Kế hoạch bài dạy Tiếng Anh Lớp 4 - Tuần 26 - Năm học 2022-2023 - Nguyễn Thị Linh

 Week 26
 Teaching date:13/3/2023
 Period 95 UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE?
 Lesson 2(p1,2,3)
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES 
By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and 
Competence)
1.Identify the situation for the conversation between Tony, Linda and Mai (setting, 
participants, topics);
2. Ask for and give reasons for having a future job.
3.Show believing in yourself and go for your dream. Using appropriate gestures and 
intonation to ask for and give reasons for having a future job.
 B. LANGUAGE FOCUS
Vocabulary : a nurse, look after patients / a writer, write stories for children / a pilot, 
fly a plane / an architect, design buildings
Key grammatical structure: Why would you like to be ___? − Because I’d like to 
___. 
 C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 5- Student’s book, page 32, Sachmem.vn, Teacher’s guide.
- Flashcards 
- A computer, a projector.
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment tools
 products
1. Answer the questions about the Observation
situation for the conversation between Questions & 
 Students’ answers
Tony and Mai such as setting, answers
participant, topics. Key
2. Practice a role-play conversation with Students' talks and 
 Observation
classmates, using the picture prompts. interaction
3.Ask and answer questions about Observation
 Student’s talks, and 
someone’s opinions of a book/ story/ Questions & 
 interaction
character.Using the sentence patterns. answers
 Observation
4. Listen and circle Students' asnwers
 Key
5. Use positive attitudes and appropriate Observation
 Student’s interaction 
gestures to ask for and give reasons for Questions & 
 and performance
having a future job. answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm up: Greeting and 
- Tell some jobs and talk about job’s family members.
- Lead into new lesson
Activity 1: Language input (Activity 1: Look, listen and repeat.)
 - Ask students to look at the four pictures (page 32) and answer questions to identify 
the situation for the conversation.
 1. Who are they? (They are Tony, Linda and Mai)
2. What are they talking about? (They are talking about job in the future)
- Ask students to look at picture b (Activity 1) (page 32) and answer the following 
questions: 
4. What does Linda ask Mai? ( Why would you like to be a writer?). 
5.How does Mai answer? ( Because, I’d like to write stories for children)
- Elicit the sentence patterns: Why would you like to be ___? − Because I’d like to ---
- Play the recording for pupils listen to the tape
- Play the recording again and ask them to repeat a few times.
- Ask pupils to practice in pairs.
- Go round and check pupils can repeat and understand the dialogue.
- Check some pairs. Ask pupils to give comments.
- Give comments.
Task 1: Controlled practice (Activity 2: Point and say.)
- Use pictures to elicit: a nurse, look after patients / a writer, write stories for children / 
a pilot, fly a plane / an architect, design buildings
- 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: Why would you like to be a pilot? St – Because, I’d like to fly a plane.
- 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: Guided practice.( Activity 3: Let’s talk)
- Tell the class that they are going to practice further by asking and answering 
questions about the reasons of jobs.
- Get pupils to work in pairs to ask and answer.
- Remind them to use the questions and answers in their books
- Set a time limit for the class to practice
- Go around the class and offer help, if necessary.
- Call some pairs to practice in front of the class.
- Give feedback.
Activity 4: Listen and circle a, b or c
- Tell pupils that they are going to listen to the recording and circle a, b or c
- Play the recording for pupils to listen
- 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.c 2. a 3. b 4. c
Activity 5: Wrap-up & Assignments
- Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 ( Ask and answer questions about what someone would like to be in the future.).
2. What’re the core values of the lesson?
(Show believing in yourself and go for your dream. Using appropriate gestures and 
intonation to ask and answer about what someone would like to be in the future.)
- Remind students to do p 5,6 at home.
- Prepare for the next lesson unit 15. Lesson 3 on page 34.
D. ADJUSTMENT.
 Week 26
 Teaching date:13/3/2023
 Period 96 UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE?
 Lesson 2(p1,2,3)
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES 
By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and 
Competence)
1.Identify the situation for the conversation between Tony, Linda and Mai (setting, 
participants, topics);
2. Ask for and give reasons for having a future job.
3.Show believing in yourself and go for your dream. Using appropriate gestures and 
intonation to ask for and give reasons for having a future job.
 B. LANGUAGE FOCUS
Vocabulary : a nurse, look after patients / a writer, write stories for children / a pilot, 
fly a plane / an architect, design buildings
Key grammatical structure: Why would you like to be ___? − Because I’d like to 
___. 
 C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 5- Student’s book, page 32, Sachmem.vn, Teacher’s guide.
- Flashcards 
- A computer, a projector.
