Kế hoạch bài dạy Tiếng Anh Lớp 3, 4 - Tuần 33 - Năm học 2021-2022 - Ngô Thị Phương Thảo

 WEEK 33
 GRADE 3
Date of teaching: 3C ( 05/05/2022 ), 3A,3B ( 06/05/2022 )
Period 65 REVIEW UNIT 11,12,13
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES:
 By the end of the lesson, Ss will be able to use the words and phrases related 
to the family, house, location of things.
• listen and identify specific information related to the topics: family, house, 
location of things.
• read and identify specific information related to the topics : family, house, 
location of things.
• use simple sentences to write about themselves.
B. LANGUAGE FOCUS:
 + Vocabulary :Review (Unit 11 – 13)
 + Sentence patterns: Review(Unit 11 – 13)
C.TEACHING AIDS: 
 1. Teacher’s: student’s and teacher’s book .
 2. Students’: books, notebooks
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 1. Ask and answer questions about the age of 
 Students' interaction
 family members using: How old is your ? − Answer keys
 He’s/She’s 
 2.Ask and answer questions about identifying 
 Students' interaction Observation
 rooms in the house using There’s a And writing Key
 3. Ask and answer about house facilities using 
 Students' interaction
 Answer keys
 Is there a ...?- Yes, there is/ No, there isn’t.
 4. Ask and answer about location of things in 
 Students' interaction Observation
 the house (singular) Key
 5. Ask and answer about location of things in Students' interaction Observation
 Key the house (plural)
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Task 1:Work in pairs. Ask your partners about age of family members
- Tell pupils that they are going to ask and answer questions about age of family 
members 
- Get pupils to work in pairs, one pupil asks How old is your father/ and the 
other answers He’s/ She’s 
- Invite a few pairs to role-play in front of the class
- Give comments.
Task 2 : Let’s talk 
- Ask them to work in pairs, using How old is your ...?
- 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.
Task 3: Point and say
- Use picture to elicit: house, living room, bedroom, bathroom, kitchen 
- Point to the first picture and model task with one pupil, using the expressions in 
the bubble and the word under the picture
(T: There’s a living room)
- Ask Ss to say the phrase chorally and individually. Repeat the same procedure 
with the rest of the pictures
- Ask Ss to practice in pairs, using prompts in the bubbles and the pictures
- Select some pairs to role play the dialogue in front of the class. Monitor the 
activity and offer help, if necessary
Task 4: . Let’s talk. - Tell S that they are going to ask and answer questions about the location of things 
in the house (singular, plural): where’s the ?It’s ./ where are the /They’re 
- Ask S to work in pairs. Then they swap roles.
- Select some pairs to act out the dialogue in front of the class.
- Get Ps to play the “pass the ball” game.
Task 5:Work in pairs. Tell your partners about location of things 
- Have Ss ask and answer about location of things using “where’s the ? It’s ...”
- Ask them to interview 3 friends: one pupil asks the question and the other 
answers with facts about themselves and the exchange the role
- Monitor the activity and offer help, if necessary
- Select some pairs to role play in front of the class
* Activity 4: Wrap- up and assignment
- Ask Ss to answer the following questions:
1. What have you learnt from the lesson today? 
2. What’re the core values of the lesson? (keep the room tidy)
* Homelink
- Remind Ss to do exercises in the workbook and review unit 14,15,16
FEEDBACK:
 ___________________________________
Date of teaching: 3C ( 05/05/2022 ), 3A,3B ( 06/05/2022 )
Period 66 REVIEW UNIT 14,15,16
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES: By the end of the lesson, Ss will be able to use the words and phrases related 
to the topics: things in the room, toys, pets.
• listen and identify specific information related to thetopics: things in the room, 
toys, pets.
• read and identify specific information related to the topics: things in the room, 
toys, pets.
• use simple sentences to write about themselves.
B. LANGUAGE FOCUS:
 +Vocabulary :Review (Unit 14 – 16)
 + Sentence patterns: Review(Unit 14 – 16)
C.TEACHING AIDS: 
 1. Teacher’s: student’s and teacher’s book .
 2. Students’: books, notebooks
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 1.Ask and answer about things in the room Students' interaction Observation
 And writing Key
 2.Ask and answer about questions about 
 quantity of things using sentence patterns: Students' interaction Observation
 And writing Key
 How many .? There’s/ there are 
 3. Ask and answer questions about toys using 
 Students' interaction
 sentence pattern: Do you have ? Yes, I do/ Answer keys
 No, I don’t.
 4. Ask and answer questions about pets using 
 Sentence pattern: Do you have any ? Yes, I Students' interaction Observation
 Key
 do/ No, I don’t
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Task 1. Point and say. Pg 24 - T has Pupils look at Picture a, b, c, d.Tell them that they are going to practice 
asking and answering questions about things in the room
- T models with a Student the first picture
 - T asks Pupils to practise in pairs ask and answer the questions Are there any 
in the room? Yes, there are/ No, there aren’t 
- 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 2: Point and say. Pg 30
- Ask Pupils to look at Picture a, b, c, d. Tell them that they are going to practice 
asking and answering questions about toys.
- Model with a Student the first picture
- Ask Pupils to practice in pairs ask and answer the questions: Do you have ? Yes, 
I do/ No, I don’t
- Monitor the activity, check the pronunciation (stress, assimilation of sounds and 
intonation), and offer help when necessary.
- Call on some pairs to perform the task in front of the class.
Task 3: Let’s talk.
- Ask them to work in groups to ask answer questions about pets, using Do you 
have any ?Yes, I do/ No, I don’t.
- Go around offering help and correcting pronunciation, if necessary.
- Select some groups to role-play in front of the class.
- Ask pupils to ask and answer questions about some activities on/ at a festival.
- Asking Ps to focus on the structure once again.
Task 4: Let’s talk
- Ask Ss to open their book on page 40, work in pairs, point the pictures, practice 
asking and answering about pets - Point to the first picture and model the task with one pupil, using the question and 
the answer in the bubbles and the phrase under the picture.
Ex: a) T: Do you have any cats? 
P: Yes, I do.
- Ask pupils to say the question and the answer chorally and individually.
- Ask pupils to practice in pairs, using the prompts in the bubbles and the phrases 
under the pictures.
- Monitor the activity and offer help, if necessary.
* Activity 5: Wrap- up and assignment
- Ask Ss to answer the following questions:
1. What have you learnt from the lesson today? 
2. What’re the core values of the lesson?(Love pets and share the toy with friends)
* Homelink
- Remind Ss to do exercises in the workbook and review unit 17,18,19,20
FEEDBACK
 GRADE 4
Date of teaching: 4A,4B ( 04/05/2022 ), 4C ( 05/05/2022 )
Period 65 REVIEW UNIT 11,12,13
 STAGE 1: DESIRED OBJECTIVES 
A. OBJECTIVES:
 By the end of the lesson, Ss will be able to use the words and phrases related 
to the time, jobs, food
• listen and identify specific information related to the topics: time, jobs, food
• read and identify specific information related to the topics : time, jobs, food
• use simple sentences to write about themselves.
B. LANGUAGE FOCUS: 
 + Vocabulary :Review (Unit 11 – 13) + Sentence patterns: Review(Unit 11 – 13)
C.TEACHING AIDS: 
 1. Teacher’s: student’s and teacher’s book .
 2. Students’: books, notebooks
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 1. Ask and answer questions about time using: 
 What time is it? − It’s _____. Students' interaction Observation
 And writing Key
 2. Ask and answer questions about daily 
 Students' interaction Observation
 rountines using What time do you ...? And writing Key
 3. Ask and answer about their family 
 Students' interaction
 Answer keys
 members’s jobs, using the sentence patterns.
 4. offer someone food or drink and 
 Students' interaction Observation
 accept/decline someone’s offering Key
 5. Ask and answer about favourite food/drink Students' interaction Observation
 Key
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Task 1: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.
Task 2 : Let’s talk 
- 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.
Task 3: Point and say
 - Use picture to elicit: father/farmer, mother/ nurse, uncle/ driver, brother/ factory 
worker
- Point to the first picture and model task with one pupil, using the expressions in 
the bubble and the word under the picture
(T: What does your father do? – S: He’s farmer)
- Ask Ss to say the phrase chorally and individually. Repeat the same procedure 
with the rest of the pictures
- Ask Ss to practice in pairs, using prompts in the bubbles and the pictures
- Select some pairs to role play the dialogue in front of the class. Monitor the 
activity and offer help, if necessary
Task 4: . Let’s talk. 
