Kế hoạch bài dạy Tiếng Anh Lớp 3, 4 - Tuần 22 - Năm học 2021-2022 - Ngô Thị Phương Thảo

 WEEK 22
 GRADE 3
Date of teaching:3A, 3B, 3C ( 15/2/2022 )
Period 43 UNIT 16: DO YOU HAVE ANY PETS?
 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, using the picture. 
- Read and write the answers to the questions. 
2. Show respect and love pets by using appropriate gestures and intonation when 
asking and answering questions about whether the other speaker has a pet. 
B. LANGUAGE FOCUS.
Vocabulary: cage, fish tank
Key grammatical structure : Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3, sachmem.vn. Student’s book page 41
- pictures of pets (Activity 2 – page 41)
-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 whether the other interaction and Questions& 
 speaker has a pet. performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warmer: Greeting and Review the structure: Do you have any .?- Yes, I do/ 
No, I don’t 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 pets in the picture 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. b
Activity 2: Look and write
- Tell the class that they are going to look and read a passage about pets.
- 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. Dog; 2. Cats; 3. Parrots; 4. goldfish
Activity 3: Let’s write
- Tell them that they are going to answer the questions about pets.
-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? 
 - Ask and answer questions about whether the other speaker has a pet
, using Do you have any ?- Yes, I do/ No, I don’t.
2. What’re the core values of the lesson? 
- Show respect and love pets by using appropriate gestures and intonation when 
asking and answering questions about whether the other speaker has a pets.
- Love their pets
- Remind students to learn new words, story and structure by heart.
- Prepare for the next lesson (Unit 16, Lesson 2. on pages 42).
FEEDBACK
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 ________________________________________
 GRADE 3
Date of teaching:3A, 3B, 3C ( 18/2/2022 )
Period 44 UNIT 16: DO YOU HAVE ANY PETS ?
 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 between nam and his mother (setting, 
participants, topics).
2. - Ask and answer questions about where the cats are using where are the cats?- 
They’re ... 
3. show love others by using appropriate gestures and intonation when ask and 
answer questions about where the cats are.
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
Next to, in front of, behind, under.
Key grammatical structure
The sentence patterns: “where are the cats?- They’re ”
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3, Student’s book page 42
- 4 pictures of pets (Activity 2 – page 42) - 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 nam and his mother such 
 Key
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
where the cats are., using the 
 interaction Questions & answers
sentence patterns.
4. Use positive attitudes and Student’s interaction and Observation
appropriate gestures questions 
 performance Questions& answers
about where the cats are.
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and chatting.
- Greet the students.
- Have ss annswers questions about pets
-Monitor the activity.
- Give comments 
- Tell students that they are going to listen to the dialogue in which Nam and his 
mother are talking about where the cats are.
Activity 1: Language input (Activity 1: Look, listen and repeat.)
- Ask students to look at the two pictures (page 42) and answer questions to identify 
the situation for the conversation.
 1. Who are they? (Nam and his mother)
 2. Where are they? (in the kitchen)
 3. What are they doing?( talking about pets)
- Ask students to look at picture a (Activity 1) (page 42) and answer the following 
questions: 
 4. What does Nam ask? (where are my cats, Mum??)
 5. What does his mother answer? (There over there, under the table) - Elicit the sentence patterns “where are the cats...? ̶ They’re ”
- Tell students that they are going to practise asking and answering questions about 
where the cats are.
- 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: Next to, in front of, behind, under.
- 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: where are the cats ? Student: They’re next to flower pot.
- 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 where the cats are 
- Show some pictures about the pets 
- Have students choose the picture that they can tell about where the cats are. using ““ 
where are the cats?-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 where the cats are and use the sentence pattern 
“where are the cats?- They’re ”
2. What’re the core values of the lesson? 
- Love their pets.
Self-study: Lesson 2(4-6)
- Remind students to prepare for the next lesson 
FEEDBACK .....................................................................................................................................
.....................................................................................................................................
..................................................................................................
 GRADE 4
Date of teaching: 4A, 4B,4C ( 17/02/2022 )
Period 43 Unit 16: LET’S GO TO THE BOOKSHOP!
 Lesson 1(4,5,6)
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to:
1. Make and respond to suggestions to go somewhere.
2. Read the questions, listen and tick the correct pictures.
3. Read and complete the sentences, using the pictures. 
4.Sing the song: Let’s go ...
5. show love others by using appropriate gestures and intonation when Making and 
responding to suggestions to go somewhere
 B. LANGUAGE FOCUS
Key terms/ Vocabulary 
Revision
Key grammatical structure
The sentence patterns: Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4, Student’s book 
- pictures 
- Situational pictures and character cards
- a computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance products Assessment tools
1. Read the questions, listen and Observation
tick the correct pictures. Students’ answers Questions & answers
 Key
2 . Read and complete the Students' talks and 
 Observation
sentences, using the pictures. answers
3 . Perform the song: Let’s go .... Student’s sing, and Observation perform Questions & answers
4. show love others by using 
appropriate gestures and Observation
intonation when Making and S’s talk
 Questions& answers
responding to suggestions to go 
somewhere
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: - Spend a few minutes revising the previous lesson. Get some pairs of 
pupils to go to the front of the class to making and responding to suggestions to
go somewhere.
Task 1. Listen and tick.
- Tell pupils that they are going to listen to four dialogues about where the 
characters want to go and tick the correct pictures.
- Have Ps look at the pictures to identify the similarities and differences. Check 
understanding.
- Play the recording more than once, if necessary, for pupils to listen to and tick the 
correct pictures. Tell them that they should focus on where each pupil was.
- Get pupils to swap their answers before you check as a class.
Key: 
 1. b 2. a 3. a 4.b
Task 2. Look and write.
- Tell Ps that they are going to complete the sentences about where and why the 
characters want to go.
- Give them a few seconds to look at the questions and the incomplete answers and 
to identify the missing words they need to complete the answers. Then focus Ps on 
the pictures to identify where the characters want to go.
- Give Ps time to do the task independently. Go around and offer help, if necessary.
- Get Ps to compare their answers with their partners.
- Call some Ps to read out their answers. If there is enough time, call some pairs to 
role-play the dialogues.
Task 3. Let’s sing.
- Tell Ps that they are going to sing the song 
- Have Ps read each line of the lyrics aloud. 
- Do choral and individual repetition and check comprehension. - Play the recording all the way through. 
- Ask Ps to do choral and individual repetition of the song line by line.
- Have the class sing the song again and clap their hands to reinforce learning.
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
2. What’re the core values of the lesson? 
- Have Ps practise singing the song Let’s go . at home
FEEDBACK
 ________________________________________
 GRADE 4
Date of teaching:4C ( 17/02/2022 ), 4A, 4B ( 18/02/2022 )
Period 44: Unit 16: LET’S GO TO THE BOOKSHOP!
 Lesson 2( 1,2,3)
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
By the end of the lesson, Students will be able to: 
- identify situation for conversation.
- Ask for the reasons for going somewhere, and respond to the questions. 
Using Sentence Patterns: Why do you want to go to the ... ? ̶ Because I want to 
___. 
- show love others by using appropriate gestures and intonation when Asking for 
the reasons for going somewhere 
B. LANGUAGE FOCUS
1. Vocab: : zoo, see the animals / cinema, see a film / bakery, buy some bread / 
swimming pool / swim
 2. Key grammartical structure: Why do you want to go to the ... ? ̶ Because I 
want to ___. 
C. RECOURCE
Teacher’s aids: student book and teacher’s book, flashcards, projector .
Students’ aids: Student books, notebooks, workbooks. STAGE 2: ASSESSMENT EVIDENCE
(Assessment tasks) (Assessement (Assessment tools)
 products)
1. Look and recognize the Ss’ answers Questions and 
situation for a conversation answers.
2. Ask for the reasons for going Ss’ interactions Observation
somewhere, and respond to the 
questions
3. Use positive attitudes and Ss’ talk and Observation
appropriate gesture and interaction. Question and answer
intonation in conversation. 
 STAGE 3: LEARNING EXPERIENCES
Warmer: - Spend a few minutes revising the previous lesson by calling some Ps to 
the front of the class to sing the song Let’s go .
Task 1. Look, listen and repeat.
- Tell Ps that they are going to listen to the dialogue of 3 pupils about where and 
why someone want to go
- Ask Ps to look at the four pictures to identify the characters and the context in 
which the language is used.:
- Play the recording more than once, if necessary, for pupils to listen and repeat the 
language.
- Do choral and individual repetition, pointing to the characters speaking.
- Teach the sentence pattern:
Why do you want to go to the supermarket?
Because I want to buy something to eat.
Task 2. Point and say.
- Tell pupils that they are going to ask and answer questions about why do the 
characters want to somewhere.
- Have Ps look at the bubbles to understand how the language is used.
- Ask Ps to look at the four pictures to identify what the Ps did yesterday. - Point to the first picture and model the task with one pupil, using the question in 
the first bubble and the phrase under the picture for the answer:
- Ask pupils to practise in pairs, using the prompts in the bubbles and the picture 
cues. Monitor the activity and offer help, if necessary.
- Select some pairs of Ps to demonstrate the task in front of the class.
Task 3. Let’s talk.
- Tell Ps that they are going to revise what they have learnt in Lesson 1 and Lesson 
2, using:
- Select some pairs to role-play in front of the class.
- Ask some Ps to answer the questions in Activity 3.
- Have Ps practise making and responding to suggestions to go somewhere and 
asking for and giving reasons for going somewhere by using the sentence pattern:
+ Let’s go to the . I want .
+ Why do you want to go to the ..?
=> Because ..
- 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? 
2. What’re the core values of the lesson? 
Do exercises in the workbook. Learn by heart the new words and structures
FEEDBACK
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