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment tools
 products
1. Answer the questions about the Observation
situation for the conversation between Questions & 
 Students’ answers
Tony and Mai such as setting, answers
participant, topics. Key
2. Practice a role-play conversation with Students' talks and 
 Observation
classmates, using the picture prompts. interaction
3.Ask and answer questions about Student’s talks, and Observation
someone’s opinions of a book/ story/ interaction Questions & 
 character.Using the sentence patterns. answers
 Observation
4. Listen and circle Students' asnwers
 Key
5. Use positive attitudes and appropriate Observation
 Student’s interaction 
gestures to ask for and give reasons for Questions & 
 and performance
having a future job. answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warm up: Greeting and 
- Tell some jobs and talk about job’s family members.
- Lead into new lesson
Activity 1: Language input (Activity 1: Look, listen and repeat.)
- Ask students to look at the four pictures (page 32) and answer questions to identify 
the situation for the conversation.
 1. Who are they? (They are Tony, Linda and Mai)
2. What are they talking about? (They are talking about job in the future)
- Ask students to look at picture b (Activity 1) (page 32) and answer the following 
questions: 
4. What does Linda ask Mai? ( Why would you like to be a writer?). 
5.How does Mai answer? ( Because, I’d like to write stories for children)
- Elicit the sentence patterns: Why would you like to be ___? − Because I’d like to ---
- Play the recording for pupils listen to the tape
- Play the recording again and ask them to repeat a few times.
- Ask pupils to practice in pairs.
- Go round and check pupils can repeat and understand the dialogue.
- Check some pairs. Ask pupils to give comments.
- Give comments.
Task 1: Controlled practice (Activity 2: Point and say.)
- Use pictures to elicit: a nurse, look after patients / a writer, write stories for children / 
a pilot, fly a plane / an architect, design buildings
- 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: Why would you like to be a pilot? St – Because, I’d like to fly a plane.
- 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: Guided practice.( Activity 3: Let’s talk)
- Tell the class that they are going to practice further by asking and answering 
questions about the reasons of jobs.
- Get pupils to work in pairs to ask and answer.
- Remind them to use the questions and answers in their books
- Set a time limit for the class to practice
- Go around the class and offer help, if necessary.
- Call some pairs to practice in front of the class.
 - Give feedback.
Activity 4: Listen and circle a, b or c
- Tell pupils that they are going to listen to the recording and circle a, b or c
- Play the recording for pupils to listen
- 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.c 2. a 3. b 4. c
Activity 5: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
 ( Ask and answer questions about what someone would like to be in the future.).
2. What’re the core values of the lesson?
(Show believing in yourself and go for your dream. Using appropriate gestures and 
intonation to ask and answer about what someone would like to be in the future.)
- Remind students to do p 5,6 at home.
- Prepare for the next lesson unit 15. Lesson 3 on page 34.
D. ADJUSTMENT.
 Teaching date:15/3/2023
Period 97 
 UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE?
 Lesson 3((p1,2,3)
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
 By the end of the lesson, students will be able to:
1. Say questions and answers with the correct intonation.
2. Listen and mark the sentence intonation ( ). Then say the sentences aloud. 
3. Say the chant What would you like to be in the future?
4. Read the paragraph, and tick the sentences T (True) or F (False).
5. Show respect and love jobs by using appropriate gestures and intonation when 
asking and answering with the correct intonation.
B. LANGUAGE FOCUS.
 Vocabulary : Revision
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 34
- A computer and a projector. 
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment 
 products tools
1. Say questions and answers with the correct Students’ say Observation
 intonation. questions and Questions& 
 answers answers
2. Listen and mark the sentence intonation ( ). Students' talks Observation
Then say the sentences aloud. and interaction Key
 Student’s Observation
3 . Perform a chat using appropriate tone and gestures
 performance
4. Read the paragraph, and tick the sentences T (True) Students' talks Observation
or F (False). and interaction Key
5. Use positive attitudes and appropriate gestures to Student’s Observation
talk interaction and Questions& 
 about what someone would like to be in the future. performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warmer: Greeting and writing
 Job Work to do Place
 teacher Teach children School
 .. . .
- Get pupils totalk about What would you like to be in he future?
- Lead into new lesson
Activity 1: Listen and repeat:
Tell the class that they are going to practice saying question and answer with falling 
intonation.
-Ask pupils to look at the book and listen 
- Play the recording for pupils to listen again and repeat.
- Play it again to do choral repetition until they feel confident.
- Ask pupils to say the questions and answers in pairs.
- Call some pairs to practice in front of class. Other’s pupils to give comments.
- Give comments.
- Correct mistakes of pronunciation.
Activity 2: Listen and mark the sentences intonation. Then say the sentence aloud
-Tell pupils that they are going to listen to the recording and mark the intonation with 
arrows.
- Have pupils read the questions and answers given
- Tell sts that they are going to the recording and mark the intonation with arrows
- Play CD all the way through for them to listen
- Play again for them to mark the intonation
- Have sts swap and check their answers before checking as a class. Then ask the class 
to read the sentences aloud
- Give feedback
 *Key:
 1. A: What would he like to be in the future?
 B: He’d like to be a teacher.
 2. A: Where would he like to work?
 B: He’d like to work in a school.
 3. A: Why would he like to be a teacher?
 B: Because he’d like to teach young children. 
Activity 3: Let’s chant
- Tell class that they are going to say the chant: What would you like to be in the 
future?
- Play the recording all the way through for pupils to listen and follow in their books.
- Play the recording again, pausing after each line for pupils to repeat. 
- Play the recording once more for pupils to repeat the whole chant. 
-Put the class into three groups to practice chanting: one chants the questions and the 
other chants the answers
- Get them to practice chanting and doing actions in groups
-Invite three groups to say the chant and do actions
-Give feedback.
-Ask the class to listen again and chant
Activity 4: Read and tick True(T) or false(F)
- Tell pupils that they are going to read about David’s future job and tick True (T) or 
False (F).
- Get them to read the text and underlined the new words or new phrases
- Explain the meaning of new words or new phrases
- Ask pupils to read the text again and do the task
- Set a time limit for pupils to do the task.
- Go around the class and offer help, if necessary.
- Ask pupils to compare their answers before checking as a class
- Call some pupils to write their answers on the board.
- Give feedback and correct mistakes
* Key: 
1. T 2. T 3.F 4.T 5.T
Activity 5: Wrap-up & Assignments
- Ask students to answer the following questions: 
1.What have you learnt from the lesson today? 
- Say questions and answers with the correct intonation.
- Listen and mark the sentence intonation ( ). Then say the sentences aloud. 
 - Say the chant What would you like to be in the future?
2. What’re the core values of the lesson? 
- Show respect and love jobs by using appropriate gestures and intonation when 
asking and answering with the correct intonation.
- Remind students to learn new words, story and structure by heart.
 - Guide Ss to study at home unit 15 lesson 3. Part 5,6,.
 - Prepare for the next lesson review 3 on pages 36,37).
D. ADJUSTMENT
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...........................................................................................................................................
.....................................................................................................................................
 Teaching date:16/3/2023
Period 98 
 UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE?
 Lesson 3(p4,5,6)
 STAGE 1: DESIRED OBJECTIVES
A. OBJECTIVES
 By the end of the lesson, students will be able to:
1. Say questions and answers with the correct intonation.
2. Listen and mark the sentence intonation ( ). Then say the sentences aloud. 
3. Say the chant What would you like to be in the future?
4. Read the paragraph, and tick the sentences T (True) or F (False).
5. Show respect and love jobs by using appropriate gestures and intonation when 
asking and answering with the correct intonation.
B. LANGUAGE FOCUS.
 Vocabulary : Revision
Key grammatical structure: Revision 
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 5, Sach mem.vn Student’s book page 34
- A computer and a projector. 
STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment 
 products tools
 Observation
 Students’ say 
1. Say questions and answers with the correct Questions& 
 questions and 
intonation. answers
 answers
2. Listen and mark the sentence intonation ( ). Students' talks Observation
Then say the sentences aloud. and interaction Key
 Student’s Observation
3 . Perform a chat using appropriate tone and gestures
 performance
4. Read the paragraph, and tick the sentences T (True) Students' talks Observation
or F (False). and interaction Key
5. Use positive attitudes and appropriate gestures to Student’s Observation
talk interaction and Questions& 
 about what someone would like to be in the future. performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
*Warmer: Greeting and writing
 Job Work to do Place
 teacher Teach children School
 .. . .
- Get pupils totalk about What would you like to be in he future?
- Lead into new lesson
 Activity 1: Listen and repeat:
Tell the class that they are going to practice saying question and answer with falling 
intonation.
-Ask pupils to look at the book and listen 
- Play the recording for pupils to listen again and repeat.
- Play it again to do choral repetition until they feel confident.
- Ask pupils to say the questions and answers in pairs.
- Call some pairs to practice in front of class. Other’s pupils to give comments.
- Give comments.
- Correct mistakes of pronunciation.
Activity 2: Listen and mark the sentences intonation. Then say the sentence aloud
-Tell pupils that they are going to listen to the recording and mark the intonation with 
arrows.
- Have pupils read the questions and answers given
- