Kế hoạch bài dạy Tiếng Anh Lớp 3, 4 (CV2345) - Tuần 26 - Năm học 2021-2022 - Ngô Thị Phương Thảo

 WEEK 26
 GRADE 3
Date of teaching:3A, 3B, 3C ( 15/03/2022 )
Period 50 UNIT 18: WHAT ARE YOU DOING?
 LESSON 1: (1, 2, 3)
 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 Hoa (setting, 
participants, topics).
2. Ask and answer questions about one's action in progress using: What arre you 
doing? I’m 
3. show love others by using appropriate gestures and intonation when asking 
and answering about questions about one's action in progress.
- Ss help their parents to do housework
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
Reading, cooking, listening to music, cleaning the floor
Key grammatical structure
The sentence patterns: “wwhat are you doing? ̶ I’m 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3, Student’s book page 52
- 4 pictures of activities (Activity 2 – page 52)
- 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 Hoa and Nam 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 questions about 
 Student’s talks, and Observation
one's action in progress using the 
 interaction Questions & answers
sentence patterns.
4. Use positive attitudes and 
 Student’s interaction and Observation
appropriate gestures about one's 
 performance Questions& answers
action in progress STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and chatting.
- Greet the students.
- -Have ss to recite the chant Do you like toys?
-Monitor the activity.
- Give comments 
- Tell students that they are going to listen to the dialogue in which Hoa and 
Nam are talking about what toys the other speaker likes.
Activity 1: Language input (Activity 1: Look, listen and repeat.)
- Ask students to look at the two pictures (page 52) and answer questions to 
identify the situation for the conversation.
 1. Who are they? (Nam and Hoa )
 2. Where are they? (in the room)
 3. What are they doing?( talking)
- Ask students to look at picture b (Activity 1) (page 52) and answer the following 
questions: 
 4. What does Nam ask? (what are you doing?)
 5. What does Hoa answer? (I’m )
- Elicit the sentence patterns “ what arre you doing.? ̶ I’m 
- Tell students that they are going to practise asking and answering questions about 
about one's action in progress.
- 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: Reading, cooking, listening to music, cleaning the floor
- 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: what are you doing ? Student: I ‘m reading
- 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 one's action in 
progress. Show some pictures about activities. 
- Have students choose the picture that they can tell questions about one's action in 
progress using “ what are you doing? I like ”
- Ask them to interview 3 or 4 friends: one student asks the question and the 
other answers 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 about one's action in progress and use the sentence pattern “what are 
you doing? – I‘m 
2. What are the core values of the lesson? 
- Ss help their parents to do housework 
- Remind students to prepare for the next lesson lesson 1(4-6)
FEEDBACK
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Date of teaching:3A, 3B, 3C ( 18/03/2022 )
Period 51 UNIT 18: WHAT ARE YOU DOING?
 LESSON 1: (4-6)
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Identify some pets through listening and writing skills.
- Listen and tick the correct pictures.
- Read and complete the gapped paragraph.
- Read and write the answers to the questions. 
2. Help their parents to do housework.
B. LANGUAGE FOCUS.
Vocabulary: Revision
Key grammatical structure: Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3, sachmem.vn. Student’s book page 53
- pictures of activities (Activity 2 – page 53)
-Computer and projector.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools Observation
 1.Listen and tick the correct pictures Students’ answers Questions& 
 answers / Key
 Students' 
 2. Look the pictures and answer the words Observation/ 
 interaction
 to fill in the blanks key
 And writing
 Students' 
 Observation/ 
 3. Write the answers to the questions. interaction
 key
 And writing
 4.Use positive attitudes and appropriate Student’s Observation
 gestures to talk about one's action in interaction and Questions& 
 progress performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warmer: Greeting and Review the structure: what are you doing?- I ‘m 
by getting two pairs to act out the exchange in front of the class.
- Lead into new lesson
Activity 1: Listen and tick
- Ask pupils to look at the pictures in their book, identify the characters and 
name of activities and guess what they are saying.
- Tell pupils that they are going to listen to the recording and tick the correct 
pictures.
- Play the recording the second time.
- Ask pupils to listen again and do the task.
- Ask pupils to give answers
- Play the recording again for pupils to listen and check
- Give correct answers.
Key: 1.b ; 2. a ; 3. a
Activity 2: Look and write
- Tell the class that they are going to look and read a passage about Mai’s 
family.
- Give time for pupils to do the task in pairs. Go around and offer help, if 
necessary.
- Ask pupils to give answers
- Ask other pupils to give feedback.
- Give correct answers.
Key: 1. reading; 2. Listening to music, 3. cooking
Activity 3: Let’s write
- Tell them that they are going to answer the questions about one's action in 
progress
-Tell the class this is a personalized activity in which pupils use real fact in their 
writing. -Give ss a few seconds to read the questions in silence.
-Call one student to the front of the class to give a demonstration as an example
-Get a few ss to read their writing to the class.
-Call a few ss to write their answers on the board.
- Summary the lesson
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
 - Review asking and answering questions about one's action in progress, using 
what are you doing?- I’m...
2. What’re the core values of the lesson? 
- Show respect and love toys by using appropriate gestures and intonation when 
asking and answering questions about one's action in progress 
- Help their parents to do housework.
- Remind students to learn new words and structure by heart.
- Prepare for the next lesson (Unit 18, Lesson 2. on pages 54).
FEEDBACK
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________________________________________
 GRADE 4
Date of teaching:4A, 4B ( 17/03/2022 )
Period 50 UNIT 18: WHAT’S YOUR PHONE NUMBER?
 Lesson 1 (1, 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 Mai (setting, 
participants, topics).
2. Ask and answer questions about the someone’s phone number.
3. show love others by using appropriate gestures and intonation when asking 
and answering about questions about phone number.
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
Lily, John, Sally, Sam, phone numbers
Key grammatical structure
The sentence patterns: What’s your phone number? ̶ It’s ___.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4, Student’s book - 4 pictures of phone numbers (Activity 2 )
- 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 Mai and Nam 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 questions about Student’s talks, and Observation
the someone’s phone number interaction Questions & answers
4. show love others by using 
appropriate gestures and intonation Student’s interaction and Observation
when asking and answering about performance Questions& answers
questions about phone number
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: - Prepare ps for this unit by revising numbers from zero to nine. Write 
the numbers randomly on the board. Point at each of them and have pupils say 
the number. Point at a quicker pace to make it more challenging. 
Task 1. Look, listen and repeat
- Introduce the lesson by saying Look at the pictures and read a story in which 
the characters ask and answer questions about phone number, using What’s....’s 
phone number?
 It’s 
- Give a few minutes for pupils to look at the four pictures to discuss the context 
- Give new words: phone number, mobile phone
- Play the recording so they can listen and repeat. 
- Play the recording again for pupils to listen and repeat.
Task 2. Point and say
- Tell the class that they are going to practice asking and answering questions 
about phone numbers, using What’s....’s phone number?
 It’s 
- Have them to look the phone numbers in pictures and the names under them. 
Point to Picture a and have them say the phone number. - Do choral and individual repetition. Then tell the class to work in pairs and 
practise asking and answering questions about phone numbers, using the text in 
the bubbles and the picture cues.
- Do an example with a pupil using Picture a. 
- Sentence Patterns:
T: What’s....’s phone number?
 It’s 
- Ask ps to work in pairs and do the task.
- Call a few pairs to act out the dialogue in front of the class.
Task 3: Work in pairs. Ask your partners ‘s phone numbers.
- Tell pupils that they are going to work in pairs and ask and answer questions 
about the phone number, using What’s....’s phone number?
 It’s 
- Ask them to write their own phone number on a piece of paper.
- Have them work in pairs, one asking and the other giving the answer.
- Call on a few pairs to act out the dialouge in front of the class. Correct the 
pronunciation, if necessary.
Activity 4: Wrap -up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(Ask and answer questions about the someone’s phone number.
2. What’re the core values of the lesson? 
 * Home-link
Remind students to self-study lesson 3(4-6) and prepare for the next lesson; unit 17. 
Lesson 1(1-3)
FEEDBACK
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Date of teaching:4C ( 17/03/2022 ), 4A, 4B ( 18/03/2022 )
Period 51 UNIT 18: WHAT’S YOUR PHONE NUMBER?
 LESSON 1: (3-5)
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Ask and answer questions about phone numbers.
2. Read the questions, listen and tick the letters showing the correct phone 
numbers. 3. Read the questions and write the phone numbers in words, using the 
pictures. 
4. Sing the song What’s your phone number?
5. Remember relative’sphone number to use if neccessary
B. LANGUAGE FOCUS.
Vocabulary: Revision
Key grammatical structure: Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4, sachmem.vn. Student’s book 
- pictures of activities (Activity )
-Computer and projector.
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 1. Listen and tick the letters showing the Observation
 correct phone numbers. Students’ answers Questions& 
 answers / Key
 Students' 
 2. Read the questions and write the phone Observation/ 
 interaction
 numbers in words, using the pictures key
 And writing
 Students' 
 3. Sing the song What’s your phone Observation/ 
 interaction
 number?. key
 And writing
 Student’s Observation
 4.Use positive attitudes and appropriate 
 interaction and Questions& 
 gestures to call out 
 performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: 
- Spend a few minutes revising the previous lesson. Call a few pairs to the front 
of the class to ask and answer the question What’s ’s phone number?
Task 1. Listen and tick
- Tell the class that they are going to listen to three dialogues about phone 
numbers and tick the correct pictures.
 - Have pupils look at the pictures to identify that each picture shows one phone 
number. 
- Play the recording more than once, if necessary.
- Get Ps to swap their answers before you check as a class. 
Key:1- b 2- c 3- a Task 2. Look and write
- Tell Ps that they are going to write phone numbers.
 - Have them look at the pictures to identify the phone numbers. Ask them how 
these phone numbers are said in English. 
- Give pupils time to do the task independently. Remind them to write the words 
for the numbers.
- Get them to swap their answers before checking as a class. 
Key. 2. It’s oh-nine-eight-five, oh-nine-seven, oh-nine-nine.
3. It’s oh-nine-one-two, two-eight-three, eight-oh-four. 
Task 3. Let’s sing
- Tell pupils that they are going to sing the song What’s your phone number? 
Teach the song, following the procedure in Teaching the unit components in 
Introduction.
- Have them read each line of the lyrics aloud. Check comprehension.
- Play the recording all the way through. Ask Ps to do choral and individual 
repetition of the song line by line.
- Then the class sings the song and clap hands. 
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(Ask and answer questions about phone numbers)
2. What’re the core values of the lesson? 
- Remember relative’sphone number to use if neccessary
- Complete the homework 
- Self-study: Lesson 2(4-6)
- Remind students to prepare for the next lesson 
FEEDBACK
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 GRADE 4
Date of teaching:4C ( 18/03/2022 )
Period 52 UNIT 18: WHAT’S YOUR PHONE NUMBER?
 LESSON 2: (1, 2, 3)
 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 among Peter, Linda and her father 
(setting, participants, topics).
2. Accept and decline an invitation using Sentence Patterns: Would you like to 
______? ̶ I’d love to. / Sorry, I can’t. 
3. show love others by using appropriate gestures and intonation when Accepting 
and declining an invitation 
B. LANGUAGE FOCUS
Key grammatical structure
The sentence patterns: Would you like to ______? ̶ I’d love to. / Sorry, I can’t 
Vocabulary: go for a walk, go for a picnic, go fishing, go skating
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4, Student’s book 
- pictures of activities(Activity 2)
- 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
among Peter, Linda and her father 
 Key
such as setting, participant, topics.
2. Practice a role-play conversation 
 Students' talks and 
with classmates, using the picture Observation
 interaction
prompts.
3. Accept and decline an 
invitation using Sentence Patterns: 
 Student’s talks, and Observation
Would you like to ______? ̶ I’d 
 interaction Questions & answers
love to. / Sorry, I can’t. 
4. Use positive attitudes and 
appropriate gestures questions 
 Student’s interaction and Observation
when Accepting and declining an 
 performance Questions& answers
invitation 
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Ask some pupils to go to the front of the class to sing the song What’s your 
 phone number? The rest of the class sing along and clap hands.
 Task 1. Look, listen and repeat
 - Tell the class that they are going to read a story in which the characters accept 
 and decline an invitation, using Would you like to .? I’d love to./ Sorry, I can’t.
 - Have pupils look at the three pictures to understand how the language is used. 
 Check comprehension. 
 - Play the recording a few times for pupils to listen and repeat. Do choral and 
 individual repetition, pointing to the characters speaking.
 - Play the recording again so they can listen and repeat.
 Language note: I’d love to is the contracted form of I would love to.
 Task 2. Point and say
 - Tell pupils that they are going to practise making and accepting/ declining an 
 invitation, using Would you like to ? I’d love to or Sorry, I can’t.
 - Have them look at the pictures to understand the collocations go for a walk, go 
 for a picnic, go fishing and go skating. Point to picture a and have them repeat 
 the words under it. Do choral and individual repetition. Then tell the class to 
 practice making an invitation and accepting or declining it in pairs.
 - Repeat the same procedure with the rest of the pictures. 
 - Do choral and individual repetition and then practice in pairs.
 - Call a few pairs to act out the dialogues in front of the class. Check as a class 
 and correct pronunciation, if necessary.
 Task 3. Let’s talk
 - Tell pupils that they are going to revise what they have learnt in Lessons 1 and 
 Lesson 2. Remind them of the questions May I speak to ? Would you like 
 to .? What’s your phone number/ and how to respond to these questions.
 - Ask them work in pairs: one pupil asks the questions and the other gives the 
 answers. Go around offering help. Correct pronunciation, if necessary.
 - Call on a few pairs act out the dialogue in front of the class. 
 - Asking Ps to focus on the structure once again.
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(Accept and decline an invitation using Sentence Patterns: Would you like to 
______? ̶ I’d love to. / Sorry, I can’t. )
2. What’re the core values of the lesson? 
- Good preparing before going out to do something
- Complete the homework 
- Self-study: Lesson 3 - Remind students to prepare for the next lesson 
FEED BACK
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