Kế hoạch bài dạy Tiếng Anh Lớp 4 (Kết nối tri thức) - Tuần 25 - Năm học 2024-2025 - Trường Tiểu học Xuân Liên

 WEEK 25
 Monday, March 3, 2025 (Afternoon)
CLASS 4C 
 UNIT 15: MY FAMILY’S WEEKEND
 LESSON 1 (1, 2, 3)
 A. OBJECTIVES:
 By the end of the lesson, Ss will be able to:
 1. Knowledge:
 - use the words and phrases cinema, shopping centre, sports centre, 
swimming pool in relation to the topic “My family’s weekends”
 – use Where does he / she go on Saturdays? – He / She goes to the to 
ask and answer questions about where someone goes
 - Vocabulary: cinema, shopping centre, sports centre, swimming pool
 - Model sentences:
 A: Where does he / she go on Saturdays?
 B: He/ She goes to the gym.
 - Skills: speaking and listening
 2. Competences: 
 - Co-operation: ready to help friends in pair work/ group work.
 - Sociability: Talk to each other, say good words to others.
 3. Attitude/ Qualities:
 - Kindness: Help partners to complete learning tasks.
 - Honesty: tell the truth about feelings and emotions
 B. TEACHING AIDS:
 - Teacher: Teacher’s guide Pages 209, 210; audio Tracks 41, 42, website 
hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector.
 - Students: Pupil’s book Page 30, notebooks, workbooks, school things.
 C. PROCEDURES:
 Teacher’s activities Students’ activities
 1.Warm- up: (3’)
 Sing: weekend song
 *Aims: to create a friendly and active 
 atmosphere in the class to beginning the 
 lesson.
 *Procedure:
 - Ss listen 
 BiA
 -Show the song on the screen
 - Ss sing and dance
 -Ask Ss sing and dance - Say “Open your book page 30” and look at - Ss open their books
“Unit 15, Lesson 1 (1,2,3)”.
2. Presentation(16’)
Activity 1. Vocabulary.
*Aims: Ss will be able to know the vocabulary 
in the new lesson. 
*Procedure:
-T elicits the new words -Ss listen and answer
 - Ss listen and repeat 
+ sports centre: trung tâm thể thao 
(picture)
 + Choral repetition (3 times).
+ shoppping center: trung tâm mua sắm 
 (situation) 
+ swimming pool : hồ bơi (picture) + Individual repetition (3 ss)
+ cinema : rạp chiếu phim (picture)
 - T models (3 times). 
 - T writes the words on the board. - Ss take note
- Checking: Rub out and remember - Ss look, remember and write
Activity 2. Look, listen and repeat:
*Aims: Ss will be able to understand and 
correctly repeat the sentences in two 
communicative contexts in which the 
characters ask and answer questions about 
where a family member goes at the weekend.
*Procedure:
- Have Ss look at Pictures a and b and identify -Look at the pictures and get to 
the characters in the pictures. know the characters in the 
 pictures.
 + Picture a:
 Mary: Where does your father 
 go on Saturdays?
 Mai: He goes to the gym.
 + Picture b
 Mary: What about your mother? 
 Where does she go on 
 Saturdays?
 Mai: She goes to the shopping 
 centre. - Play the audio twice (sentence by sentence). -Ss listen and repeat in chorus 
Correct their pronunciation where necessary. (twice)
- Have Ss to practice the dialogue -Ss work in pairs to practice
- T invites a few pairs to the front of the class -Ss practice the dialogue
to practice.
- T checks pronunciation for ss. -Ss listen
Activity 3 Listen, point and say.
*Aims: Ss will be able to correctly say the 
words and use Where does he / she go on 
Saturdays?– He / She goes to the ... to ask 
and answer questions about where a family 
member goes at the weekend.
*Procedure:
* Model sentences:
- T asks Ss look at picture a and helps Ss know -Ss look at the picture and 
the structure from the dialogue. answer.
- T introduces new structure for Ss. -Ss listen
- T explains, models and gives meaning. -Ss listen and repeat
-Have Ss repeat the model sentences. -Ss repeat 
 A: Where does he / she go on Saturdays?
 B: He’ She goes to the gym.
3.Practice: (7’) - Ss look, listen and answer
*Drill pictures + Picture a: father at the sports 
- Elicit and check comprehension the name of centre
the rooms. + Picture b. a mother at the 
 shopping centre
 + Picture c. a brother at the 
 swimming pool
 + Picture d. a sister at the 
 cinema
- Run through all the pictures. -Ss practice in chorus
- Run through model sentences. -Ss practice in chorus
+ Run through the questions.
+ Run through the answers -Ss practice in chorus - Have Ss to practise:
+ T says asks and Ss answer (change role). -Ss work in pairs to practice
+ Ss – Ss (change role).
- Ask Ss to work in pairs.
- T controls and corrects.
- Invite a few pairs to come to the front of the -Ss point and say
classroom, point at the relevant character in 
each picture, and act out his/her role.
- Encourage Ss to practise speaking English. -Ss listen.
- T gives feedbacks. -Ss listen
4.Production: (7’)
Activity 4. Let’s talk.
*Aims: Ss will be able to enhance the correct 
use of Where does he / she go on Saturdays? – 
He /She goes to the .. to ask and answer 
questions about where a family member goes 
at the weekend in a freer context.
*Procedure:
- Ask questions to help them identify the -Ss look at the picture and 
context answer
 + a father at the gym, a brother 
 at the cinema, a sister at the 
 shopping centre, a mother at the 
 swimming pool.
- T fills the gaps and writes the sentences on -Ss note
the board.
- T models - Ss say the completed sentences.
- T asks Ss to work in pairs to ask and answer -Ss work in pairs
- Invite some pupils to the front of the class to -Ss perform in front of the class.
present their exchanges.
- Give feedbacks
*Consolidation
*Aims: Ss will be able consolidate and wrap 
up the content of the lesson.
*Procedure:
- T asks ss to answer the following questions: -Ss answer the questions + What have you learnt from the lesson 
 today? 
 - T review the vocabulary and model - Ss listen
 sentences.
 - T praises some Ss who are hardworking / -Ss listen and clap their hands
 active/ good . as well as encourage others to 
 try more.
D. ADJUSTMENTS (if necessary):
 . .. 
 ... 
 __________________________________________
CLASS 5D
 UNIT 15: OUR HEALTH 
 LESSON 1 (1, 2, 3)
 A. OBJECTIVES:
 By the end of the lesson, Ss will be able to:
 1. Knowledge:
 - understand and correctly repeat the sentences in two communicative 
contexts focused on asking and answering questions about someone’s health.
 - correctly use the words and phrases toothache, headache, sore throat and 
stomach ache and the sentence patterns What’s the matter? - I have _____. to 
ask and answer questions about someone’s health.
 - correctly use the words for health problems in Act 2 and sentence patterns 
What’s the matter? and I have _____. to ask and answer questions about 
someone’s health in a freer context.
 - Vocabulary: toothache, headache, sore throat and stomach ache
 - Structures: A: What’s the matter?
 B: I have a headache.
 - Skills: speaking and listening
 2. Competences: 
 - Critical thinking and creativity: learn how to ask and answer questions 
about someone’s health correctly and fluently.
 - Communication and collaboration: work in pairs and groups to complete 
the learning tasks.
 - Self-control and independent learning: perform pronunciation and 
speaking tasks.
 3. Attitude/ Qualities:
 - Raise their Knowledge of health. - Show ss how to take care of themselves and prevent of common diseases. 
 B. TEACHING AIDS:
 - Teacher: Teacher’s guide Pages 237, 238, 239, audio Tracks 41, 42, 
website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or 
projector.
 - Students: Students’ book Page 30, notebooks, workbooks, school things.
 C. PROCEDURES:
 Teacher’s activities Students’ activities
 1.Warm- up: (3’)
 Sing a song: Head, shoulders, knees and 
 toes
 *Aims: to create a friendly and active 
 atmosphere in the class to beginning the 
 lesson.
 *Procedure:
 - Show the video on the screen. - Sing and dance the song together.
 HmogNyCY
 - Ask Ss to listen, sing and dance the song.
 - Say “Open your book page 30” and look 
 - Ss listen and open their books
 at “UNIT 15, LESSON 1 (1,2,3)”.
 2. Presentation (15’)
 Activity 1. Vocabulary.
 *Aims: Ss will be able to know the 
 vocabulary in the new lesson. 
 *Procedure:
 -T elicits the new words -Ss listen and answer
 + toothache: đau răng (mime)
 + headache: đau đầu (mime
 + sore throat: đau họng (mime)
 + stomach ache: đau dạ dày (mime)
 + matter: vấn đề (translation)
 + feel: cảm thấy (translation)
 - T models (3 times). - Ss listen and repeat 
 + Choral repetition (3 times). 
 + Individual repetition (3 ss)
 - T writes the words on the board. - Ss take note - Checking: Rub out and remember - Ss look, remember and write
Activity 2. Look, listen and repeat:
*Aims: Ss will be able to understand and 
correctly repeat the sentences in two 
communicative contexts focused on asking 
and answering questions about someone’s 
health.
*Procedure:
- Have Ss look at Pictures a and b and -Look at the pictures and say
identify the characters and other details. +In picture a: 
+ Who are they? Lucy’s mother: Are you OK, Lucy?
+ Where are they? Lucy: I don’t feel well.
+ What are they talking about? + In picture b:
 Lucy’s mother: What’s the matter?
 Lucy: Ouch! I have a headache. 
- Play the audio twice (sentence by -Ss listen and repeat in chorus 
sentence). Correct their pronunciation (twice)
where necessary.
- Have Ss to practice the dialogue -Ss work in pairs to practice
- T invites a few pairs to the front of the -Ss come to the front of the 
class to practice. classroom to practice.
- T checks pronunciation for ss. -Ss listen
Activity 3 Listen, point and say.
*Aims: Ss will be able to correctly use the 
words and phrases toothache, headache, 
sore throat and stomach ache and the 
sentence patterns What’s the matter? - I 
have _____. to ask and answer questions 
about someone’s health.
*Procedure:
* Structures:
- T asks Ss look at picture b in activity 1 - Ss look at the picture and answer.
and helps Ss know the structure from the 
dialogue. - T introduces new structures for Ss. -Ss listen
- T explains, models and gives meaning. -Ss listen and repeat
- Have Ss repeat the structures. -Ss repeat to the structures
 A: What’s the matter?
 B: I have a headache.
3.Practice: (7’)
*Drill pictures
- Have Ss look at the picture and elicit - Ss look, listen and repeat
 +Picture a: a boy with toothache 
 + Picture b: a girl with a headache
 + Picture c: a boy with a sore 
 throat
 + Picture d: a girl with a stomach 
 ache
- Have Ss point at pictures, listen and run -Ss point at pictures, listen and repeat
through all the pictures.
- Have Ss point at the bubbles, listen and -Ss point at the bubbles, listen and 
run through model sentences. repeat
- Have Ss to practise:
+ T asks the first picture, Ss answer -Ss practice in chorus
+ Ss asks the second picture, T answers
+ Group A asks the third picture, group B -Ss practice in chorus
answers
+ Group B asks the last picture, group A
- Ask Ss to work in pairs to practise asking -Ss work in pairs to practise asking 
and answering the question What’s the and answering the question
matter? - I have _____. 
- T controls and corrects.
- Invite a few pairs to point at the pictures - Pairs of Ss point at the pictures and 
and say the questions and answers in front say in front of the class
of the class.
4. Production: (6’)
Activity 4. Let’s talk.
*Aims: Ss will be able to correctly use the 
words for health problems in Act 2 and 
sentence patterns What’s the matter? and I have _____. to ask and answer questions 
 about someone’s health in a freer context.
 *Procedure:
 - Have ss look at the picture and ask them -Ss look at the picture and answer
 the health problems that the characters + A clinic at a primary school 
 may have. where some pupils are waiting to 
 have their health problems checked 
 by the doctor.
 - Elicit the answer in the speech bubble - Ss say the completed sentences.
 and write it on the board. Get Ss to say the 
 completed sentences.
 - Have Ss role-play to practise asking the -Ss work in pairs to ask and answer
 questions and giving their answers in 
 pairs, using the structures What’s the 
 matter? and I have _____.
 - Invite a few pairs to point at the pictures -Ss perform in front of the class.
 and ask and answer questions.
 5. Fun corner and wrap- up (4’)
 Game: Board race
 - Explain how to play the game. Give an - Ss listen
 example.
 - Divide the class into two groups. -Ss listen and play the game
 - Stick the flashcards (toothache, 
 headache, sore throat, stomach ache) on 
 the board.
 - Say the word twice so that the ss can 
 hear.
 - Say “Run” and then the student from 
 each group has to run quickly to find and 
 choose the flashcard the teacher said. Ask 
 the student with the correct flashcard to 
 say the word.
 - The group with the most flashcards at the -Ss praise the winner.
 end is the winner. Praise the winner.
D. ADJUSTMENTS (if necessary): * Start preparing for the Project: Ask pupils to prepare for the project on 
page 35 by doing a survey about the health problems that their surrounding 
people have and giving some advice to them. Ask pupils to do the survey while 
they learn UNIT 15 so that they can present a report during Project time.
 __________________________________________
CLASS 4A
 UNIT 15: MY FAMILY’S WEEKEND 
 LESSON 1: 1, 2, 3
 (Planned)
 __________________________________________
 Tuesday, March 4, 2025 (Morning)
CLASS 4D
 UNIT 15: MY FAMILY’S WEEKEND 
 LESSON 1: 1, 2, 3
 (Planned)
 _________________________________________
CLASS 4A:
 UNIT 15: MY FAMILY’S WEEKEND
 LESSON 1 (4, 5, 6)
 A. OBJECTIVES:
 By the end of the lesson, Ss will be able to:
 1. Knowledge:
 - use the words and phrases cinema, shopping centre, sports centre, 
swimming pool in relation to the topic “My family’s weekends”
 - listen to and demonstrate understanding of simple communicative 
contexts in relation to the topic “My family’s weekends”
 - Vocabulary: Review
 - Skills: speaking, listening, reading and writing.
 2. Competences: 
 - Co-operation: ready to help friends in pair work/ group work.
 - Self-control and independent learning: perform listening tasks.
 3. Attitude/ Qualities:
 - Kindness: Help partners to complete learning tasks.
 - Diligence: complete learning tasks.
 B. TEACHING AIDS:
 - Teacher: Teacher’s guide Pages 212,213 audio Tracks 43, 44; website 
hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector.
 - Students: Pupil’s book Page 31, notebooks, workbooks, school things.
 C. PROCEDURES:
 Teacher’s activities Students’ activities 1.Warm- up: (5’)
Game: slap the board
*Aims: to create a friendly and active 
atmosphere in the class to beginning the 
lesson.
*Procedure:
- Divides class into 2 teams. - Ss listen
- T calls 1 pupil from each team to come to -Ss play the game
the board.
- T shows clues (picture and some given 
letters) on the slides, pupils need to slap 
the board as quickly as possible to choose 
the missing letters. 
- The first pupils slapping at the correct 
answer will get 1 point for their team.
- Say “Open your book page 31” and look 
at “Unit 15, Lesson 1 (4,5,6)”. - Ss open their books
2.Practice: (27’)
Activity 1. Listen and tick:
*Aims: Ss will be able to listen to and 
understand two communicative contexts 
about where a family member goes at the 
weekend and tick the correct pictures.
*Procedure:
- Elicit the name of the food in each -Look at the pictures and say:
picture + Picture 1a: a sister at the 
 cinema
 + Picture 1b: a sister at the 
 swimming pool
 + Picture 2a: a mother at the 
 shopping centre
 + Picture 2b: a mother at the gym
- T ask Ss to guess the answers. -Ss guess the answers
+ T writes Ss’guessing on the board.
- Listen to the tape: - Ss listen to the tape and tick
+ Play the recording
+ Play the recording again and get Ss to - Ss listen again, tick and swap 
swap books with their partners. books with their partners. + Play the recording again to check - Ss check their answers and 
answers together as a class. guessing
+ Write the answers on the board for Ss to -Ss write the answers
correct their answers. Then checks Ss’ 
guessing.
- Play the recording, sentence by -Ss listen and repeat.
sentence, for the class to listen and repeat 
in chorus. 
Key: 1.b 2.a
Activity 2. Look, complete and read.
*Aims: Ss will be able to complete two 
gapped sentences and two gapped 
exchanges with the help of picture cues.
*Procedure:
- Have Ss look at the pictures and identify -Ss look at the picture and say
the places and characters in the pictures. 
- Have Ss look at the four incomplete -Ss look and answer
exchanges and elicits the missing words in 
the sentences.
- T models with sentence 1
+ Ask Ss what is missing in the sentence. -Ss answer: swimming pool
+ Have Ss look at the picture and complete -Ss look, complete and read the 
the gap, then read the completed sentence completed sentence in chorus.
in chorus.
-Have Ss work in groups and complete the -Ss complete the sentence 
sentences 2,3 and 4.
- Ask a few Ss to stand up and read the -Ss read aloud
completed sentences aloud.
-T gives feedbacks.
Key: 1. : 1. swimming pool 
 2. 2. cinema
 3. 3. goes; sports centre 
 4. Where; goes to the shopping centre 
Activity 3. Let’s sing.
*Aims: Ss will be able to sing the song 
Where do they go on Saturdays? with the 
correct pronunciation, rhythm and melody.
*Procedure:
- Introduce the title and lyrics of the song: - Ss look and listen.
“ Where do they go on Saturdays? ” song.
- Play the recording for Ss to listen to the -Ss listen to the song
whole song.
+ Have them repeat the title and lyrics line - Ss listen and repeat line by line 
by line. without the action.
+ Tell Ss to point at the relevant character -Ss point to the character while 
while singing his or her name. singing
- Play the recording all the way through -Ss listen to melody of the song
for Ss to listen to pronunciation and 
melody of the song.
- Play the recording line by line for Ss to - Ss listen and sing line by line.
listen, repeat and point at the relevant 
character.
- Play the recording for Ss to sing and do - Ss sing and do actions.
actions.
- Ask Ss to practice singing and doing - Ss work in groups (two groups) 
actions in pairs or groups. to sing. 
- Invite groups to the front of the -Ss perform in front of the class.
classroom to perform the song -Ss listen
-T gives feedback.
*Consolidation *Aims: Ss will be able consolidate and 
 wrap up the content of the lesson.
 *Procedure: -Ss answer the questions
 - T asks ss to answer the following 
 questions:
 + What have you learnt from the lesson 
 today? 
 +What are the core values of the lesson? 
 (if the teacher can take from the lesson).
 - T praises some Ss who are hardworking / 
 active/ good . as well as encourage -Ss listen and take note
 others to try more.
D. ADJUSTMENTS (if necessary):
 . .. 
 ... 
 _______________________________________________
CLASS 5D
 UNIT 15: OUR HEALTH 
 LESSON 1 (4, 5, 6)
 A. OBJECTIVES:
 By the end of the lesson, Ss will be able to:
 1. Knowledge:
 - listen to and understand four communicative contexts in which characters 
ask and answer questions about someone’s health problems, and number the 
picture in the order.
 - complete the target sentence patterns about health problems with the help 
of picture cues.
 - sing the song What’s the matter? with the correct pronunciation and 
melody.
 - Vocabulary: Review
 - Skills: speaking, listening, reading and writing.
 2. Competences: 
 - Communication and collaboration: work in pairs and groups to complete 
the learning tasks.
 - Self-control and independent learning: perform listening and reading 
tasks.
 3. Attitude/ Qualities:
 - Show ss how to take care of themselves and prevent common diseases.
 B. TEACHING AIDS: - Teacher: Teacher’s guide Pages 240, 241, 242; audio Tracks 43, 44; 
website hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or 
projector.
 - Students: Student’s book Page 31, notebooks, workbooks, school things.
 C. PROCEDURES:
 Teacher’s activities Students’ activities
 1.Warm- up and review: (5’)
 Game: Yes or No
 *Aims: to revise the learned structures.
 *Procedure:
 - Tell the class how to play the game. - Ss listen to the teacher’s instruction
 - Prepare Yes and No boards for ss.
 - Show a picture and a sentence on the 
 board. Have ss look at the picture and 
 the sentence. 
 - Ask ss to raise the Yes board if the - Ss play the game
 picture and sentence are matched.
 - Ask ss to raise the No board if the 
 picture and sentence are not matched. 
 Have ss say the correct sentence aloud.
 Ex: (picture of a girl with headhache) - - Continue playing the game.
 I have a headache. 
 The class raise the Yes board.
 Ex: (picture of a boy with a sore throat) 
 - I have a toothache.
 The class raise the No board.
 - Give stickers to the fastest student 
 with the correct answer. 
 - Say “Open your book page 31” and - Ss open their books
 look at “UNIT 15, LESSON 1 (4,5,6)”.
 2.Practice: (25’)
 Activity 1. Listen and number:
 *Aims: Ss will be able to listen to and 
 understand four communicative contexts 
 in which characters ask and answer 
 questions about someone’s health 
 problems, and number the picture in the 
 order. *Procedure:
- Have ss look at the picture and elicit -Look at the pictures and say:
the someone’s health problems in the + Picture a: a boy with a sore throat 
pictures. + Picture b: a boy with a stomach ache
+ How many pictures are there? + Picture c: a boy with a headache
+ What health problems can you see in + Picture d: a boy with toothache 
each picture?
- T ask Ss to guess the answers. -Ss guess the answers
+ T writes Ss’guessing on the board.
- Listen to the tape: - Ss listen to the tape 
+ Play the recording 
+ Play the recording again for pupils to - Ss listen again and do the task. 
do the task.
+ Play the recording a third time for - Ss listen and check their answers 
pupils to check their answers. 
- Get Ss to swap books with their - Ss swap books with their partner, then 
partner, then check answers as a class. check answers as a class 
+ Write the answers on the board for Ss 
to correct their answers. Then checks -Ss check the guessing
Ss’ guessing.
- Have ss explain the answers. -Ss explain the answers
Key: a. 3, b. 1, c. 2, d .4
Activity 2. Read and complete.
*Aims: Ss will be able to complete the 
target sentence patterns about health 
problems with the help of picture cues.
*Procedure:
- Get Ss to look at the pictures and 
identify the health problems that the 
characters have.
- Have Ss look at the four incomplete -Ss look at the picture and say
exchanges and elicits the options
- T models with sentence 1 -Ss look at the exchanged and pay 
 attention + Have Ss circle the correct answer -Ss look and say the correct answer
(headache)
+ Have Ss look at the picture and -Ss listen and pay attention
identify the needed information (I have 
a headache). 
- Have Ss work in groups and complete -Ss complete the sentences 
the sentences 2, 3 and 4.
- Get Ss to swap books with a partner -Ss swap books with a partner and 
and check their answers before checking check their answers before checking as 
as a class. a class.
-T gives feedbacks. -Ss listen
Key:
1. headache 
2. toothache 
3. the matter; sore throat
4. What’s ; have a stomach ache 
Activity 3. Let’s sing
*Aims: Ss will be able to sing the song 
What’s the matter? with the correct 
pronunciation and melody.
*Procedure:
- Introduce the title and lyrics of the - Ss listen and pay attention
song: What’s the matter? 
- Play the recording for Ss to listen to -Ss listen to the song
the whole song.
+ Have them repeat the title and lyrics - Ss listen and repeat line by line 
line by line. without the action.
- Play the recording all the way through -Ss listen to melody of the song
for Ss to listen to pronunciation and 
melody of the song.
- Play the recording line by line for Ss - Ss listen and sing line by line.
to listen, repeat 
- Play the recording for Ss to sing and - Ss sing and do actions.
do actions.
- Ask Ss to practice singing and doing + Ss work in groups (two groups) to 
actions in pairs or groups. sing. 
- Invite groups to the front of the -Ss perform in front of the class.
classroom to perform the song -Ss listen
-T gives feedback.
3. Fun corner and wrap- up (5’) Game: Pass the bag
 - Explain that ss are going to look at the 
 picture and say the sentence about - Ss listen
 health.
 - Put some flashcards (toothache, -Ss listen and play the game
 headache, sore throat, stomach ache) in 
 a bag.
 - Have ss make two circles.
 - Ask ss to pass the bag around the 
 circle while music plays.
 - When the music stops, ask the student 
 holding the bag to take out a flashcard 
 in the bag and say a sentence, ex. I have 
 a stomach ache.
 - Praise ss to encourage their -Ss praise the winner.
 performance.
D. ADJUSTMENTS (if necessary):
 . .. 
 ... . .. 
 ________________________________________
CLASS 5C
 UNIT 15: OUR HEALTH
 LESSON 1: 1-3
 (planned)
ADJUSTMENTS :
For Lan Anh, at the end of the lesson, the pupil will be able to revise some 
words in the previous lessons.
 _________________________________________
 Tuesday, March 4, 2025 (Afternoon)
CLASS 4B
 UNIT 15: MY FAMILY’S WEEKEND
 LESSON 1: 1, 2, 3
 (Planned)
 ___________________________________________
CLASS 4C 
 UNIT 15: MY FAMILY’S WEEKEND
 LESSON 1: 4,5,6
 (Planned) ___________________________________________
CLASS 5C
 UNIT 15: OUR HEALTH
 LESSON 1: 4-6
 (Planned)
ADJUSTMENTS: 
For Lan Anh, at the end of the lesson, she will be able to learn some simple 
words related to the old lessons.
 _________________________________________
 Thursday, March 6, 2025 (Morning)
CLASS 4B
 UNIT 15: MY FAMILY’S WEEKEND
 LESSON 1: 4,5,6
 (Planned)
 ___________________________________________
CLASS 4A
 UNIT 15: MY FAMILY’S WEEKEND
 LESSON 2 (1, 2, 3)
 A. OBJECTIVES:
 By the end of the lesson, Ss will be able to:
 1. Knowledge:
 - Use the words and phrases cook meals, do yoga, play tennis and watch 
films in relation to the topic “My family’s weekends”
 - use What does he / she do on Sundays? – He / She . to ask and answer 
questions about what someone does;
 - Vocabulary: cook meals, do yoga, play tennis and watch films
 - Model sentences:
 A: What does he / she do on Sundays?
 B: He/ She plays tennis.
 - Skills: speaking and listening
 2. Competences: 
 - Co-operation: ready to help friends in pair work/ group work.
 - Oral Communication: speak about someone, ask and answer the questions
 3. Attitude/ Qualities:
 - Kindness: Help partners to complete learning tasks.
 - Honesty: tell the truth about feelings and emotions
 B. TEACHING AIDS:
 - Teacher: Teacher’s guide Pages 214, 215; audio Tracks 45, 46, website 
hoclieu.vn, posters, laptop, pictures, textbook, lesson plan, TV or projector.
 - Students: Pupil’s book Page 32, notebooks, workbooks, school things. C. PROCEDURES:
 Teacher’s activities Students’ activities
1.Warm- up: (3’)
Game: Lucky Wheel game (ppt)
*Aims: to create a friendly and active 
atmosphere in the class to beginning the lesson.
*Procedure:
- Divide the class into 2 teams. 
- Have Ss from each team choose a number, - Ss listen 
then answer the questions. 
- If the Ss answer correctly, T spins the wheel - Ss play the game
on the slide to get the points for that question.
- After 6 numbers, the team with the most 
points is the winner. 
- Say “Open your book page 32” and look at - Ss open their books
“Unit 13, Lesson 2 (1,2,3)”.
2. Presentation(16’)
Activity 1. Vocabulary.
*Aims: Ss will be able to know the vocabulary 
in the new lesson. 
*Procedure:
 -Ss listen and answer
-T elicits the new words
 - Ss listen and repeat 
+ cook meals : nấu các bữa ăn (realia) + Choral repetition (3 times). 
+ play tennis : chơi quần vợt (realia) + Individual repetition (3 ss)
+ watch films : xem phim (realia) 
+ do yoga : tập yoga (visual)
 - T models (3 times). 
 - T writes the words on the board. - Ss take note
- Checking: Rub out and remember - Ss look, remember and write
Activity 2. Look, listen and repeat:
*Aims: Ss will be able to understand and 
correctly repeat the sentences in two 
communicative contexts focusing on asking and 
answering questions about what a family 
member does at the weekend
*Procedure: