interests and love to their friends and their teachers by using appropriate 
gestures and intonation when asking and answering about where school is.
B. LANGUAGE FOCUS Key terms/ Vocabulary 
 Oxford Street, Hoa Binh Road, Bat Trang Village, Hoan Kiem District 
 Key grammatical structure
 Where is your school?/ It’s in + ( place) 
 C. INSTRUCTIONAL RESOURCES
 - Textbook: Tiếng Anh 4- Student’s book, page 40, track 45, Sachmem.vn, Teacher’s 
 guide 
 - Flashcards for Unit 6, poster for Unit 6
 - AComputer, a projector.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
1.Ask and answer questions about where Students’ listen & Observation
their school is. repeat, interaction Listen & repeat
2.Practise asking and answering questions 
 Students' question & Observation
about where a school is, using Where’s 
 answer, interaction Question & answer
your school? It’s in +(place)
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warmer: Greeting .
 - Greet pupils. Then invite a few pairs to role play the short story Cat and Mouse 1 – 
 Do you remember? 
 - Lead into new lesson
 Activity 1: Language input 
 1: Look, listen and repeat.
 -Tell pupils that they are going to learn to ask and answer questions about where their 
 school is.
 - Have them look at the four pictures to discuss the content in which the language is 
 used. Ask them questions such as: Who are they? ( Peter, Phong and Jack) What are 
 they doing? What are they talking about?
 - Ask Ss to listen and repeat from twice to three times.
 - Ask Ss to work in pair.
 - Call some Ss to roleplay the dialogue in the pictures
 - Correct their pronunciation
 - Explain to Ss some vocabulary. School - study 
 - Help Ss understand the meaning of the dialogues
 - Elicit sentence patterns from Ss
 Where’s your school?
 It’s in 
 Activity 2: Full controlled &less controlled
 Task 1: Point and say
 - Present the activity. Tell pupils the meaning of the sentences in practice. Point at the 
 name under each picture, check comprehension, and give feedback. Have pupils repeat 
 each twice.
 - Play Track 45, Activity 2 for pupils to repeat the sentence(s) twice. - Interact with pupils to ask and answer questions about where the partner’s school is, 
using the pictures in the activity. 
- Get pupils to practise in pairs asking and answering questions about where the partner’s 
school is. 
- Invite a few pairs to check their performance. 
Activity 3: Work in pairs. Ask and answer questions about your school. Ask its 
name and where it is. 
- Get one or two pairs to role play the story in 1. Look, listen and repeat.
- Present the activity. Show pupils how to carry out the task: pupils role play in pairs to 
ask and answer the questions about each other’s school name, and where it is.
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today?(ask and answer their friends about 
where school is, using the sentence patterns “Where is your school?/ It’s in + ( 
place)”;
2. What’re the core values of the lesson? (show interests and love to their friends and 
their teachers by using appropriate gestures and intonation when asking and 
answering about where school is ) 
- Remind students to do exercises in the workbook. 
- Prepare for the next lesson (Unit 6. Lesson 1. 3 -5 on pages 41.)
.ADJUSTMENT
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