LESSON PLAN
Week:
...........................................................................................................................................................
Period:
...........................................................................................................................................................
Date of teaching:
...........................................................................................................................................................
TEXTBOOK: Tiếng Anh 4 Family and Friends - National Edition
UNIT 5: WE’RE HAVING FUN AT THE BEACH!
Lesson Two – Grammar – Period 1 (page 39)
A. DESIRED OBJECTIVES
By the end of the lesson, students will be able to:
1. Core competences
- Identify the present progressive affirmative.
- Complete present progressive sentences with the correct form of the verb be.
- Act out the story.
2. General competences
- Communication and collaboration: work in pairs/groups to talk about beach activities.
- Problem-solving and creativity: find out their favorite beach activities.
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. Patterns:
- I’m surfing.
- He’s going on a boat.
- We’re playing with a ball.
- They’re collecting shells.
2. Skills: Listening, Speaking and Writing.
C. RESOURCES AND MATERIALS
- Student book - page 39
- Audio tracks 60-61
1
- Teacher’s Guide
- Website sachso.edu.vn
- Flashcards
- Computer, projector, ….
D. LEARNING EXPERIENCES
Teacher’s activities Students’ activities
WARM-UP/REVIEW (5 minutes)
Aim: To motivate students and help students to remember beach activity words.
* Game: Listen, point and say.
- Place lesson flashcards around the - Look at the flashcards.
classroom. - Listen and point to the correct
- Call out a word. The children point to the flashcard.
correct flashcard.
- Alternatively, play the chant from this unit.
Children point to the correct flashcard
when they hear the word.
- Now point to the flashcard. The children - Say the word.
say the word.
Option: Describe the location of the card, e.g. It’s
next to the door. What is it? The children then say
the name.
Expected outcomes and assessment.
- Task completed with excellence: Students
can identify beach activity words correctly
and confidently.
- Task completed: Students can identify
beach activity words.
- Task uncompleted: Students are unable to
identify beach activity words.
PRESENTATION (10 minutes)
Aim: To help students identify the present progressive affirmative.
*Lead-in:
- With books closed, ask children to - Answer the questions.
remember the beach activities Leo does in
the story (surfing and swimming). Ask
about the story, e.g. Who does Amy phone?
What does Max / Holly do? Hold up your
2
book to encourage ideas.
*Listen to the story again. (Track 60)
- Play Track 60, pausing for children to - Listen to the recording and repeat.
repeat. - Work in groups of four to play roles of
- Divide the class into groups of four to play Amy, Amy’s mom, Max, and Holly.
Amy, Amy’s mom, Max, and Holly. - Look at the different actions that the
- As a class, decide on the story actions (see characters do in the story.
ideas below). - Practice acting out the story in groups.
- Children practice acting out the story. Ask - Come to the front to act for the class.
a few groups to act out the story at the
front.
Story actions
Picture 1: Max reads a book. Amy and Mom
talk on the phone.
Picture 2: Amy and Mom talk on the phone.
Leo surfs. Holly plays with a ball.
Picture 3: Leo stands on his hands (children
touch their toes). Amy and Mom talk on the
phone. Amy, Max, and Holly point at Leo.
Picture 4: Leo swims. Amy and her mom
talk on the phone. Mom is concerned. Holly
and Max laugh and point.
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 61)
- Show the picture and ask two children to - Look at the pictures and read the
read the speech bubbles. speech bubbles.
- Mime surfing and elicit You’re surfing. Now - Look at the teacher miming and say
mime playing with a ball and say I’m the sentence You’re surfing.
swimming.
- Play Track 61, pausing after each sentence - Listen to the recording. Repeat each
for children to repeat. line.
- Ask children to close their books. Write the - Close their books. Look at the teacher
sentences on the board. Erase the letters that and come up to the board and write
3
are red in the book, and then ask children to them in.
come up to the board and write them in. - Look at the cards and make sentences.
- Write I’m … on the board. Then hold up the
flashcards and elicit new sentences.
Expected outcomes and assessment.
- Task completed with excellence: Students
can say the sentence pattern correctly and
fluently.
- Task completed: Students can say the
sentence pattern.
- Task uncompleted: Students are unable to
say the sentence pattern.
PRACTICE (8 minutes)
Aim: To help students complete present progressive sentences with the correct form of the verb be.
* Read and match. Write.
- Read out the first sentence and ask Which - Listen and answer the question.
picture is it? Elicit and point to the example. - Read the rest of the sentences and
- Children read the rest of the sentences and write a letter with their pencils.
write a letter with their pencils. - Work in pairs to describe pictures.
Answer
1e2a3b4d5c
Differentiation
Below level: Ask children to cover the
sentences. Focus on the pictures. Children
say what’s happening. Then cover the
pictures. Children mime the actions in each
sentence, then complete the activity.
At level: Children complete the activity as
suggested.
Above level: After the children finish, put
them in pairs and have them make negative
sentences, e.g., b. She’s not snorkeling,
using the pictures in the activity.
Expected outcomes and assessment.
- Task completed with excellence: Students
can complete the task and describe pictures
fluently in the front.
- Task completed: Students can complete the
task and describe pictures in pairs.
4
- Task uncompleted: Students are unable to
complete the task and describe pictures in
pairs.
PRODUCTION (10 minutes)
Aim: To help students describe what they are doing or someone’s doing.
* Let’s talk.
- Show the picture and elicit the sentence - Look at the picture and say the
I’m eating an ice cream. / He’s eating an sentences.
ice cream. / …. - Work in pairs to take turns saying
- In pairs, children take turns saying sentences, using other vocabulary
sentences, using other vocabulary words on words on the page.
the page.
Expected outcomes and assessment.
- Task completed with excellence: Students
can talk about what they are doing or
someone’s doing fluently in the front.
- Task completed: Students can talk about
what they are doing or someone’s doing in
pairs.
- Task uncompleted: Students are unable to
talk about what they are doing or someone’s
doing in pairs.
HOMEWORK (2 minutes)
- Learn the patterns by heart.
- Do the exercises in Workbook page 39.
- Prepare for the next lesson (Unit 5 - Lesson 2 – Period 2).
REFLECTION
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
