Kế hoạch bài dạy Tiếng Anh Lớp 3, 4 - Tuần 15 - Năm học 2021-2022 - Ngô Thị Phương Thảo

 WEEK 15
 GRADE 3
Date of teaching:3A, 3B, 3C ( 21/12/2021 )
Period: 29 
 Unit 11: THIS IS MY FAMILY
 Lesson 1 (1-3)
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES: By the end of the lesson, students will be able to:
1. Name all family members
2. Pupils can ask and answer questions about the other speaker’s family members 
by using Who’s that? ̶ He’s / She’s my ______..
3. Know how to proud of family
4. Love family and respect friend’s family
B. LANGUAGE FOCUS
 1. Key terms: father, mother, sister, brother, ...
 2. Key grammartical structure: Who’s this/that? She’s/he’s my 
C. INSTRUCTIONAL RESOURCES
- student’s and teacher’s book, class CDs, flashcards, 
 STAGE 2: ASSESEMENT EVIDENCE
Performance Tasks Performance Product Assessment tools
1. Name all family members Student’s answer, S Question and 
 talk answer key
2. Pupils can ask and answer questions Student’s talk and fill Observation
about the other speaker’s family the correct words
members by using Who’s 
that? ̶ He’s / She’s my ______..
3. Know how to proud of family Students’ chant and Observation, 
 interaction questions and 
 answers
4. Love family and respect friend’s Student’s interaction Observation, 
family and performance questions and 
 answers
 STAGE 3: LEARNING EXPERIENCES Warmer: - Have ss to play a game of charade (guessing the words from action or 
miming)
- Monitor the activity
Task 1: Look, listen and repeat.
- Have pupils turn to page 6.
- Ask pupils to talk about the characters
- Tell them that they are going to hear two girls talks about the man in the picture.
- Use a poster to present the situation.
- Play the tape.
- Play the tape again.
- Call on 2 pairs to perform at the front of the class.
- Have whole class repeat each line of the dialogue in chorus.
- Introduce new word by using pictures: father, mother, sister, brother.
- Ask ss to listen and repeat. 
- Call ss to read aloud the new words
Task 2: point and say.
- Tell ss that they are going to practise asking and answering about family 
members. 
- Ask Ss fill in the speech bubbles.
- Ask Ss to repeat.
- Ask Ss to practice in pairs asking and answering, using the pictures in Student 
Book.
- Monitor the activity.
- Call on a pair to perform.
Task 3: Let’s talk
- Tell ss that they are going to practice more with their friends.
- Give a few seconds for ss to look at the pictures.
- Elicit the words to fill the gap.
- Write the instructions on the board and get ss to repeat them a few times.
- Get ss to work in pairs.
- Go around the class and help when ss necessary.
- Summary the lesson
- Tell pupils to read the part 1 again.
FEEDBACK: 
 .
__________________________________________________ GRADE 3
Date of teaching:3A, 3B, 3C ( 24/12/2021 )
Period: 30 
 Unit 11: THIS IS MY FAMILY
 Lesson 2 (1-4)
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES: By the end of the lesson, students will be able to:
1. Ask and answer questions about the age of one of the other speaker’s family 
members using: How old is your ______? ̶ He’s / She’s ______.
3. Be proud of family
4. Love family and respect friend’s family
B. LANGUAGE FOCUS
 1. Key terms: father, mother, sister, brother, ...
 2. Key grammartical structure: How old is your ______? ̶ He’s / She’s ______.
C. INSTRUCTIONAL RESOURCES
- student’s and teacher’s book, class CDs, flashcards, 
 STAGE 2: ASSESEMENT EVIDENCE
Performance Tasks Performance Product Assessment tools
1. Name all family members Student’s answer, S Question and 
 talk answer key
2. Pupils can ask and answer questions Student’s talk and fill Observation
about the other speaker’s family the correct words
members by using Who’s 
that? ̶ He’s / She’s my ______..
3. Know how to proud of family Students’ chant and Observation, 
 interaction questions and 
 answers
4. Love family and respect friend’s Student’s interaction Observation, 
family and performance questions and 
 answers
 STAGE 3: LEARNING EXPERIENCES
Warmer: - Get the class to sing the song A happy family.
- Give comments.
Task 1: Look, listen and repeat.
- Have Ss open their books page 8. - Tell ss that they are going to practice asking and answering questions about the 
ages of family members.
- Draw ss’ attention to the first picture and elicit the ages in the picture.
- Explain what they say.
- Use 2 puppets to present the situation.
- Play the tape.
- Play the tape again.
- Ask ss work in pairs to practice the dialogues.
- Monitor the activity.
Task 2: Point and say
- Have pupils look at each the picture.
- Ask pupils to identify the ages.
- Use the first picture as an example and put the question and answer on the board.
- Have Ss repeat the phrases a few times.
- Ask Ss to practice in pairs.
- Monitor the activity.
- Call on some pairs (4-5 pairs) to perform the task at the front of the class.
- Observe and give comments.
- Have the whole class repeat all the dialogue.
Task 3: Let’s talk
- Have Ss look at the pictures on page 8.
- Tell ss that they are going to practice more with their friends.
 - Point to the first picture and ask Ss to guess what they say.
- Ask Ss fill the speech bubbles.
-Have Ss repeat the sentences in the bubbles.
- Ask ss to work in pairs.
- Monitor the activity.
- Call a few pairs to the front of the class to act out the dialogue.
Task 4: Walk and talk.
- Ask Ss walk around the class to talk about the activities they like playing at break 
time.
- Monitor the activity.
- Summary the lesson
- Tell pupils to read the part 1 again.
- Do exercises in workbook, learn by heart the new words and the pattern.
Homelink: Review and study part 4,5,6 , lesson 3 FEEDBACK: 
 GRADE 4
Date of teaching:4A, 4B, 4C ( 23/12/2021 )
Period: 29 
 Unit 11: WHAT TIME IS IT?
 Lesson 1 (1-3)
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES: By the end of the lesson, students will be able to:
1. Identify specific information about time in the dialogue
2. Ask and answer questions about time using: What time is it? − It’s _____.
3. Know how to save time 
4. Sharing time to do meaningful things
B. LANGUAGE FOCUS
1. Key terms: seven, seven fifteen, seven-twenty five, seven-thirty, seven forty-five
 2. Key grammartical structure: What time is it? − It’s _____.
C. INSTRUCTIONAL RESOURCES
- student’s and teacher’s book, class CDs, flashcards, 
 STAGE 2: ASSESEMENT EVIDENCES
Performance Tasks Performance Product Assessment tools
1. Identify specific information about Student’s answer, S Question and 
time in the dialogue talk answer key
 2. Ask and answer questions about Student’s talk and fill Observation
time using: What time is it? − It’s the correct words
_____.
3. Ask and answer questions about Students’ chant and Observation, 
time using: What time is it? − It’s interaction questions and 
_____. answers
4. Sharing time to do meaningful Student’s interaction Observation, 
things and performance questions and 
 answers
 STAGE 3: LEARNING EXPERIENCES
Warmer: - Ask pupils to play Bingo , using the numbers five, ten, fifteen, twenty, twenty-
five, thirty, thirty-five, forty, forty-five, fifty and fifty-five.
- Lead into new lesson
Task 1. Look, listen and repeat
- Ask pupils to look at the picture and answer the questions
?Who are they?
? Where are they?
?What are they talking about? 
- Give the meaning of the new words : breakfast, get up, what time; then say them 
aloud for pupils to repeat.
- Play the recording for pupils to listen to the tape
- Play the recording again and ask them to repeat a few times.
- Ask pupils to practice in pairs.
- Go round and check pupils can repeat and understand the dialogue.
- Check some pairs. Ask other pupils to give comments.
- Give comments.
Task 2. Point and say
- Tell pupils that they are going to practise asking and answering questions about 
what someone is doing, using:
*Structure: What time is it? It’s 
- Ask pupils to write down the structure in their notebook.
- Point to the first picture and model the task with one pupil.
- Tell pupils to practice in pairs, using the structure.
- Call a few pairs to act out the dialogue in front of the class. 
- Give feedback and correct mistakes of pronunciation.
Task 3. Work in pairs. Ask your partners what time is it
- Tell pupils that they are going to ask and answer questions about time.
- Get pupils to work in pairs, one pupil asks What time is it? and the other looks at 
their wristwatch and answers It’s + (time)
- Invite a few pairs to role-play in front of the class
- Give comments.
- Summary the lesson
- Tell pupils to read the part 1 again.
- Do exercises in workbook, learn by heart the new words and the structure.
Homelink: Review and study part 4,5,6 FEEDBACK: 
 GRADE 4
Date of teaching:4 C ( 23/12/2021 ), 4A, 4B ( 24/12/2021 )
Period: 30 
 Unit 11: WHAT TIME IS IT?
 Lesson 2 (1-3)
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES: By the end of the lesson, students will be able to:
1. Identify specific information about time in the dialogue
2. Ask and answer questions about daily routines.
3. Know how to do interesting in freetime 
4. Sharing time to do meaningful things
B. LANGUAGE FOCUS
1. Key terms: get up, have breakfast, have dinner, go to bed 
 2. Key grammartical structure: What time do you ____? − I _____ at _____.
C. INSTRUCTIONAL RESOURCES
- student’s and teacher’s book, class CDs, flashcards, 
 STAGE 2: ASSESEMENT EVIDENCES
Performance Tasks Performance Product Assessment tools
1. Identify specific information about Student’s answer, S Question and 
time in the dialogue talk answer key
 2. Ask and answer questions about Student’s talk and fill Observation
daily routines. the correct words
3. Know how to do interesting in Students’ chant and Observation, 
freetime interaction questions and 
 answers
4. Sharing time to do meaningful Student’s interaction Observation, 
things and performance questions and 
 answers
 STAGE 3: LEARNING EXPERIENCES
Warmer: - Get the class to sing the What time is it? song.
- Lead into new lesson
Task 1. Look, listen and repeat.
- Introduce picture and ask some questions about the situations in the picture: Who’s this? Where are they? What are they talking about?
- Play the recording and ask pupils to look at their book and listen to the tape.
- Explain new words: breakfast, dinner, lunch, go to bed.
- Say aloud the words, then ask pupils to repeat the words a few times
- Play the recording again and ask them to repeat a few times.
- Have pupils write down the new words into their notebooks
- Ask pupils work in pairs to practice the dialogue.
- Go around and check pupils can repeat and understand the dialogue.
- Check some pairs. 
- Others give comments.
- Give comments.
Task 2. Point and say. 
- Tell pupils that they are going to practice asking and answering questions about 
their timetables, using: 
*Structure: What time do you ...? I ... at + (time).
- Say aloud the structure for pupils to repeat.
- Call some pupils to read it aloud.
- Ask pupils to write down them into their notebook.
- Call on an open pair to the front of the class to give a model practice.
- Ask pupils to work in pairs, then point at the timetable to ask and answer using 
the structure.
- Call some pairs to practice the structure in front of the class.
- Give feedback and correct mistakes of pronunciation
Task 3. Let’s talk 
- Tell pupils that they are going to practise asking and answering questions about 
what they have learnt in Lessons 1 and 2. 
- Ask them to work in pairs, using What time is it? and What time do you ...?
- Set a time limit for the class to practice
- Go around the class and offer help, if necessary.
- Call a few pairs to act out their conversation.
- Give feedback.
- Summary the lesson
- Tell pupils to read the part 1 again.
- Do exercises in workbook, learn by heart the new words and the pattern.
* Guide Ss to study part 4,5,6 , lesson 3 Homelink: Review and study part 4,5,6 , lesson 3
FEEDBACK: