Kế hoạch bài dạy Tiếng Anh Lớp 3, 4 (CV2345) - Tuần 16 - Năm học 2021-2022 - Ngô Thị Phương Thảo

 WEEK 16
 GRADE 3
Date of teaching:3A, 3B, 3C ( 28/12/2021 )
Period: 31 
 UNIT 12: THIS IS MY HOUSE
 LESSON 1:
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. identify the situation for the conversation between Linda and Mai (setting, 
participants, topics);?
2. Identify rooms in the house and describe a house using the sentence patterns 
“There’s a . –It’s very nice.”
3. - Keep their house clean
 - Love their house.
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
House, living room, bedroom, bathroom, kitchen, dining room, garden.
Key grammatical structure
The sentence patterns: “There’s a . –It’s very nice.”
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3, Student’s book page 12.
- Track 11 (Unit 12-page 12), 
- 6 pictures of rooms in the house (Activity 2 – page 12)
- Situational pictures and character cards
- a computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Answer the questions about the 
 Observation
situation for the conversation 
 Students’ answers Questions & answers
between Linda and Mai such as 
 Key
setting, participant, topics.
2. Practice a role-play conversation 
 Students' talks and 
with classmates, using the picture Observation
 interaction
prompts.
3. Ask and answer about the rooms 
 Student’s talks, and Observation
in the house, using the sentence 
 interaction Questions & answers
patterns.
4. Use positive attitudes and Student’s interaction and Observation
appropriate gestures to talk about performance Questions& answers the house.
- Keep their house clean
- Love their house.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and playing game “shark attack”
- Greet the students. Then get the class to play game “shark attack”
Elicit the words “ this”
- Tell students that they are going to read a dialogue in which students talk about 
the rooms and describe the house.
Activity 1: Language input (Activity 1: Look, listen and repeat.)
- Ask students to look at the two pictures (page 12) and answer questions to 
identify the situation for the conversation.
 1. Who are they? (Lind and Mai)
 2. Where are they? (Mai’s house )
 3. What are they doing?( talking about Mai’s house.)
- Ask students to look at picture b (Activity 1) (page 12) and answer the following 
questions: 
 4. What does Mai describe her house(garden)? (There’s the garden over 
 there)
 5. What does Linda say? (It’s very nice.)
- Elicit the sentence patterns“There’s a . –It’s very nice.”
- Tell students that they are going to practise talking about rooms in the house/ 
desribe the house and response.
- Play the recording more than once, if necessary, ask students to listen and repeat 
the dialogue 
- Do choral and individual repetition, pointing to the characters speaking.
- Play the recording again for students to listen and repeat. 
Activity 2: full controlled & less controlled
Task 1: Controlled practice (Activity 2: Point and say.)
- Use pictures to elicit: House, living room, bedroom, bathroom, kitchen, 
dining room, garden.
- Point to the first picture and model the task with one student, using the 
expressions in the bubbles and the word under the picture. 
 Teacher: There’s a living room Student: It’s very nice.
- Ask students to say the phrases chorally and individually. Repeat the same 
procedure with the rest of the pictures. 
- Ask students to practice in pairs, using the prompts in the bubbles and the 
pictures. - Call on some pairs to role-play the dialogue in front of the class. Monitor the 
activity and offer help, if necessary. 
Task 2: less controlled. Talking about the other speaker’s house.
- Show some pictures about the house 
- Have students choose the picture that they can tell their house using “ There’s 
a ”
- Ask them to interview 3 or 4 friends: one student describe the house and the other 
response with facts about themselves and then exchange the roles.
- Monitor the activity and offer help if necessary. 
- Call on some groups of students to role-play in front of the class. 
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(talk about our family memembers and use the sentence pattern “who’s that? He’s/ 
she’s .to ask and answer about others’ family memembers )
 2. What’re the core values of the lesson? 
- Keep their house clean
 - Love their house.
- Remind students to prepare for the next lesson 
Self-study: lesson 1(4-5)
D. FEEDBACK
...............................................................................................................................
...............................................................................................................................
..............................................................................................................................
______________________________________
Date of teaching:3A, 3B, 3C ( 31/12/2021 )
Period: 32 
 UNIT 12: THIS IS MY HOUSE
 LESSON 2
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. identify the situation for the conversation between Nam and Tony (setting, 
participants, topics.
2. Ask and answer about house facilities.
- SentencePatterns: Is there a ______? ̶ Yes, there is. / No, there isn’t.
3. show love their house and keep their house clean
B. LANGUAGE FOCUS
Key terms/ Vocabulary Pond, gate, yard, fence
Key grammatical structure
The sentence patterns: “Is there a ..? 
 Yes, there is/ No, there isn’t.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3, Student’s book page 14
- Track 15 (Unit 12-page 14), 
- 4 pictures of family members and ages (Activity 2 – page 14)
- Situational pictures and character cards
- a computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Answer the questions about the 
 Observation
situation for the conversation 
 Students’ answers Questions & answers
between Nam and Tony such as 
 Key
setting, participant, topics.
2. Practice a role-play conversation 
 Students' talks and 
with classmates, using the picture Observation
 interaction
prompts.
3. Ask and answer about their 
 Student’s talks, and Observation
family members, using the 
 interaction Questions & answers
sentence patterns.
4. Use positive attitudes and 
 Student’s interaction and Observation
appropriate gestures to talk about 
 performance Questions& answers
their house.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and playing game “bingo”
- Greet the students.
- Get the class to play game “bingo”
- Give comments - Tell students that they are going to read a dialogue in which 
students ask and answer questions about house facilities.
 Activity 1: Language input (Activity 1: Look, listen and repeat.)
- Ask students to look at the two pictures (page 8) and answer questions to identify 
the situation for the conversation.
 1. Who are they? (Nam and Tony )
 2. Where are they? (at Tony’s house)
 3. What are they doing?( talking about Tony’s house.)
- Ask students to look at picture a (Activity 1) (page 14) and answer the following 
questions: 4. What does Nam ask? (Is there a garden?)
 5. What does Tony answer? (yes, there is
- Elicit the sentence patterns:“ Is there a ? Yes, there is/ No, there isn’t
- Tell students that they are going to practise asking and answering questions about 
about house facilities. 
- Play the recording more than once, if necessary, ask students to listen and repeat 
the dialogue 
- Do choral and individual repetition, pointing to the characters speaking.
- Play the recording again for students to listen and repeat. 
Activity 2: full controlled & less controlled
Task 1: Controlled practice (Activity 2: Point and say.)
- Use pictures to elicit: Pond, gate, yard, fence
- Point to the first picture and model the task with one student, using the 
expressions in the bubbles and the word under the picture. 
 Teacher: Is there a pond? Student: Yes, there is
- Ask students to say the phrases chorally and individually. Repeat the same 
procedure with the rest of the pictures. 
- Ask students to practice in pairs, using the prompts in the bubbles and the 
pictures. 
- Call on some pairs to role-play the dialogue in front of the class. Monitor the 
activity and offer help, if necessary. 
Task 2: less controlled. Ask and answer questions about house facilities.
- Show some pictures about house facilities 
- Have students choose the picture that they can tell about house facilities 
using “Is there a ? Yes, there is/ No, there isn’t”
- Ask them to interview 3 or 4 friends: one student asks the question and the other 
answers with facts about themselves and then exchange the roles.
- Monitor the activity and offer help if necessary. 
- Call on some groups of students to role-play in front of the class. 
Activity 3: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
- Ask and answer about house facilities. Using sentence patterns:Is there a 
______? ̶ Yes, there is. / No, there isn’t.
 2. What’re the core values of the lesson? 
- Love their house and keep their house clean.
- Remind students to prepare for the next lesson 
D.FEEDBACK: 
 . GRADE 4
Date of teaching:4A, 4B, 4C ( 30/12/2021 )
Period: 31 
 Unit 12: WHAT DOES YOUR FATHER DO?
 LESSON 1
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
By the end of the lesson, Students will be able to: 
- identify situation for conversation between teacher and student, Nam and his 
friends, name some jobs and family members.
- use structures: “What does your(father/...) do? He’s/She’s ..” to ask and 
answer about family members’ jobs
- regconize the value of jobs and show the respect for their family members’jobs 
and their friends’ family members’jobs
B. LANGUAGE FOCUS
 1. Vocab: doctor, farmer, teacher, worker, nurse
 2. Key grammartical structure: What does your(father/...) do? He’s/She’s 
a/an ”
C. RECOURCE
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IWB 
software, projector/interactive whiteboard/TV.
Students’ aids: Student books, notebooks, workbooks.
(Assessment tasks) (Assessement (Assessment tools)
 products)
 1. Look and recognize the Ss’ answers Questions and 
 situation for a answers.
 conversation between Ms 
 Hien – Ss and Nam and 
 his friends.
 2. Ask and answer about Ss’ interactions Observation
 family members’ jobs
 3. Use positive attitudes and Ss’ talk and Observation
 appropriate gesture and interaction. Question and answer intonation in 
 conversation. Respect all 
 jobs in life.
 STAGE 3: LEARNING EXPERIENCES
Warmer: Performance the song “Finger family” together
* Activity 1: Look, listen and repeat:
- Tell Ss that they are going to read a dialogue in which pupils ask and answer 
questions about the jobs of their family members
- Ask them look at 4 pictures ( P.12) and answer question elicit about context:
Who are they? Where are they? What are they talking about?
- Look at the picture b and answer question: What does Nam ask? (Ss answer: 
What does your father do, Mai?) and What does Mai answer? (Ss answer: He’s 
a teacher)
- Sentence patterns: What does your .. do? – He’s/ She’s a ..
- Tell pupil that they are going to practice asking and answering questions about 
the jobs of their family members
- Play the recording more than once, if necessary, ask Ss to listen to the tape and 
repeat
- Do choral and individual repetition, pointing to the characters speaking
- Play the recording again for students to listen and repeat
* Activity 2: Point and say
 - Use picture to elicit: father/farmer, mother/ nurse, uncle/ driver, brother/ 
factory worker
- Point to the first picture and model task with one pupil, using the expressions 
in the bubble and the word under the picture
(T: What does your father do? – S: He’s farmer)
- Ask Ss to say the phrase chorally and individually. Repeat the same procedure 
with the rest of the pictures
- Ask Ss to practice in pairs, using prompts in the bubbles and the pictures
- Select some pairs to role play the dialogue in front of the class. Monitor the 
activity and offer help, if necessary
* Activity 3: Work in pairs. Tell your partners about the jobs of their 
family members
- Have Ss choose activities that their family members’ job and tell their 
classmate using “ What does your .. do? – He’s/ She’s a ..”
- Ask them to interview 3 friends: one pupil asks the question and the other 
answers with facts about themselves and the exchange the role
- Monitor the activity and offer help, if necessary - Select some pairs to role play in front of the class
* Activity 4: Wrap- up and assignment
- Ask Ss to answer the following questions:
1. What have you learnt from the lesson today? 
(Talk about the jobs of their family members and use the sentences patterns: 
What does your .. do? – He’s/ She’s a .. to ask and answer about the jobs of 
their family members)
2. What’re the core values of the lesson? (Respect for another jobs)
* Homelink
- Remind Ss to do exercises in the workbook and learn lesson 1 part 3,4,5.
FEEDBACK: 
 ..
Date of teaching:4 C ( 31/12/2021 ), 4A, 4B ( 31/12/2021 )
Period: 32 
 Unit 12: WHAT DOES YOUR FATHER DO?
 LESSON 2
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
By the end of the lesson, Students will be able to: 
- identify situation for conversation between Mai and Nam, name some places to 
work 
- use structures: “Where does he/she work? He/She works in ..” to ask 
and answer about family members’ jobs
- regconize the value of place to work and show the respect for difference jobs
B. LANGUAGE FOCUS
 1. Vocab: hospital, field, factory, office
 2. Key grammartical structure: “Where does he/she work? He/She works in 
 ”
C. RECOURCE
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, 
software, projector /TV.
Students’ aids: Student books, notebooks, workbooks.
 STAGE 2: ASSESEMENT EVIDENCES (Assessment tasks) (Assessement (Assessment tools)
 products)
 1. Look and recognize the Ss’ answers Questions and 
 situation for a answers.
 conversation between 
 Mai and Nam.
 2. Ask and answer about Ss’ interactions Observation
 places to work
 3. Use positive attitudes and Ss’ talk and Observation
 appropriate gesture and interaction. Question and answer
 intonation in 
 conversation. show the 
 respect for difference 
 jobs
 STAGE 3: LEARNING EXPERIENCES
* Warmer
- Greeting.
- Ask Ps to sing the song My family and do the actions
- Introduce the vocabulary (using the pictures on the media): 
+ in a field
+ in a hospital
+ in a factory
+in an office
+ a clerk
- Get Ps to listen and repeat a few times (whole class, in groups, individuals).
- Call on some Ps to read aloud the vocabulary.
Activity 1. Look, listen and repeat.
- Tell Ps that they are going to learn to ask and answer questions about working 
places.
- Ask Ps to look at the four pictures to identify the characters and the context in 
which the language is used. Ask them questions such as Who are they? Where 
are they? What are they doing? 
- Play the recording all the way through for Ps to listen.
- Play the recording again for pupils to listen and repeat sentence by sentence.
- Get Ps to work in pairs to role play the dialogue between Mai and Nam. - Call on some pairs to demonstrate in front of the class. The rest of the class 
observe and give comments.
- Check Ps’ comprehension about the dialogue by using some questions:
+ Where does a worker work? 
+ Where does a farmer work? 
Activity 2. Point and say.
- Tell pupils that they are going to ask and answer questions about working 
places. Using: Where does a .work? 
A .... works ..................
- Have Ps look at the bubbles to see how the questions and the answers are used. 
Focus them on time of the day the activities happen.
- Point to the first picture and model the task with one pupil, using the question 
in the first bubble and the phrase under the picture for the answer:
- Select some pairs of Ps to demonstrate the task in front of the class.
Activity 3. Let’s talk. 
- Tell Ps that they are going to revise what they have learnt in Lesson 1 and 
Lesson 2, using What does your father do? And Where does he/she work?
- Ask Ps to work in pairs: one asks the questions and the other gives the 
answers, using the facts about themselves. Then they swap roles.
- Select some pairs to act out the dialogue in front of the class.
- Get Ps to play the “pass the ball” game.
* Activity 4: Wrap- up and assignment
- Ask Ss to answer the following questions:
1. What have you learnt from the lesson today? 
(Ask and answer about places to work using structures: “Where does he/she 
work? He/She works in ..”)
2. What’re the core values of the lesson? (Respect for difference jobs and places 
to work)
* Guided homelink
- Remind Ss to do exercises in the workbook and to learn lesson 3
FEEDBACK: