Kế hoạch bài dạy Tiếng Anh Lớp 3, 4 - Tuần 28 - Năm học 2021-2022 - Ngô Thị Phương Thảo

 WEEK 28
 GRADE 3
Date of teaching:3A, 3B, 3C ( 29/03/2022 )
Period 54 UNIT 19: THEY’RE IN THE PARK
 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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 GRADE 3
Date of teaching:3A, 3B, 3C ( 03/04/2022 )
Period 55 Unit 19: THEY’RE IN THE PARK
 LESSON 1: (4-6)
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
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. Choose the safe place to play.
B. LANGUAGE FOCUS.
Vocabulary: Revision
Key grammatical structure: Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3, sachmem.vn. Student’s book page 59
- pictures of activities (Activity 2 – page 59)
-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 they doing?- 
they’re 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 doing.
- 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 ; 
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. The park ; 2. Playing football, 3. Skipping; 4. Cycling; 5. Flying kites
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 they doing?- They’re ...
2. What’re the core values of the lesson? 
- Choose the safe places to play.
- Remind students to learn new words and structure by heart.
- Prepare for the next lesson (Unit 19, Lesson 2. on pages 60).
FEEDBACK
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 ______________
 GRADE 4
Date of teaching:4A,4B ( 29/03/2022 )
Period 54 UNIT 19: WHAT ANIMAL DO YOU WANT TO SEE?
 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 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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 GRADE 4
Date of teaching:4C ( 2/04/2022 ); 4A,4B (03/04/2022)
Period 55 UNIT 19: WHAT ANIMALS DO YOU WANT TO SEE?
 Lesson 1(4,5,6)
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES By the end of the lesson, students will be able to:
1. Ask and answer questions about someone's desire.
2. Read, look, listen and match the characters with the animals.
3. Read the questions and write the answers, using the pictures. 
4. Play the game Charades.
5. Express loving for animals
 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
 Observation
1. Read, look, listen and match the 
 Students’ answers Questions & answers
characters with the animals.
 Key
2 . Read the questions and write 
the answers, using the pictures. Students' talks and 
 Observation
 answers
3 . Play the game Charades. Student’s sing, and Observation
 perform Questions & answers
4. Express loving for animals Observation
 S’s talk
 Questions& answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: - Review the previous lesson by asking: What animal do you want to 
see?
Task 1. Listen and match
- Have pupils look at pictures on page 59 of the Student Book. Elicit the 
identification of the characters and the zoo animals. Tell pupils that they are 
going to listen to the recording and match the pictures they hear. 
- Play the recording 2 times pupils to listen and match the pictures. Check their 
guess. Compare the answer with the partner.
- Play the recording again pupils check their answers. T give the answer: - Ask some questions to ensure pupils’ comprehension of the listening text.
Answer: 1c, 2a, 3b
Task 2. Look and write
- Have pupils open their books to Page 59. Get Ss to identify the zoo animals.
Tell Ss that they are going to read and get information to write the answers.
- Ss read silently and complete the answers.
- Ss trade their answers within pairs or groups for correction
- Ask Ss to read the answers aloud to the class. The others listen and give 
comments.
 Answers: 
 1. He wants to see crocodiles 
 2. She wants to see monkeys
 3. They want to see kangaroos
 4. They want to see tigers
Task 3. Let’s play
- Have pupils open their books to page 59.
- Introduce the game: Charades
- Show a pupil the name of a zoo animal. That pupil must act out the animal for 
the rest of the class to guess
- The quickest pupil to say the name of the animal gets a point. Then select 
another pupil to mine another animal. 
- The pupil who gets the most points at the end of the game is the winner.
- Two Ps ask and answer about zoo animals
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 names of animals)
2. What’re the core values of the lesson?( love and protect animals) 
 * Home-link
Remind students to self-study lesson 1(4-6) and prepare for the next lesson; unit 19. 
Lesson 2(1-3)
FEEDBACK
.................................................................................................................................
.................................................................................................................................
...............................................................................................................................
 GRADE 4
Date of teaching:4C( 02/04/2022 )
Period 56 UNIT 19: WHAT ANIMALS DO YOU WANT TO SEE? Lesson 2( 1,2,3)
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES:
By the end of the lesson, Students will be able to: 
1. identify situation for conversation.
2. Express reasons why they like or do not like animals Using Sentence 
Patterns: I like _____ because _____. / ̶ I don’t like ___because _____. 
- Vocabulary: tigers – crocodiles – scary; bears, elephants, big / zebras, beautiful 
/ kangaroos, fast.
3. Express loving and protecting animals
B. LANGUAGE FOCUS
1. Vocab: tigers – crocodiles – scary; bears, elephants, big / zebras, beautiful / 
kangaroos, fast.
 2. Key grammartical structure: I like _____ because _____. / ̶ I don’t like 
___because _____.
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. Express reasons why they Ss’ interactions Observation
like or do not like animals
3. Express loving and Ss’ talk and Observation
protecting animals interaction. Question and answer
 STAGE 3: LEARNING EXPERIENCES
Warmer: - Play the game Charades
Task 1. Look, listen and repeat.
- Have Ss to look at the book at page 60
- Elicit the character and have Ss guess what they are saying.
- Teacher introduces some new words: funny, scary - Have Ss listen to the recording as they read the lines in the speech bubbles
- Play the recording again for Ss to repeat the lines in the speech bubbles two 
times.
- Divide the class into two groups. One repeat Nam’s part and the other repeat 
Linda’s part.
- Play the recording again for the whole class to repeat each line in the speech 
bubbles to reinforce their pronunciation
- Elicits the structures: I like because /I don’t like because 
Task 2. Point and say
 - Have Ss look at the pictures on page 60
 - Ask Ss to guess and complete the speech bubbles.
 - Teacher introduces some new words: bear, zebra, beautiful, fast
 - T models in picture a; b; c; d
- Ask them to act out the dialogue 1. Repeat the step with some other pairs for 
pictures
- Have Ss practice acting out the dialogue in pairs, using the pictures.
- Monitor the activity and offer help. Correct pronunciation errors (stress, 
assimilation of sounds, intonation) when necessary.
- Call on some pairs to perform the task at the front of the class. The others 
observe and give comments.
- Have the whole class repeat all the phrases in chorus to reinforce their 
pronunciation.
Task 3. Let’s talk
- Introduce the activity: Talking about What animal do you want to see?
- Write down the answers to report your interview to the class later.
- Pair work
- Display in class, others comment
- Give comments
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(Express reasons why they like or do not like animals)
2. What’re the core values of the lesson?( Express loving and protecting 
animals) 
 * Home-link
Remind students to self-study lesson 2(4-6) and prepare for the next lesson; unit 19. 
Lesson 3(1-3)
FEEDBACK 
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