LESSON PLAN
Week:
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Period:
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Date of teaching:
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TEXTBOOK: Tiếng Anh 4 Family and Friends - National Edition
UNIT 12: A SMART BABY!
Lesson Two – Grammar – Period 1 (page 89)
A. DESIRED OBJECTIVES
By the end of the lesson, students will be able to:
1. Core competences
- Identify affirmative and negative past simple forms of be (I, He, She, It).
- Identify some time expressions to talk about the past.
- Act out the story.
2. General competences
- Communication and collaboration: work in pairs/groups to describe people.
- Problem-solving and creativity: find out what school plays they like.
3. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: tell the truth about feelings and emotions or play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.
B. LANGUAGE FOCUS AND SKILLS
1. Language
- Core: He was handsome then. His hair wasn’t white. I was very cute.
Yesterday/ last night/ last weekend
2. Skills: Listening, Speaking and Reading.
C. RESOURCES AND MATERIALS
- Student book - page 89
- Audio tracks 134, 143 - 144
- Teacher’s Guide
- Website sachso.edu.vn
- Flashcards
- Story poster 12
1
- Computer, projector, ….
D. LEARNING EXPERIENCES
Teacher’s activities Students’ activities
WARM-UP/REVIEW (5 minutes)
Aim: To motivate students and help students to remember different directions.
* Warmer - Track 134
- Play How do we get to the station? from - Sing along to the song with actions.
page 84 to energize the children.
Expected outcomes and assessment.
- Task completed with excellence: Students
can sing the song with actions beautifully
and confidently.
- Task completed: Students can sing the song
with actions
- Task uncompleted: Students are unable to
sing the song with actions
PRESENTATION (10 minutes)
Aim: To help students identify affirmative and negative past simple forms of be (I, He, She, It).
* Lead-in:
- Use Story poster 12 to retell the story on - Answer the questions.
page 88. Ask What are the children
looking at? Who do they see in the photos?
(Dad, Grandma, Grandpa, and Max).
What color was Grandpa’s hair? What
color is it now? Was Max different then?
- Cover the poster and ask children which
words to describe people were used in the
story (old, young, handsome, pretty, cute,
smart).
* Listen to the story and repeat. Track 143
- Ask children to turn to the story on page
88. They check which of the words to - Turn to the story on page 88 and
describe people they remembered. check which of the words to describe
people you remembered.
- Play Track 143, pausing for children to
repeat. - Listen to the recording and repeat.
- As a class, decide on the story actions (see
below).
- Divide the class into groups of six to play - Work in groups of six to play the parts
the parts of Holly, Max, Dad, Amy, of Holly, Max, Dad, Amy, Grandpa,
Grandpa, and Leo. and Leo.
- Children practice acting out the story. Ask - Look at the different actions that the
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a few groups to act out the story at the characters do in the story.
front. - Practice acting out the story in groups.
Story actions - Come to the front to act for the class.
Picture 1: Dad reads the paper. Grandpa
reads a book. (Grandma knits). Max holds
the photos. Amy comes in. Holly beckons
her over and points at the photo. Dad looks
up and responds to comments.
Picture 2: Max turns the page in the photo
album. Holly points at another photo. The
kids look at Grandma.
Picture 3: Max and Leo point to the photo.
Grandpa touches his hair.
Picture 4: Holly holds up a photo and
points. Amy and Leo laugh. Max is
embarrassed.
Expected outcomes and assessment.
- Task completed with excellence: Students
can act out the story in the front confidently
and fluently.
- Task completed: Students can act out the
story in groups.
- Task uncompleted: Students are unable to
act out the story in groups.
* Listen and say. Track 144
- Focus on the picture in Let’s learn box and - Read aloud the speech bubbles.
ask two children to read out the speech
bubbles.
- Play Track 144, pausing after each - Listen to the recording. Repeat each
sentence for children to repeat it. “He was line.
handsome then. His hair wasn’t white. I
was very cute.”
- Tell the teacher what the missing
- Copy the sentences onto the board; then words are.
rub out the red words. Ask children to tell
you what the missing words are.
- Rub out handsome and place suitable - Look at the flashcards and make new
Adjectives to describe people flashcards sentences.
next to each gap to elicit new sentences,
e.g. He was cute then.
Expected outcomes and assessment.
- Task completed with excellence: Students
can say the sentence pattern correctly and
fluently.
- Task completed: Students can say the
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sentence pattern.
- Task uncompleted: Students are unable to
say the sentence pattern.
PRACTICE (10 minutes)
Aim: To help students practice identifying affirmative and negative past simple forms of be (I, He,
She, It) and some Time Expressions to talk about the past.
* Look and Say
- Focus on the picture in Exercise 3. Ask - Look at the pictures and answer the
Where are they? Is the water warm? How questions.
many children are there? What are they - Look at the example.
eating?
- In pairs, take turns making sentences
- Show an example of making a sentence. describing pictures.
- Children work in pairs to talk about the - Volunteer to talk in the front.
picture using simple past of “be”.
Expected outcomes and assessment.
- Task completed with excellence: Students
can describe people using adjectives and
past simple fluently in the front.
- Task completed: Students can describe
people using adjectives and past simple in
pairs.
- Task uncompleted: Students are unable to
describe people using adjectives and past
simple in pairs.
PRODUCTION (10 minutes)
Aim: To help students describe people using affirmative and negative past simple forms of be (I,
He, She, It).
* Tic-Tac-Toe
- Ask children to look at the colors, choose a - Look at the colors, choose a color and
color and make a sentence using make a sentence.
affirmative and negative past simple form - Get scores if you have appropriate
to describe people in the picture. description.
- Children get scores if they have appropriate
description.
Expected outcomes and assessment.
- Task completed with excellence: Students
can make a sentence using affirmative and
negative past simple form to describe
people in the picture fluently.
- Task completed: Students can make a
sentence using affirmative and negative past
simple form to describe people in the
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picture.
- Task uncompleted: Students are unable to
make a sentence using affirmative and
negative past simple form to describe
people in the picture.
REFLECTION
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