- Tell S that they are going to offer someone food or drink and accept/decline 
someone’s offering : would you like some ?yes, please/ no, thanks.
- Ask S to work in pairs. Then they swap roles.
- Select some pairs to act out the dialogue in front of the class.
- Get Ps to play the “pass the ball” game.
Task 5 : Work in pairs. Tell your partners about favourite food/drink of their 
family members
- Have Ss choose activities that their family members’ job and tell their classmate 
using “What’s your favourite food/drink? It’s ...”
- Ask them to interview 3 friends: one pupil asks the question and the other 
answers with facts about themselves and the exchange the role
- Monitor the activity and offer help, if necessary - Select some pairs to role play in front of the class
* Activity 4: Wrap- up and assignment
- Ask Ss to answer the following questions:
1. What have you learnt from the lesson today? 
2. What’re the core values of the lesson? (Respect for another’s favourite 
food/drink/jobs )
* Homelink
- Remind Ss to do exercises in the workbook and review unit 14,15,16
FEEDBACK:
 GRADE 4
 WEEK 33
Date of teaching: 4A,4B ( 04/05/2022 ), 4C ( 05/05/2022 )
Period 66 REVIEW UNIT 14,15,16
 STAGE 1: DESIRED OBJECTIVES 
A. OBJECTIVES:
 By the end of the lesson, Ss will be able to use the words and phrases related 
to the topics:physical appearance, festival, places in city
• listen and identify specific information related to the topics:physical appearance, 
festival, places in city
• read and identify specific information related to the topics:physical appearance, 
festival, places in city
• use simple sentences to write about themselves.
B. LANGUAGE FOCUS: 
 + Vocabulary :Review (Unit 14 – 16)
 + Sentence patterns: Review(Unit 14 – 16)
C.TEACHING AIDS: 
 1. Teacher’s: student’s and teacher’s book .
 2. Students’: books, notebooks
 STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment 
 products tools
 1. Ask and answer about someone's physical 
 Students' interaction Observation
 appearance And writing Key
 2. Ask and answer about when a festival is Students' interaction Observation
 And writing Key
 3. Ask and answer questions about what 
 Students' interaction
 people do at a festival using Sentence Pattern: Answer keys
 What do you do at Tet? ̶ I _________. 
 4. Suggest some place to go with a reason, and 
 accept or decline the suggestion.
 Students' interaction Observation
 - Sentence Patterns: Let’s go to the ___. I Key
 want to . . Great idea! / Sorry. I’m
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Task 1. Point and say. Pg 24
- 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 2: Point and say. Pg 30
- Ask Pupils to look at Picture a, b, c, d, e. Tell them that they are going to practice 
asking and answering questions about the popular festivals.
- Model with a Student the first picture - Ask Pupils to practice in pairs ask and answer the questions: When’s New Year?- 
It’s on .
- Monitor the activity, check the pronunciation (stress, assimilation of sounds and 
intonation), and offer help when necessary.
- Call on some pairs to perform the task in front of the class.
Task 3: Let’s talk.
- Ask them to work in groups to ask answer questions about some activities on/ at a 
festival, using What do you do at/ on +(a festival)? I ? 
- Go around offering help and correcting pronunciation, if necessary.
- Select some groups to role-play in front of the class.
- Ask pupils to ask and answer questions about some activities on/ at a festival.
- Asking Ps to focus on the structure once again.
Task 4: Let’s talk
Ask Ss to open their book on page 40, work in pairs, point the pictures, practice 
making and responding to suggestions to go somewhere.
- Point to the first picture and model the task with one pupil, using the question and 
the answer in the bubbles and the phrase under the picture.
Ex: a) T: Let’s go to the bakery.
I want to buy some bread.
P: Great idea.
- Ask pupils to say the question and the answer chorally and individually.
- Ask pupils to practice in pairs, using the prompts in the bubbles and the phrases 
under the pictures.
- Monitor the activity and offer help, if necessary.
* Activity 5: Wrap- up and assignment
- Ask Ss to answer the following questions:
1. What have you learnt from the lesson today? 2. What’re the core values of the lesson? 
* Homelink
- Remind Ss to do exercises in the workbook and review unit 17,18,19,20
FEEDBACK: