Kế hoạch bài dạy Tiếng Anh Lớp 3, 4 (CV2345) - Tuần 17 - Năm học 2021-2022 - Ngô Thị Phương Thảo

 WEEK 17
 GRADE 3
Date of teaching:3A, 3B, 3C ( 4/1/2022 )
Period: 33 
 UNIT 13:WHERE’S MY BOOK?
 LESSON 1
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
 A. OBJECTIVES
 By the end of the lesson, students will be able to: (Cognition, Skill, 
Attribute, and Competence)
 1. Identify the situation for the conversation dialogue between Peter and his 
mother asking and answering about location of things in the house. (setting, 
participants, topics)
 2. ask and answer questions about the location of things in the house., using 
Where’s the book?-It’s here/there.
 3. Read and complete
 4. Show respect and love your house by using appropriate gestures and 
intonation when asking and answering about location of things in the house.
 B. LANGUAGE FOCUS
 Key terms/ Vocabulary 
 Where, chair, poster, bed, picture, coat, ball, here, there
 Key grammatical structure
 Where’s the book?-It’s here/there
 C. INSTRUCTIONAL RESOURCES
 - Textbook: Tiếng Anh 3- Student’s book, page 18, 19, Sachmem.vn, 
Teacher’s guide. 
 - Flashcards for Unit 13, poster for Unit 13
 - Computer, projector/TV.
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Answer the questions about the Observation
situation for the conversation Questions & 
 Students’ answers
between Peter and his mother such answers
as setting, participant, topics. Key
2. Practice a role-play conversation 
 Students’ Talks and 
with classmates, using sentence Observation
 interaction
patterns.
3. Ask and answer about the location Observation
 Student’s talks, and 
of things in the house, using the Questions & 
 interaction
sentence patterns. answers
4. Read and complete. Students’ answers Observation; Key
5. Use positive attitudes and Observation
 Student’s interaction 
appropriate gestures to describe Questions & 
 and performance
about the location of things in the answers house.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warmer: Greeting 
 Activity 1: Language input (Activity 1: Look, listen and repeat.)
 - Ask Ss to identify the characters in the picture on page 18 and what they are 
saying.
 - Set the scene “you are going to listen to Peter and his mother ask and 
answer questions about the location of things in the house.
 - Ask Ps look at part 1 on page 18 .
 Who’s he? ( Peter)
 Who’s she ?( She’s Peter’s mother)
 Where are they? ( They are I their house)
 - Play the recording and asks Ss to listen to the tape.
 - T asks Ss to listen and repeat in chorus two times.
 - Call on one pair. One repeats Peter’s part, the other repeats his mother’s 
part.
 - Have whole class repeat all the phrases a few times to reinforce their 
pronunciation.
 Activity 2: Controlled & guided practice
 Task 1: Controlled practice (Activity 2: Point and say.)
 - Tell Ps look at part two and ask :
 How many pictures are there? ( six pictures)
 - Point to each picture and elicit the meaning of new words.
 poster : bôtranh minh họa ( what is it?)
 bed : cáigiường ( Is it a table or a bed?)
 chair : ghếtựa ( what is this?)
 picture : bứctranh ( Is this a picture?)
 coat : áoấm ( When the winter come what do you wear?)
 ball : quảbóng
 -Give a few seconds for Ps to look at the pictures and point to first picture 
and elicit the word to fill the gap. Put the sentences on the board .
 • Example: 
 Picture a: Where’s the poster?
 It’s here.
 Picture e: Where’s the coat?
 It’s there.
 - Have Ps repeat it a few times.
 - Do choral and individual repetition, using the pictures in the book.
 - Get Ps to practise in pairs. Check as a class.
 Language note: Draw pupil’s attention to the falling intonation of the 
questions with Where and the answers. Draw arrows to show the intonation.
 Where’s my book? It’s here. It’s there.
 Task 2: Guided practice (Activity 3. Let’s talk) - Ask students to look at the pictures in the book. Ask them to identify the 
characters in the pictures. 
 - Ask Ss work in pair to ask and answer questions about the location of 
things in the house.
 - Call some pairs to act out.
 - Correct their pronunciation.
 Activity 3: Reading practice (Activity 5:Read and complete.)
 - Whole class: have ss look at part 5, ask them to identify and describe the 
things in the pictures. 
 What is it?
 - Tell ss that they are going to read the text and use the given words to fill in 
the gaps.
 - Have ss do the task individually and fill in the gaps, monitor the activity 
and offer help when necessary.
 - Have ss trade their answers in pairs for correction
 - Call on some ss to report their answers, the rest of the class listen and give 
comments.
 - Give answer keys: 1. here 2. here
 3. here 4. there
 - Have the whole class read each line of the texts in chorus to reinforce their 
pronuciation.
 - Make a few questions to check ss’ comprehension of the sentences.
 Activity 4: Wrap –up & Assignments
 - T asks Ss about what they have leanrt in their lesson today.
 1. What have you learnt from the lesson today? (ask and answer questions 
about the location of things in the house.)
 2. What’re the core values of the lesson? (Show respect and love your house 
by using appropriate gestures and intonation when asking and answering about 
location of things in the house)
 - Remind students to learn by heat vocabulary, sentence patterns and do part 
4, 6. 
 - Prepare Unit 13: Lesson 2
 FEEDBACK: 
 .
 _____________________________________________
Date of teaching:3A, 3B, 3C ( 7/1/2022 )
Period: 34 
 UNIT 13:WHERE’S MY BOOK?
 LESSON 1
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
 A. OBJECTIVES By the end of the lesson, students will be able to: (Cognition, Skill, 
Attribute, and Competence)
 1. Identify the situation for the conversation dialogue between Nam and his 
mum to ask and answer questions about locations of things in the room. (setting, 
participants, topics)
 2. Ask and answer about locations of things in the room, using Where’re the 
+ noun( plural)? 
 3. Listen and number.
 4. Show respect and love your house by using appropriate gestures and 
intonation when asking and answering questions about locations of things in the 
room.
 B. LANGUAGE FOCUS
 Key terms/ Vocabulary 
 near, under, on, behind, look, in
 Key grammatical structure
 Where are the posters? –They are under my bed.
 C. INSTRUCTIONAL RESOURCES
 - Textbook: Tiếng Anh 3- Student’s book, page 20, 21, Sachmem.vn, 
Teacher’s guide. 
 - Flashcards for Unit 13, poster for Unit 13
 - Computer, projector/TV.
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Answer the questions about the Observation
situation for the conversation Questions & 
 Students’ answers
between Nam and his mum such as answers
setting, participant, topics. Key
2. Practice a role-play conversation 
 Students’ Talks and 
with classmates, using sentence Observation
 interaction
patterns.
 Observation
3. Ask and answer about someone’s Student’s talks, and 
 Questions & 
job, using the sentence patterns. interaction
 answers
4. Read and complete. Students’ answers Observation; Key
5. Use positive attitudes and 
 Observation
appropriate gestures to ask and Student’s interaction 
 Questions & 
answer about locations of things in and performance
 answers
the room.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warmer:
 Sing the song “ The poster and the ball” in chorus – individual.
 - T leads to the new lesson by checking Ps’ understanding of asking and 
answering about the position in the previous lesson. - To ask for position, What question word do we use? – Where. 
 - To ask where the poster is, how do you say? - Where’s the poster?
 - T puts the poster on the table and elicit PS’ answers. It’s on the desk.
 - T write the question and the answer on the board, pointing to the word “ 
poster” and ask” : single or plural? – Single. 
 - Is there “S” after it? What about “be”? – is.
 - And in the answer, what is “the poster” replaced by? – It.
 - Tell Ps that they are going to practise asking and answering the questions 
about locations of things in the room, using Where are+ plural noun?- They’re 
+prep+ the Ns.
 Activity 1: Language input (Activity 1: Look, listen and repeat.)
 - Give a few seconds for Ps to look at the first picture .
 Who’re they? Peter his mother. Can you guess
 What Peter is doing? looking for hisposters.
 What does he say? Where are my posters, Mum?.Does his mother know 
where it is? What does she tell him to do? She tells him to look in his bedroom.
 - Ask Ps to repeat the text a few times. Repeat the procedure with the second 
picture.
 - Do choral and individual repetition, pointing to the characters speaking.
 - Play the recording for Ps to listen and say along line by line.
 Sentence patterns: Where are the posters? 
 They’re under the bed
 Activity 2: Controlled & guided practice
 Task 1: Controlled practice (Activity 2: Point and say.)
 - Tell Ps that they are going to practise asking and answering the questions 
about locations of things in the room, using :
 Where are+ plural noun?- They’re +prep+ the N.
 -Point to each picture and elicit the meaning of new words.
 near: gần
 under: dưới
 - Have Ps to listen and repeat each of the words a few times. 
 -Give a few seconds for Ps to look at the first picture and read the text. 
 - Point to picture a and prompt Ps to say the question and answer.
 - Put the question and answer on the board and have Ps repeat each of them 
a few times. 
 - Repeat the procedure with the rest. 
 Example: 
 Picture a: Where are the chairs? 
 They’re near the table. 
 - Have Ps repeat the example a few times.
 - Do choral and individual repetition, using the pictures in the book.
 - Get Ps to practise in pairs. Check as a class.
 Note: Where are. Falling tone in question and answer.
 Task 2: Guided practice (Activity 3. Let’s talk)
 - Tell Ps that they are going to practise more with their friends. - Give a few seconds for Ps to look at the picture and read the text. 
 - Check their understanding and give feedback. Point to a room and elicit the 
word filling the gap.
 - Put the question and the answer on the board and have a pair act out the 
dialogue as an example before starting the activity. 
 - Put the sentence on the board and do choral and individual repetition.
 Example: Where are the books? 
 They’re on the bed.
 - Have Ps work in pairs, Using the picture in the book. Go around to offer 
help and correct the pronunciation, If necessary.
 - Call some pairs to act out the dialogue in front of the class.
 Activity 3: Listening practice (Activity 4:Listen and number)
 - Tell Ps that they are going to listen and number the correct boxes. 
 - Give a few seconds for Ps to look at the pictures.
 - Check understanding and give feedback.
 - Play the recording three times for Ps to listen, do the task and check their 
answers.
 - Get Ps to swap and check their answers before checking as a class.
 - Get Ps to swap and check their answers before checking as a class.
 Key:2a, 4b, c1, d3.
 Activity 4: Wrap –up & Assignments
 - T asks Ss about what they have leanrt in their lesson today.
 1. What have you learnt from the lesson today? (Ask and answer about 
locations of things in the room, using: Where’re the + noun( plural)?.)
 2. What’re the core values of the lesson? (Show respect and love your house 
by using appropriate gestures and intonation when asking and answering 
questions about locations of things in the room.)
 - Remind students to learn by heat vocabulary, sentence patterns and do part 
5, 6. 
 - Prepare Unit 14: Lesson 1
 FEEDBACK: 
_____________________________________________
 GRADE 4
Date of teaching:4A, 4B, 4C ( 6/1/2022 )
Period: 33 
 UNIT 13:WOULD YOU LIKE SOME MILK?
 LESSON 1
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
 A. OBJECTIVES: By the end of the lesson, students will be able to: (Cognition, Skill, 
Attribute, and Competence)
 1. Identify the situation for the conversation dialogue between Tom and Mai 
talking about favorite food and drink. (Setting, participants, topics)
 2. Ask and answer questions about favorite food and drink using: What’s 
your favorite food/drink? It’s .
 3. Listen and tick.
 4. Show respect and love the food and drink by using appropriate gestures 
and intonation when asking and answering questions about favorite food and 
drink.
 B. LANGUAGE FOCUS
 Key terms/ Vocabulary 
 chicken, fish, orange juice, milk, beef, pork, water.
 Key grammatical structure
 What’s your favorite food/drink? It’s .
 C. INSTRUCTIONAL RESOURCES
 - Textbook: Tiếng Anh 4- Student’s book, page 18, 19, Sachmem.vn, 
Teacher’s guide. 
 - Flashcards for Unit 4, poster for Unit 4
- Computer, projector/TV.
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Answer the questions about the Observation
situation for the conversation Questions & 
 Students’ answers
between Tom and Mai such as answers
setting, participant, topics. Key
2. Practice a role-play conversation 
 Students’ Talks and 
with classmates, using sentence Observation
 interaction
patterns.
 Observation
3. Ask and answer about someone’s Student’s talks, and 
 Questions & 
job, using the sentence patterns. interaction
 answers
4. Listen and tick the right answers. Students’ answers Observation; Key
5. Use positive attitudes and Observation
 Student’s interaction 
appropriate gestures to talk favorite Questions & 
 and performance
food and drink. answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warmer: Greeting 
 - Ss report their Interview.
 Activity 1: Language input (Activity 1: Look, listen and repeat.)
 - Tell pupils that they are going to find out about how to ask and answer 
questions about their favorite food and drink.
 - Ask them to look at the four pictures to identify the context in which the language is used. Ask questions such as Who are they? Where are they? And 
What are they talking about? Help them to identify that Tom and Mai are in the 
canteen asking each other about their favorite food and drink.
 - Play the recording more than once, if necessary, for pupils to listen and 
repeat. - Do choral and individual repetition, pointing to the characters 
speaking.
 -Have ss role play the dialogue in pairs or groups.
 -Call some pairs to role play in front of the class.
 -T gives feedback.
 Activity 2: Controlled & guided practice
 Task 1: Controlled practice (Activity 2: Point and say.)
 - Tell pupils that they are going to practice asking and answering questions 
about favorite food and drink using:What’s your favorite food/drink? It’s .
 - Have them look at the bubbles and the pictures to understand how the 
language.
 - Ask them to look at the pictures to identify the food/drink in each picture.
 - Point to the first picture and model the task with one pupil, using the 
question and the answer in the bubbles and the phrase under the picture. 
Teacher: What’s your favorite food? Ss:It’s fish.Ask pupils to say question and 
the answer chorally and individually. Repeat the same procedure with the rest of 
the pictures.
 - Ask pupils to practice in pairs, using the prompts in the bubbles and the 
phrases under the pictures. Monitor the activity and offer help, if necessary.
 - Select some pairs to demonstrate the task in front of the class. 
 - Ss ask your friends about their favorite food and drink: What’s your 
favorite food/drink?It’s .Ss answer with the real liking.
 Task 2: Guided practice (Talk about you)
 - T asks ss to ask and answer questions: What’s your favorite food/drink? -> 
It’s + food/drink.
 - T makes model with a student.
 - Ask ss to ask and answer about favorite food and drink.
 - T goes around and help ss if necessary.
 - Call on some pairs to ask and answer in front of the class.
 - T corrects and gives feedback.
 Activity 3:Listening practice (Activity 4: Listen and tick.)
 - Tell Ss that they are going to listen to the recording and tick the correct 
pictures.
 - Ask Ss to look at the pictures and say aloud the food and drink. (1. 
a.chicken, b.fish, c.beef. 2. a.milk, b.apple juice, c.orange juice. 3.a.Chicken 
and orange juice, b.Chicken and milk, c.Beef and water) Check understanding.
 - Guides Ss how to do the task.
 - T plays the cassette twice. Tell Ss that they should focus on the jobs and 
places of jobs.
 - Calls some Ss come to the board and write the answer. - Plays the cassette again
 - T checks the answer.
 Key: 1.b, 2.c, 3.a.
 Activity 4: Wrap -up & Assignments
 - T asks Ss about what they have leanrt in their lesson today.
 1. What have you learnt from the lesson today? asking and answering 
questions about favourite food and drink using: What’s your favourite 
food/drink? -> It’s + food/drink.. 
 2. What’re the core values of the lesson? (Show respect and love the food 
and drink by using appropriate gestures and intonation when asking and 
answering questions about favorite food and drink.)
 - Remind students to learn by heat vocabulary, sentence patterns and do part 
4, 5. 
 - Prepare Unit 13: Lesson 2
 FEEDBACK: 
Date of teaching:4 C ( 6/1/2022 ), 4A, 4B ( 7/1/2022 )
Period: 34 
 UNIT 13:WOULD YOU LIKE SOME MILK?
 LESSON 2
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
 A. OBJECTIVES
 By the end of the lesson, students will be able to: (Cognition, Skill, 
Attribute, and Competence)
 1. Identify the situation for the conversation dialogue between Linda, Mai 
and Mai’s mother. (setting, participants, topics)
 2. Offer someone food or drinks and accept/ decline someone’s offer using 
Would you like some ..?Yes, please/No, thanks.
 3. Look and write.
 4. Show respect and love the food or drinks by using appropriate gestures 
and intonation when offering someone food or drinks and accept/ decline 
someone’s offer.
 B. LANGUAGE FOCUS
 Key terms/ Vocabulary 
 bread, rice, vegetables, lemonade.
 Key grammatical structure
 Would you like some ..? Yes, please./No, thanks.
 C. INSTRUCTIONAL RESOURCES
 - Textbook: Tiếng Anh 4- Student’s book, page 20, 21, Sachmem.vn, 
Teacher’s guide. 
 - Flashcards for Unit 4, poster for Unit 4
 - Computer, projector/TV.
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Answer the questions about the 
 Observation
situation for the conversation 
 Questions & 
between Linda, Mai and Mai’s Students’ answers
 answers
mother such as setting, participant, 
 Key
topics.
2. Practice a role-play conversation 
 Students’ Talks and 
with classmates, using sentence Observation
 interaction
patterns.
3. Offer someone food or drinks and Observation
 Student’s talks, and 
accept/ decline someone’s offer. Questions & 
 interaction
using the sentence patterns. answers
4. Look and write. Students’ answers Observation; Key
5. Use positive attitudes and 
 Observation
appropriate gestures to offer Student’s interaction 
 Questions & 
someone food or drinks and accept/ and performance
 answers
decline someone’s offer.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
 Warmer: Greeting
 Play game: Whisper game ( to remember sentence pattern about favourite 
food and drink)
 - T introduces game.
 - Devide class into groups to play game. SS in each group will wishper with 
their friends to pass the sentence . The final member in each group will write on 
that sentence on the board. If group has the right sentence and faster will be the 
winner.
 - T monitors the activity and help, if necessary.
 Activity 1: Language input (Activity 1: Look, listen and repeat.)
 - Tell pupils that they are going to find out about how to offer someone food 
or drinks and accept/ decline someone’s offer.
 - Ask them to look at the four pictures to identify the context in which the 
language is used. Ask questions such as Who are they? Where are they? And 
What are they talking about? Help them to identify that Linda, Mai and Mai’s 
mother are in the kitchen.
 - Play the recording more than once, if necessary, for pupils to listen and 
repeat. - Do choral and individual repetition, pointing to the characters speaking.
 - Have ss role play the dialogue in pairs or groups.
 -Call some pairs to role play in front of the class.
 -T gives feedback.
 Activity 2: Controlled & guided practice
 Task 1: Controlled practice (Activity 2: Point and say.)
 Tell pupils that they are going to offer someone food or drinks and accept/ 
decline someone’s offer using Would you like some ..?Yes, please/No, 
thanks.
 - Have them look at the bubbles and the pictures to understand how the 
language is used. Ask them to look at the pictures to identify food and drink. 
(a.bread, b.rice, c.vegetables, d.lemonade)
 - Point to the first picture and model the task with one pupil, using the 
question and the answer in the bubbles and the word under the picture. Teacher: 
Would you like some bread? Ss:Yes, please. Ask pupils to say question and the 
answer chorally and individually. Repeat the same procedure with the rest of the 
pictures.
 - Ask pupils to practice in pairs, using the prompts in the bubbles and the 
phrases under the pictures. Monitor the activity and offer help, if necessary.
 - Select some pairs to demonstrate the task in front of the class. 
 - Ss ask your friends about their favorite food/drink and offer them food or 
drinks:What’s your favorite food/drink? Would you like some ..Ss answer 
according to their preferences.
 Task 2: Guided practice (Activity 3. Let’s talk)
 - T asks ss to ask and answer questions:
 + What’s your favorite food/ drink? – It’s . 
 +Would you like some + food/drink?-> Yes, please./ No, thanks
 - T makes model with a student.
 - Aksss to ask and answer about their family members’ job and where they 
work.
 - T goes around and help ss if necessary.
 - Call on some pairs to ask and answer in front of the class.
 - T corrects and gives feedback.
 Activity 3: Writing practice (Activity 5: Look and write.)
 - Introduce the activity to the class. Give Ss a few seconds to look at the 
menu on page 21. Tell Ss that they are going to complete the menu, using the 
picture cues.
 - Have them look at the two worked examples in the menu. Then ask them 
to look at the pictures and write the words for the food and drink. Check 
understanding.
 - Ask Ss to do the task.
 - Have Ps trade the answers in pairs for correction
 - Call on some Ps to report their answers. Others listen and comment.
 - Have the whole class read each sentence in chorus to reinforce their 
pronunciation Answers:1.Milk 2.Lemonade 3.Water 4.Fish 5.Rice 6.Bread
 Activity 4: Wrap –up & Assignments
 - T asks Ss about what they have leanrt in their lesson today.
 1. What have you learnt from the lesson today? (offer someone food or 
drinks and accept/ decline someone’s offer using Would you like 
some ..?Yes, please/No, thanks. .)
 2. What’s the core values of the lesson? (Show respect and love the food or 
drinks by using appropriate gestures and intonation when offering someone food 
or drinks and accept/ decline someone’s offer.)
 - Remind students to learn by heat vocabulary, sentence patterns and do part 
4, 6. 
 - Prepare Unit 14: Lesson 1
 FEEDBACK: