LESSON PLAN

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TEXTBOOK: Tiếng Anh 4 Family and Friends - National Edition
STARTER UNIT: WELCOME BACK!
Lesson Two – Grammar (page 5)
A. DESIRED OBJECTIVES
By the end of the lesson, students will be able to:
1. Core competences
- Review family words.
- Identify people from their descriptions.
- Describe people’s appearance.
- Use the possessive case.
- Act out the story.
2. General competences
- Communication and collaboration: work in pairs/groups to talk about family members.
- Problem-solving and creativity: identify people from their descriptions.
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. Vocabulary and Patterns:
- Recycled: family words, appearance words
- Extra: grandma, grandpa
2. Skills: Listening, Speaking and Writing.
C. RESOURCES AND MATERIALS
- Student book - page 5
- Audio tracks 01, 02-03

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 - 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 the main course characters.

* Song: Welcome song – Track 1

- Sing the Welcome song from page 4 and - Sing along to the song and do the
do the actions to energize the class. actions.
Expected outcomes and assessment.
- Task completed with excellence:
Students can sing with actions
beautifully.
- Task completed: Students can sing
along the song.
- Task uncompleted: Students are unable
to sing along the song.

PRESENTATION (10 minutes)

Aim: To help students review family words.

*Lead-in:
- Ask the children what happened in the - Answer the questions.
story in the previous lesson. Hold up
your book to encourage ideas.
- Ask questions about the story, e.g., Who
has green eyes? Who has brown hair?
Who is Rosy’s cousin?
*Listen to the story again and repeat.
(Track 2)
- Turn to the story in your books.
- Ask children to turn to the story on
page 4 of their books.
- Play Track 2, pausing for children to - Listen to the recording and repeat.
repeat each line. - Play the roles of characters in the story
- As a class, decide on actions for the in groups.
story. Play the recording again for - Look at the different actions that the
children to mime the actions as they

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 listen. characters do in the story.
- Put the class into groups of three to
play Rosy, Tim, and Billy. If the class
doesn’t divide exactly, some children
can act out two parts. They practice - Practice acting the story. Come to the
acting out the story in their groups. front to act for the class.
- Ask a few of the groups to act out the
story for the class.
Story actions
 Picture 1: Rosy waves to her video
camera.
 Picture 2: Rosy holds the camera up to
film Tim. Tim waves.
 Picture 3: Rosy holds the camera low to
film Billy’s photo.
 Picture 4: Rosy and Tim walk into
Billy’s bedroom, filming.
 Picture 5: Tim bends down to look
under the bed. Rosy looks around for
Billy, while Billy “hides” on the bed.
 Picture 6: Billy jumps up with a big
smile. Rosy and Tim are happy and
surprised.
 Expected outcomes and assessment.
- Task completed with excellence:
Students can act out the story nicely.
- Task completed: Students can listen
and repeat the story.
- Task uncompleted: Students are unable
to listen and repeat the story.

PRACTICE (8 minutes)
Aim: To help students identify people from descriptions.

* Read and write T (true) or F (false).

- Focus on the Let’s learn! box, read the - Listen to the teacher carefully.
first sentence out loud, and ask who says
it in the story and what it means.
- Repeat after the teacher.
- Read the second sentence. Children
repeat chorally.
- Use the family flashcards to elicit new

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 sentences with the same pattern (e.g.,
Rosy is Billy’s sister, Billy is Rosy’s - Look at the teacher carefully.
brother).
- Read out the first sentence. Say Rosy
has brown hair. True or false? Show the
example.
- Read the rest of the sentences to check
understanding but tell children not to say
the answers out loud. - Do the task individually.
- Children mark the sentences T or F. - Work in pairs to check answers.
They can check answers in pairs before
checking with the class.
Answers: 1 T 2 F 3 T 4 F
- Read the sentences in front of the
 Expected outcomes and assessment. class.
- Task completed with excellence:
Students can identify the true and false
sentences and tell the reason why the
sentence is false.
- Task completed: Students can read and - Read the words.
understand the sentences.
- Task uncompleted: Students are unable
to read and understand the sentences.
- Listen and point.
* Listen and write the numbers. (Track 03)
- Tell the children they are going to hear
about people in Rosy’s family. Ask them - Listen and write the numbers.
to read the words.
- Play Track 3, pausing after the first item
for children to point to Rosy’s mom.
Show the example.
- Play the recording, pausing after each
item for the children to write the
numbers.
Answers: a 2 b 1 c 6 d 5 e 7 f 9 g 8 h 4 i 3
Expected outcomes and assessment.
- Task completed with excellence:
Students can identify people from
descriptions correctly.
- Task completed: Students can listen
and point to people in Rosy’s family.
- Task uncompleted: Students are unable
to listen and point to people in Rosy’s

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 family.

PRODUCTION (10 minutes)

Aim: To help students describe people’s appearance.

* Point and say.

- Ask two children to read the speech - Work in pairs to do the task.
bubbles. The second child finishes their
sentence in their own words. Ask the
class to repeat each sentence chorally. - Take turns pointing to the people and
describing them.
- In pairs, children take turns pointing to
the people in Rosy’s family and
describing them.
 Expected outcomes and assessment.
- Task completed with excellence:
Students can describe people’s
appearance with long sentences.
- Task completed: Students can describe
people’s appearance with short
sentences.
- Task uncompleted: Students are unable
to describe people’s appearance.

HOMEWORK (2 minutes)
- Learn the patterns by heart.
- Do the exercises in Workbook page 5.
- Prepare for the next lesson (Starter Unit - Lesson 3).

REFLECTION
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