Reflective writing

After completing my lesson, I took some time to reflect on what I did well and what I
need to improve. When designing and delivering the lesson, I applied the principle of
scaffolding, which means supporting students step by step as they learn new concepts.
First, I introduced vocabulary related to household chores, such as "wash the dishes"
or "clean the floor," using scrambled words in the activity warm up. This helped
students get familiar with the words in an interactive and engaging way. After that, I
guided them to use these words in simple sentences. However, when reflecting on my
teaching, I realized that I didn’t focus enough on the time markers like "in the
morning," "in the afternoon," and "in the evening." These expressions are key to
describing daily routines, and I should have highlighted their use more effectively
during the activity.
One activity that engaged students the most was the brainstorming session. Students
were particularly excited about unscrambling words on the board. For example, when
I wrote “wash the dishes” with the letters mixed up, many students eagerly
participated, and the classroom became lively. This activity not only allowed them to
interact but also reinforced their vocabulary knowledge in a fun way. On the other
hand, the gap-fill activity didn’t receive the same level of enthusiasm. Although
students completed the worksheet, I noticed that some were not as motivated. I think
the repetitive nature of filling in blanks without much room for creativity made it less
interesting for them.
Another aspect I reflected on was my response to students’ mistakes. There was a
moment during the lesson when I said “No” directly to a student’s incorrect answer. In
hindsight, I realize this was not a good approach. It might have made the student feel
uncomfortable or discouraged. Instead, I should have responded with positive
language, like: “Good try! Let’s think of another idea.” By doing this, I can create a
more supportive learning environment where students feel safe to make mistakes and
learn from them. In addition, through the Assessing Young Language Learners
module, I also learned a rather interesting term called "traffic light system".
Specifically, at the end of a lesson, students use red, yellow, or green cards to show
how confident they feel about the topic. Therefore, I can take advantage of it at the
end of the activity "Let's Write" lesson to be able to clearly how students understand
the task by using colorful boards that attract students' eyes more.
Based on the feedback I received and my own observations, I plan to make some
adjustments to my lesson. For example, instead of only focusing on filling in the
blanks, I will introduce a role-play activity. In this activity, students will act as family
members discussing their Sunday chores. They can use sentences like “In the
morning, I will clean the floor” or “In the evening, I will help cook dinner.” This will
not only give students more opportunities to use the vocabulary but also help them
practice using time markers in a meaningful context.
Finally, I have thought about what makes a good writing lesson. A good lesson should
not just teach students how to write correctly but also inspire them to express their
ideas creatively. It should connect their learning to real-life situations so that they feel
motivated and engaged. With these adjustments, I believe my lesson will become
more effective and enjoyable for my students. Reflecting on this experience has been
very valuable, and I look forward to applying these improvements in my future
lessons.

*Note: Em có sử dụng AI để giúp dịch được các sentence cũng như các câu văn, đoạn
văn trở nên chắc lọc và rõ ràng hơn, toàn bộ bài viết đều do em chiêm nghiệm suy
nghĩ ra từ lời tiếng Việt trước rồi mới dịch sang tiếng Anh.
 LESSON PLAN

Lesson Focus: Tiếng Anh lớp 4 Global Success

Class information: Grade 4

Allotted time: 35 minutes
Date and time of teaching:

1. OBJECTIVES: By the end of the lesson, students will be able to:

 Use the phrases: in the morning, in the afternoon, in the
Knowledge evening, wash the clothes, clean the floor, help with the
cooking, and wash the dishes about the topic “Daily
activities.”
 Read and write about their/ someone’s daily activities.
 Draw pictures or take notes of what daily activities pupils
do at home and present the results to the class at project
time.

 Communication and collaboration: work individuals and

Competences groups to complete the learning tasks.
 Self-control & independent learning: perform learning
tasks.
 Complete a text about themselves by using vocabulary
and structure.
 Focus on the lesson and listen to the instructions.
Attributes  Actively participate in activities and execute tasks.
 Be confident in communicating with others, and help
partners complete the task.
 Be responsible for what they do in their daily life and help
their family members to do daily activities as well as
housework.
 Skills: Reading and Writing.
2. INPUT
 Vocabulary about Daily activities “in the morning,in the
afternoon,in the evening, wash the dishes, wash the
clothes,clean the floor, help with the cooking.
 Pattern:
+Question:
What do you do in the morning/afternoon/evening?
What do you do on Sundays?
+Answer: I wash the dishes/wash the clothes/clean the
floor/help with the cooking in the
morning/afternoon/evening.

 Teaching resources: Tiếng Anh 4 Global Success tập 2,

3. RESOURCES
Unit 14, Lesson 3, Period 2, Part 4, 5, 6, page 29.
MATERIALS
 Learning resources: books, notebooks.
Materials: Picture cues, worksheet paper, a projector,
mini boards to play games, and a computer with the
Internet.
 Work
Procedure Teaching and learning activities
arrangements
Activity 1: Warm-up activity. ( 7 minutes) ( Bùi Thị Hương)

a. Aim(s)
 To create a friendly and active atmosphere in the
class to begin the lesson.

 To help students review words about daily

activities

b. Content  Sing and dance to the song:

 Link of the song: Action Songs for kids | The
Singing Walrus
 Review the vocabulary about daily activities the
pupils have already learned in the previous
lesson and play the game: “Scramble the
phrases.”.
 In the morning
 In the afternoon
 In the evening
 Wash the clothes
 Clean the floor
 Help with the cooking
 Wash the dishes
C.  Students will participate in physical activities
Outcomes and pronunciation exercises.
d. Teaching
steps Greet the class.
Whole class
*Transition: Before starting the new lesson, do you
want to sing a song?

Step 1: T asks the class to stand up and look at the

screen.

“Class! Stand up and look at the screen. Now let’s sing

and dance to the song.

Step 2: T plays the video song, and students look and

listen, sing along, and move their bodies following the
music.

Step 3: T asks the whole class, “Are you happy? Do you

want to play a game?
Step 4: The teacher explains the rules of the game :
 I will divide the class into 4 teams: Team A,
Team B, Team C, and Team D.
 I will give each team the paper and some words;
 you have 3 minutes.
 Students work in groups to arrange the word
into the phrase; after that, stick it on the paper.
 When I say “1, 2, 3, each team runs quickly and
sticks it on the board.
 If you have the correct answer, you give 1
point.
 The fastest and most correct group will be the
winner.
Step 5: The teacher gives examples and models.
For example, I have some words here. I will arrange
some words into the phrase. After that, I will stick on the
paper, come to the board, and stick on the board.
Step 6: The teacher checks the Ss comprehension:
 How many teams do we have?
 What will you do first?
 Work in groups or work in pairs?
 What do you do when I say 123?
 How many marks will you get?
Step 7: The teacher gives feedback and says who is the
winner.

Activity 2: Read and match ( 7 minutes) ( Nguyễn Thị Bân Trinh)

4. Aim(s)  To have students read a text and show understanding of it by

matching time phrases with the appropriate activities.
 To create a joyful atmosphere in the class.
 To help students improve their memory by finishing this task
To help students distinguish the time to do an activity and vice versa.

b. Content

Game: Tick or Cross (⎷ or X)

Sentences:
 In the morning, I wash the clothes.
 In the afternoon, I help with the cooking.
 In the evening, I wash the dishes.

c. By the end of this activity, students will be able to:

Outcomes  Identify the time and the daily activities.
 Read and understand the meaning of a short text by distinguishing
right or wrong via the game Tick or Cross.
  Understand the meaning of a short text by matching sentences
related to the text’s content
d. Teaching The teacher has students play a game based on the The whole class
steps
reading text to make the task more interesting.

* Game: Tick or cross:

Whole class
Step 1: Teacher introduces the game:

 T: Do you want to play a game? Whole class

 S: Yes

 T: Now, we will play the game named Tick or

Cross (⎷ or X).
Whole class

 Do you know this game?

The teacher writes the symbol of the tick and cross on Whole class

the board or shows it on the screen.

Step 2: The teacher divides the class into groups of 4.

 T: Now, you will work in a group of 4.

 From you to you will be groups 1, 2, 3, … .

Whole class
* The teacher checks group members:

 T: Where are groups 1, 2, 3,...?

Whole class
Step 3: The teacher shows the text on the screen.

 T: Now, I have a short text. It talks about”

Sunday activities”. There are many activities,

right?

The teacher show the miniboard to class

 This is a miniboard, you will use it to play this Whole class

game. I Will give it to you later.

Step 4: The teacher introduces the game’s instructions.

  T: To play this game, we have 3 steps:

 Step 1: Read this text in 1 minute.

Whole class
 Step 2: Read the sentences on the screen.

 Step 3: When I count 1, 2, and 3, If it is right,

raise the tick ⎷ , If it is wrong, raise the cross

Whole class
X.

The teacher checks students' comprehension by raising

the symbol of tick-right and cross-wrong and has

students say it out loud.

 For each right answer, you will get 5 points.

* The teacher checks student comprehension:

 Tell me, how many steps do we have?

 Step 1, you will? Whole class

 Step 2, you will?

 Step 3: I count 1, 2, 3; if the sentence is right,

you will raise…; if the sentence is wrong, you

will raise…? Whole class

 Good job!

T gives each group 1 mini board with the symbol of the

tick and cross on both sides of it.

 T: You will use this to play this game. Keep it

carefully!

Step 5: The teacher has students do an example.

 T: Now, let's do an example.

The teacher asks the students to read the text on the

board.

 T: Ok, let’s read the text one more time in 1

minute.

After 1 minute, the teacher shows a sentence on the

screen: “In the morning, I clean the floor.”

 T: Ok, now, is this sentence right or wrong?

 S: Wrong

 T: Great! It is wrong; you will raise a tick ( ⎷) or

cross (X).

 S: Cross!

 T: Good job! Now, let’s play a game.

Step 6: The teacher lets students play the game.

The teacher shows the paragraph one more time and asks

students to look at the paragraph in 1 minute.

 T: Now, let's look at the text on the board. You

will have 1 minute to read it.

Step 7: After 1 minute, the teacher shows one sentence

about Anna’s daily activities in the text.

 T: Ok class, time’s up! Look at the screen,

please!

 T: Now, read the sentences carefully.

 T: Ok, listen to me. 1 2 3, raise your board up!

The teacher checks students’ answers by pointing out

the answer directly in the text after each turn and records

the mark of each group.

 Step 8: The teacher shows the others sentences one by

one and repeats the game’s process.

Step 9: The teacher checks the point and leads students

to the next activity.

* Read and match activity:

Step 1: The teacher shows the task “Read and match”

on the screen and has students do it.

 T: Now everyone, after playing the game, do you

still remember the text?

 T: Now, everyone, you have 10 seconds to

remember the text. And after that, you will come

to the board and match.

After 10 seconds, The teacher hides this text and invites

some students to come to the board to complete the text.

 T: Who can come to the board and do this task?

 T: you can match more than one answer

The teacher gives feedback on students' performance.

Work
Procedu
Teaching and learning activities arrangeme
re
nts
Activity 3: Let’s write (7 mins) (Đỗ Duy Hưng)

a. - To help students be able to use vocabulary related to

Aim(s) household chores in complete sentences.
- Practice writing sentences to describe daily activities clearly
and coherently.
b.
Content

- Fill in the blanks to create a complete article

Worksheet:

I do a lot of housework on Sundays.

In the morning, I ____________ and ________________.

In the afternoon, I ________________ and ______________.

In the evening, I ___________________ with my family.

c. By the end of this activity, students will be able to:

Outcome  Complete the writing activity about Sunday household
s chores by filling in the blanks with the correct words.
 Use simple sentence structures to express their ideas
about daily chores.
d. Step 1: The teacher brainstorms vocabulary related to The whole
Teachin household chores with the class. class
g steps Use scrambled words like wash the clothes, clean the floor,
wash the dishes, and help with cooking on the board. Ensure
students understand the meaning of each word.
Ask students to repeat the words and give examples of each
chore if they can.
Step 2: The teacher introduces the gap fill.
 T: "Now, we’re going to make sentences about what we
do on Sunday. Let’s look at this sentence: “In the
morning, I____ and ______.”
Show the sentence on the board with blanks.
Encourage students to suggest a fitting activity, “wash the
clothes” or “clean the floor,” depending on the context.
 T: “Let’s think about the chores we can do in the
morning.” Teacher
Use visuals or gestures (from Step 1) to remind students of the
vocabulary, e.g., wash the clothes and clean the floor.
Invite a few students and wait for responses such as "Wash the
clothes" or "Clean the floor.".
The teacher completes the sentence: "In the morning, I wash the
clothes and clean the floor” on the board.
Repeat with two sentences: In the afternoon, I ________ and
_____.
In the evening, I _________
 and _________.
• T: "This is the correct sentence.”
Step 3: Writing Activity
 T: "Now it’s time to write!
The teacher showed the worksheet to the whole class.

I do a lot of housework on Sundays.

In the morning, I ____________ and ________________. Whole class

In the afternoon, I ________________ and ______________.

In the evening, I ___________________ with my family.

 T: This is our worksheet today. On your worksheet, fill

in the blanks with two chores for each time of day.”
Teacher’s reminder for students:
The whole
 T: "Remember, you can use any of the chores on the
class
board.”
/individuals
 T: "You have one minute to finish.”
The teacher checks student comprehension.
Walk around the classroom, helping students as needed.
Step 4: Sharing and feedback
 T: "I would like to invite 2 students to come to the board
and share what you write. Who would like to share the
gap with the class?
Give positive feedback and make gentle corrections if needed.

Work
Procedure Teaching and learning activities
arrangements
Activity 4: Project (8 mins) (Lê Thị Trang)

a. Aim(s)  To help students reinforce the vocabulary about the

topic of daily activities (in the morning, in the
afternoon, in the evening, wash the clothes, clean
the floor, help with the cooking, and wash the
dishes).
 To help students read, write, and say aloud the
vocabulary and sentence patterns.

b.
Content  Set the task: My Favorite Sunday Routine —
Writing and Presentation Project
 Vocabularies: in the morning, in the afternoon, in
the evening, wash the clothes, clean the floor, help
 with the cooking, and wash the dishes
 Sentence patterns: In the …., I ………………
Because …………………
 Worksheet papers about My Favorite Sunday
Routine
 Example images for drawing:

c.  Students can remember the vocabulary about daily

Outcomes activities (in the morning, in the afternoon, in the
evening, wash the clothes, clean the floor, help with
the cooking, and wash the dishes).
 Students can read aloud and write the vocabulary
and sentence patterns about daily activities.
d. Step 1: T introduces the project activity “My Favorite
Teaching Sunday Routine”
steps - T says: “Everyone, what do you do on Sundays?”
- T invites some Ss: “ You, please”
- Expected answers from Ss:
“ In the morning, I clean the floor in the morning.”
“ In the afternoon, I wash the clothes.”
“In the evening, I help with the cooking..”
- T says: “Alright, all of you have Sunday favorite
activities. Today, you will write about what you do on
Sundays and share it with the class.”

T: Today, we are going to do an interesting project; it’s

named My Favorite Sunday Routine. The whole
class
Step 2: T gives the instruction.
T gives the instruction of the project “My Favorite Sunday
Routine”:

T: You will work yourself. Then, I will give you a paper like
this. Let me show you how to do it: The whole
+ Step 1: Draw your favorite daily activity on Sundays. class
+ Step 2: Using the patterns to write about it and why you
like it.
+ You have 3 minutes to do this task.

Sentence patterns: In the ………, I ……………… Because

…………………
 Step 3: Check Ss understanding
T checks the Ss understanding by some questions:
“Do you work by yourself or in pairs?”
“How many steps do you have to do?”
“How many minutes do you have?”

T models the presentation

T says, "Let me show you an example. Look, I draw “wash
the dishes.” Now, I write the sentences under the picture I
just drew on the board.”

Draw an activity and write the example sentence on the

board: In the morning, I wash dishes. Because I want to
help my mother.

T says, "Here is an example. Now your turn!”

Step 4: T divides the class into teams of four. Let Ss do

the project in 3 minutes.
T says, “Now, I will give you a paper.”
“ You have 3 minutes; let’s start!”

T goes around to support Ss.

Step 5: After finishing, the teacher invites some students to

stand up and share with the class.
“Everyone, time’s up!
Now, I will invite some of you to stand up and share that
paper with the class.
Who volunteers? If not, I will invite you randomly!”

Step 6: Have the rest of the class applaud if pupils perform

well.
T and peers give feedback.

Activity 5: Wrap up (1 minutes )

 Teaching Step 1: The teacher gives feedback about the lesson today.
steps
Step 2: The teacher conveys the message: “ Today, you Whole
reviewed a lot of daily activities like: wash the clothes, clean the class
floor, help with the cooking, and wash the dishes. That is the
housework. Don’t forget to help your parents do housework.”
Show responsibility for what they do in their daily life and
respect for others.

......

APPENDICES