Kế hoạch bài dạy Tiếng Anh Lớp 3, 4 - Tuần 29 - Năm học 2021-2022 - Ngô Thị Phương Thảo

 WEEK 29
 GRADE 3
Date of teaching:3A, 3B, 3C ( 05/04/2022 )
Period 56 UNIT 18: THEY’RE IN THE PARK.
 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 Linda and Mai (setting, 
participants, topics).
2. - Ask and answer questions about the weather in different places using what’ the 
weather like?- It’s 
3. Be active participate in activities.
B. LANGUAGE FOCUS
Vocabulary: weather, sunny, rainy, cloudy, snowy, stormy
Key grammatical structure
The sentence patterns: “what’s the weather like?- It’s 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 3, Student’s book page 60
- 6 pictures of weather (Activity 2 – page 60)
- 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 Linda and Mai 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
the weather in different places 
 interaction Questions & answers
using the sentence patterns.
4. Use positive attitudes and 
appropriate gestures questions Student’s interaction and Observation
about the weather in different performance Questions& answers
places. Student’s interaction and Observation
5. Be active in different weather.
 performance Questions& answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and chatting.
- Greet the students.
- Have ss annswers questions about activities
-Monitor the activity.
- Give comments 
- Tell students that they are going to listen to the dialogue in which Linda and Mai 
are talking questions about the weather in different places
Activity 1: Language input (Activity 1: Look, listen and repeat.)
- Ask students to look at the two pictures (page 60) and answer questions to identify 
the situation for the conversation.
 1. Who are they? (Linda and Mai)
 2. Where are they? (Linda is in Ho Chi Minh city, Mai is in Ha Noi)
 3. What are they doing?( talking on mobile phone)
- Ask students to look at picture b (Activity 1) (page 60) and answer the following 
questions: 
 4. What does Mai ask? (what’s the weather like in HCM city, Linda?)
 5. What does Linda answer? (It’s sunny)
- Elicit the sentence patterns “what’s the weather like?- It’s ”
- Tell students that they are going to practise asking and answering questions about 
the weather in different places 
 - 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.)
- Run through the pictures.
- 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’s the weather like? Student: It’s sunny
- 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 the weather in 
different places 
- Show some pictures about the weather 
- Have students choose the pictures that they can tell the weather in different places 
using “what’s the weather like?” It’s 
- 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 questions about the weather in different places using the sentence 
pattern “what’s the weather like? It’s ”
2. What’re the core values of the lesson? 
- Be active in different weather
- Self-study: Lesson 2(4-6)
- Remind students to prepare for the next lesson 
FEEDBACK
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 _____________________________________________
 GRADE 3
Date of teaching:3A, 3B, 3C ( 08/04/2022 )
Period 57 UNIT 19: THEY’RE IN THE PARK
 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 “ai” and “a-e” in the words: rainy and skate 
respectively.
 2. Listen and fill the gapped sentences 
3. Perform the chant “where are you?” in interesting ways, using appropriate and 
meaningful gestures;
4. Active participate in group.
B. LANGUAGE FOCUS
Key terms/ Vocabulary phonic
Key grammatical structure
Revision 
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 3- Student’s book, page 62
- Flashcards for Unit 19.
- 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 “ai” in 
the word rainy and the letter “a-e” in the word “skate”.
- 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 
fill 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. rainy; 2. skate
Activity 3: Chant practice (Activity 3:Let’s chant.) - Tell pupils that they are going to say the chant “where are you?” 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 “ai” and “a-e” in the words: rainy and skate 
respectively, review talking about the weather and use the sentence pattern “what’s 
the weather like? It’s 
 2. What’re the core values of the lesson? 
- Active participate in group.
* Home-link
Remind students to self-study lesson 3(4-6) and prepare for the next lesson; unit 20. 
Lesson 1(1-3)
FEEDBACK
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 ___________________________
 GRADE 4
Date of teaching:4A, 4B ( 05/04/2022 )
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 like Ss’ interactions Observation
or do not like animals
3. Express loving and protecting Ss’ talk and Observation
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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 GRADE 4
Date of teaching: 4C ( 07/04/2022) 4A, 4B ( 08/04/2022 )
 Period 57 UNIT 18: WHAT ANIMAL DO YOU WANT TO SEE? 
 Lesson 3 (1-3)
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A.OBJECTIVES
 By the end of the lesson, students will be able to: 1. Pronounce three-syllable words with the stress on the first syllable 'crocodile, 
'elephant, 'wonderful, and 'beautiful.
2. Read the gapped sentences, listen and circle the letters showing the correct words 
filling the gaps. Then say the completed sentences aloud.
3. Say the chant I want to go to the zoo.
4. Express loving for animals
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
phonic
Key grammatical structure
Revision 
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4- Student’s book
- Flashcards for Unit 19.
- Computer, projector/TV.
 STAGE 2: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: - Sing a song “Why or Why not?”
Task 1. Listen and repeat
- Introduce the sounds: ‘crocodile, ‘elephant, ‘beautiful, ‘wonderful
- Have Ps pay attention to the stress of 4 words
- Play the CD and ask ss to repeat a few times
- Show 4 sentences on the board to check Ps’ understanding of the voc. 
- Play the CD and ask ss to repeat a few times
Task 2. Listen and circle. Then say the sentences aloud
- Have pupils look at the sentences and guess the suitable words to fill in the blank. 
- Play the recording 2 times pupils to listen. Check their guess. Compare the answer 
with the partner.
- Play the recording again pupils check their answers. T give the answer:
- Have pupils act out the dialogue in pairs or groups for correction.
- Ask some questions to ensure pupils’ comprehension of the listening text.
Answer: 1. B 2. B 3. A 4. b
Task 3. Let’s chant
- Introduce the Chant: 
 I want to go to the zoo
- Turn on the tape.
- Ps listen to the tape and repeat the chant. - Ps chant in group and individual. 
-The Ps chant and do the action.
Activity 4: Wrap -up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
(Pronounce three-syllable words with the stress on the first syllable .)
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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 GRADE 4
Date of teaching: 4C ( 07/04/2022)
Period 58 UNIT 20: WHAT ARE YOU GOING TO DO THIS SUMMER?
 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 where some places to go.
- Sentence Patterns: Where are you going this summer? ̶ I’m going to ______.
3. show love others by using appropriate gestures and intonation when asking and 
answering about questions about future plans
B. LANGUAGE FOCUS
Key terms/ Vocabulary 
Phu Quoc, Sa Pa, Nha Trang, Ha Long Bay
Key grammatical structure
The sentence patterns: Where are you going this summer? ̶ I’m going to ______.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4, Student’s book 
- 4 pictures of place (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 such Students’ answers Questions & answers
as setting, participant, topics. Key
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 some plans to go. interaction Questions & answers
4. show love others by using 
appropriate gestures and intonation Student’s interaction and Observation
when asking and answering about performance Questions& answers
future plans
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: * Have Ps to say the chant on page 62. I want to go to the zoo
- Lead to new lesson
Task 1. Look, listen and repeat
- Tell the class that we are going to find out about how to ask and answer questions 
about where someone plans to go.
- Introduce the dialogue, ask Ps to look at four pictures and answer questions such 
as: 
- 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.
- Have Ps to practise the dialogue in pairs
- Call some pairs to role-play the dialogue in front of the class.
Task 2. Point and say. 
- Tell Ps that we are going to practise asking and answering questions about where 
someone plans to go.
- Have Ps to look at the bubbles to understand how the language is used. 
- Then ask Ps to look at four pictures to identify the four places in Viet Nam.
- Point to the first picture and model the task
- Ask Ps to say the question and the answer chorally and individually. Repeat the 
same procedure with the rest of the pictures.
 - 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 
- Have Ps to ask and answer questions about where someone plans to go.
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 where some plans to go)
2. What’re the core values of the lesson? ( making future plans )
 * Home-link
Remind students to self-study lesson 1(4-6) 
FEEDBACK
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