Kế hoạch bài dạy Tiếng Anh Lớp 3, 4 (CV2345) - Tuần 27 - Năm học 2021-2022 - Ngô Thị Phương Thảo

 WEEK 27
 GRADE 3
Date of teaching:3A, 3B, 3C ( 22/03/2022 )
Period 52 UNIT 18: WHAT ARE YOU DOING
 LESSON 3: ( 1-3 )
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A.OBJECTIVES
 By the end of the lesson, students will be able to: 
1. Pronounce the sounds of the letters “ea” and “aw” in the words: reading and 
drawing respectively.
 2. Listen and fill the gapped sentences 
3. Perform the chant “what are you doing?” in interesting ways, using appropriate 
and meaningful gestures;
4. Ss love their action in progress..
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
phonic
Key grammatical structure
Revision 
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 3- Student’s book, page 56
- Flashcards for Unit 18.
- Computer, projector/TV.
 STAGE 2: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: - Greeting.
- Play the game: Pass the secret.
Activity 1: Phonic practice (Activity 1: Listen and repeat.)
- Tell pupils that they are going to practice producing the sound of the letter “ea” 
in the word reading and the letter “aw” in the word “drawing”. - Play the recording all the way through for pupils to listen first.
- Play the recording again for them to repeat the sentences twice
- Play the recording more than once and let pupils say the sentences. Do choral and 
individual repetition of the sounds, words and sentences until pupils feel confident.
- Ask pupils to read the sentences until pupils feel confident. 
- Get some pupils to say the words and sentences in front of the class. 
- Correct mistakes of pronunciation.
Activity 2: Phonic checking (Activity 2: Listen and write.)
- Tell pupils that they are going to listen to the recording and write the answer to 
fill in the blanks
- Give them a few seconds to read the sentences in silence and guess the words to 
fil in the blanks.
- Play the recording more than once, if necessary, for pupils to listen and tick the 
correct boxes. 
- Have pupils swap their answers before checking as a class. Then ask pupils to 
askand answer.
Key: 1. reading; 2. drawing
Activity 3: Chant practice (Activity 3:Let’s chant.)
- Tell pupils that they are going to say the chant “what are you doing?” Follow the 
procedure in teaching the unit components in introduction. 
- Have them read the chant and check comprehension. Play the recording more 
than once, if necessary, for pupils to do choral and individual repetition. Show 
pupils how to chant and do actions. Call one group to chant the questions and 
another to chant the answers. 
- Get pupils to sit opposite of each other and practice chanting and doing actions. 
Go around offering help, if necessary. 
- Call some groups to the front of the class to chant and do actions. The rest of the 
class claps along to the rhythm. Activity 4: Wrap -up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
(Pronounce the sounds of the letters “ea” and “aw” in the words: reading and 
drawing respectively, review talking about their action in progress. and use the 
sentence pattern “what are you doing?- I’m 
 “what’s he/she doing? – he’s/ she’s 
2. What’re the core values of the lesson? 
- Ss love their action in progress.
* Home-link
Remind students to self-study lesson 3(4-6) and prepare for the next lesson; unit 19. 
Lesson 1(1-3)
FEEDBACK
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Date of teaching:3A, 3B, 3C ( 25/03/2022 )
Period 53 UNIT 19: 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 among mai, inda and her mother 
(setting, participants, topics).
2. Ask and answer questions about one's action in progress using: What are they 
doing? They’re 
3. show love others by using appropriate gestures and intonation when asking and 
answering about questions about one's action in progress.
- choose the safe place to play
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
Cycling, skating, flying kites, skipping
Key grammatical structure The sentence patterns: “what are they doing? ̶ They’re 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3, Student’s book page 58
- 4 pictures of activities (Activity 2 – page 58)
- 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 Mai, Linda and her mother 
 Key
such as 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 what are you doing?
-Monitor the activity.
- Give comments 
- Tell students that they are going to listen to the dialogue in which Mai, Linda and 
her mother are talking about one's action in progress.
Activity 1: Language input (Activity 1: Look, listen and repeat.)
- Ask students to look at the two pictures (page 58) and answer questions to identify 
the situation for the conversation.
 1. Who are they? (Mai, Linda and her mother)
 2. Where are they? (at home)
 3. What are they doing?( talking) - Ask students to look at picture b (Activity 1) (page 58) and answer the following 
questions: 
 4. What does the mother ask? (what are they doing?)
 5. What does Linda answer? (They’re )
- Elicit the sentence patterns “ what are they doing.? ̶ They’re. 
- 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: Cycling, skating, flying kites, skipping
- 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 they doing ? Student: They’re cycling
- 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 they doing? They’re ”
- 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 they 
doing? – I‘m 
2. What are the core values of the lesson? - Ss should choose the safe places to play.
- Remind students to prepare for the next lesson lesson 1(4-6)
FEEDBACK
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 WEEK 27
 GRADE 4
Date of teaching:4A, 4B ( 24/03/2022 )
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
 Students’ answers
situation for the conversation 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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Date of teaching:4C ( 24/03/2022 ), 4A, 4B ( 25/03/2022 )
Period 53 UNIT 18: WHAT YOUR PHONE NUMBER ?
 Lesson 3 (1-3) 
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A.OBJECTIVES
 By the end of the lesson, students will be able to: 
1.Pronounce the words with stress respectively.
2. Pronounce two-syllable words with the stress on the second syllable re'peat, 
en'joy, in'vite, and com'plete.
3. Read the gapped sentences, listen and circle the letters showing the correct 
words filling the gaps. Then say the completed sentences aloud.
4. Say the chant I’d like to invite you to my party.
5. show love others by using appropriate gestures and intonation when asking and 
answering about phone number.
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
phonic
Key grammatical structure
Revision 
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4- Student’s book - Flashcards for Unit 18.
- Computer, projector/TV.
 STAGE 2: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: - Spend a few minutes revising the previous lesson. Have pupils play the 
game say the phone numbers again.
Task 1. Listen and repeat.
- Tell pupils that they are going to practise pronouncing the following words: 
re’peat, en’joy, invite and com’plete.
- First, put the words re’peat, en’joy, in’vite and com’plete on the board, with the 
stress marks.
- Play the recording and ask pupils to repeat the words a few times. Then put the 
four sentences on the board. Play the recording more than once, if necessary, and 
let pupils say the sentences paying attention to the target words and stress. 
- Do choral and individual repetition of the words and sentences until pupils feel 
confident.
- Get some pupil to say the sentences, white the rest of the class claps at the 
stressed syllables of the target words. Correct the pronunciation, if necessary.
Task 2. Listen and circle. Then say the sentences aloud.
- Tell pupils that they are going to listen to the recording and circle the correct 
answers. 
- Give them a few seconds to read the sentences in silence and guess the words to 
fill the gaps.
- Have pupils listen to the recording and circle the answers. Go around and offer 
help, if necessary.
- Have them swap their answers before checking as a class. Then ask them to read 
aloud the answers.
Key: 1a; 2b; 3b; 4a.
Task 3. Let’s chant.
- Tell pupils that they are going to say the chant I’d like to invite you to my party. 
Follow the procedure in Teaching the Unit components in Introduction.
- Have them read the chant and check comprehension. 
- Play the recording a few times for pupils to do choral and individual repetition. 
Show them how to chant and do the actions. Call two groups to give 
demonstration. - Get groups to sit opposite of each other and practice chanting and doing actions. 
Go around offering help, if necessary.
- Call two groups to the front of the class to chant and do actions. The rest of the 
class claps along to the rhythm
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 19. 
Lesson 1(1-3)
FEEDBACK
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 WEEK 27
 GRADE 4
Date of teaching:4C ( 25/03/2022 )
Period 54 UNIT 19: WHAT ANIMAL DO YOU WANT TO SEE?
 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 Mai (setting, 
participants, topics).
2. Ask and answer questions about someone's desire.
- Pupils can ask and answer questions about what animal the other speaker wants 
to see.
- Sentence Patterns: What animal do you want to see? ̶ I want to see ______.
3. show love others by using appropriate gestures and intonation when asking and 
answering about questions about animals
B. LANGUAGE FOCUS Key terms/ Vocabulary 
kangaroos, crocodiles, tigers, elephants 
Key grammatical structure
The sentence patterns: What animal do you want to see? ̶ I want to see ______.
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
what animal the other speaker 
 interaction Questions & answers
wants to see.
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 animals
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: - Asking them to say the names of five animals they look in English. 
- Then ask them if those animals can be found at the zoo.
Task 1. Look, listen and repeat.
- Tell the class that they are going to find out about how to ask and answer qs 
about popular festivals.
- Ask Ss to identify the characters in the pictures page 30 and answer the questions: 
+ Where are they?
+ What are they doing?
- 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 to role play.
- Have whole class repeat all the phrases a few times to reinforce their 
pronunciation. 
Task 2. Point and say
- Have pupils look at pictures on page 58. Elicit the names of the animals
Teach vocabulary: zoo, animal, kangaroo, crocodile, tiger, elephant, monkey, 
want.
Model sentence: What animal do you want to see? I want to see .
- Ask pupils to guess and complete the speech bubbles.
- Ask them to point the pictures and role play using the pictures in their books. 
Monitor the activity and offer help. Correct pronunciation errors (stress, 
assimilation of sounds, intonation) when necessary.
- Call on some pairs to perform their task at the front of the class. The rest of the 
class observe and give comments.
- Have the whole class repeat all the phrases in chorus to reinforce their 
pronunciation.
* Work in pairs.
- Ask students to work in pairs with your classmates, ask and answer about the zoo 
animals
- Ask Ss work in pairs. Call some pairs to act out
- Give comments and correct their pronunciation.
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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