Kế hoạch bài dạy Tiếng Anh Lớp 3, 4 - Tuần 18 - Năm học 2021-2022 - Ngô Thị Phương Thảo

 WEEK 18
 GRADE 3
Date of teaching:3A, 3B, 3C ( 11/1/2022 )
Period: 35 
 UNIT 14: ARE THERE ANY POSTERS IN THE ROOM?
 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. talk about things in the room using Are there any______ in the room? –Yes, 
there are/ No, there aren’t.
3. show love others by using appropriate gestures and intonation when asking and 
answering about things in the room.
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
Cupboards, wardobes, maps, sofas.
Key grammatical structure
The sentence patterns: “Are there any______ in the room? –Yes, there are/ No, 
there aren’t.”
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3, Student’s book page 24
- 4 pictures of location of things in the room (Activity 2 – page 24)
- 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 Linda 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 things in 
 Student’s talks, and Observation
the room, using the sentence 
 interaction Questions & answers
patterns.
4. Use positive attitudes and 
 Student’s interaction and Observation
appropriate gestures about the 
 performance Questions& answers
things in the room.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and playing game.
- Greet the students.
- Have ss play a game shark attack: “there”
-Monitor the activity.
- Give comments 
- Tell students that they are going to listen to the dialogue in which Mai and Linda 
are talking about things in the room.
Activity 1: Language input (Activity 1: Look, listen and repeat.)
- Ask students to look at the two pictures (page 24) and answer questions to identify 
the situation for the conversation.
 1. Who are they? (Linda and Mai )
 2. Where are they? (in the living room)
 3. What are they doing?( talking about the things in the room)
- Ask students to look at picture a (Activity 1) (page 24) and answer the following 
questions: 
 4. What does Linda ask? (Are there any chairs in the room?)
 5. What does Mai answer? (Yes, there are )
- Elicit the sentence patterns:“Are there any ___________ in the room?- Yes, there 
are/ No, there aren’t.
- Tell students that they are going to practise asking and answering questions about 
about things in the room.
- 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: Cupboards, wardobes, maps, sofas. - 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: Are there any cupboards in the room ? Student: No, there aren’t
- 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 things in the room.
Show some pictures about the things in the room. 
- Have students choose the picture that they can tell about location of things in the 
house using “Are there any ______ in the room? Yes, They are/ No, there aren’t”
- 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 location of the things in the room and use the sentence pattern “Are there 
any ______ in the room? Yes, They are/ No, there aren’t”
2. What’re the core values of the lesson? 
- Keep their things tidy
- Remind students to prepare for the next lesson 
Self-study: lesson 1(4-6)
D. FEEDBACK
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 _________________
Date of teaching:3A, 3B, 3C ( 15/1/2022 )
Period: 36 
 UNIT 14: ARE THERE ANY POSTERS IN THE ROOM?
 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 Peter (setting, 
participants, topics).
2. talk about quantity of thing using How many _________are there? There 
are____
3. show love their house by using appropriate gestures and intonation when asking 
and answering about quantity of thing.
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
Fans, mirrors, doors, windows.
Key grammatical structure
The sentence patterns: “How manny _______ are there? There are____
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3, Student’s book page 26
- 4 pictures of quantity of thing in the room (Activity 2 – page 26)
- 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 Peter 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 about quantity 
 Student’s talks, and Observation
of thing, using the sentence 
 interaction Questions & answers
patterns.
4. Use positive attitudes and 
 Student’s interaction and Observation
appropriate gestures about quantity 
 performance Questions& answers
of thing
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and playing game.
- Greet the students. - Have ss play a game bingo
-Monitor the activity.
- Give comments 
- Tell students that they are going to listen to the dialogue in which Peter and Nam 
are talking about quantity of thing.
Activity 1: Language input (Activity 1: Look, listen and repeat.)
- Ask students to look at the two pictures (page 26) and answer questions to identify 
the situation for the conversation.
 1. Who are they? (Peter and Nam )
 2. Where are they? (in the room)
 3. What are they doing?( talking about the quantity of thing)
- Ask students to look at picture a (Activity 1) (page 26) and answer the following 
questions: 
 4. What does Peter ask? (How many chairs are there?)
 5. What does Nam answer? (There are eight)
- Elicit the sentence patterns:“How many ________ are there? – There are____”
- Tell students that they are going to practise asking and answering questions about 
about quantity of thing.
- 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: fans, mirrors, doors, windows
- 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: How many fans are there ? Student: There are two
- 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 quantity of thing.- 
Show some pictures about the things in the room. - Have students choose the picture that they can tell about location of things in the 
house using “How may_____ are there? There are_____”
- 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 quantity of thing in the room and use the sentence pattern “How many 
______ are there?- There are _________
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 2(4-6)
D. FEEDBACK
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 __________________________________________________________
 GRADE 4
Date of teaching:4A, 4B, 4C ( 14/1/2022 )
Period: 35 
 Unit 14: WHAT DOES HE LOOK LIKE?
 LESSON 1
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
By the end of the lesson, Students will be able to: 
- identify situation for conversation.
- use structures: “What’s your favourite food/drink? It’s ...” to Ask and answer 
questions about someone's physical appearance.
- regconize the value of physical appearance and show the respect for their friend’s 
physical appearance 
B. LANGUAGE FOCUS
 1. Vocab: tall, short, fat, thin, slim, young, old 2. Key grammartical structure: “What does he / she like? − He’s / She’s ____.”
C. RECOURCE
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IW 
software, projector .
Students’ aids: Student books, notebooks, workbooks.
(Assessment tasks) (Assessement (Assessment tools)
 products)
1. Look and recognize the Ss’ answers Questions and 
situation for a conversation answers.
between Tom and Mai
2. Ask and answer about Ss’ interactions Observation
someone's physical appearance 
3. Use positive attitudes and Ss’ talk and Observation
appropriate gesture and interaction. Question and answer
intonation in conversation. 
Respect for their friend’s 
someone's physical appearance 
 STAGE 3: LEARNING EXPERIENCES
Warmer: - Play the video. Ask Ss to watch and identify the adjectives describing 
people’s appearance. 
- Introduce the new topic
Task 1. Look, listen and repeat.
* Use the pictures and the actions to teach the new words of someone’s physical 
appearance: tall, short, slim, old, young
- Whole class. Have pupils turn their books to page 24 and look at picture.
- Ask Ss to answer the questions “who are they? Where are they? What is Lan 
doing? Who is on the computer? What does he do? Is he tall?
- T plays the recording all the way through for pupils to listen and point to the 
appropriate line in their books.
- Open one by one sentence for Ss to listen and repeat. 
- Divide the class into 2 groups. - Ask the groups to repeat Phong’s part and Linda’s part. 
- Ask SS to work in pairs, practice speaking the conversation. 
- Invite some pairs to demonstrate the dialogue. 
Task 2. Point and say. 
- T has Pupils look at Picture a, b, c, d, e. Tell them that they are going to practice 
asking and answering questions about someone’s physical appearance.
- T models with a Student the first picture
 - T asks Pupils to practise in pairs ask and answer the questions What does he/ she 
look like? She’s/ He’s ..Monitor the activity, check the pronunciation (stress, 
assimilation of sounds and intonation), and offer help when necessary.
- T calls on some pairs to perform the task in front of the class.
Task 3: let’s talk
- Ask Ss to work in groups, asking and answering questions about their friends’ 
family member’s job, where they work and their physical appearance.
- Asking Ps to focus on the structure once again.
* 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 questions about someone's physical appearance.)
2. What’re the core values of the lesson? (Respect for another’s physical 
appearance )
* Homelink
- Remind Ss to do exercises in the workbook and learn lesson 1 part 3,4,5.
FEEDBACK: 
 GRADE 4
Date of teaching: 4C ( 14/1/2022 ), 4A, 4B( 15/1/2022)
Period: 36 
 Unit 14: WHAT DOES HE LOOK LIKE?
 LESSON 2
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
By the end of the lesson, Students will be able to: 
- identify situation for conversation. - use structures: “Who’s __ ? ̶ ______ is ______.” to Ask and answer questions 
to make comparisons in physical appearance
- regconize the value of physical appearance and show the respect for their friend’s 
physical appearance 
B. LANGUAGE FOCUS
1. Vocab: : tall – taller; short – shorter; big – bigger; small – smaller; old – older; 
young – younger
 2. Key grammartical structure: “Who’s ______? ̶ ______ is ______. 
C. RECOURCE
Teacher’s aids: student book and teacher’s book, class CDs, flashcards, IW 
software, projector .
Students’ aids: Student books, notebooks, workbooks.
(Assessment tasks) (Assessement (Assessment tools)
 products)
1. Look and recognize the Ss’ answers Questions and 
situation for a conversation answers.
between Tom and Mai
2. Ask and answer to make Ss’ interactions Observation
comparisons in physical 
appearance
3. Use positive attitudes and Ss’ talk and Observation
appropriate gesture and interaction. Question and answer
intonation in conversation. 
Respect for their friend’s 
someone's physical appearance 
 STAGE 3: LEARNING EXPERIENCES
Warmer: - Have ss play the slap the board game.
Task 1. Look, listen and repeat
- Introduce the dialogue: 
- Play the CD for the ss.
- Present the way to ask questions and answer about making comparison 
someone’s physical appearance. - Check some groups.
Task 2. Point and say 
- Give the meaning of new words.
- Check ss’ understanding by a game: What and where.
- Do the model task with a student.
 - Check ss
Task 3. Let’s talk
- Guiding Ss to talk.
- Call some pairs to talk.
1. What does he/she look like? 
2.Who’s taller /shorter / older...?
- Asking Ps to focus on the structure once again.
* 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 questions to make comparisons in physical appearance.)
2. What’re the core values of the lesson? (Respect for another’s physical 
appearance )
* Homelink
- Guide Ss to learn lesson 2 part 3,4,5, lesson 3.
FEEDBACK: 
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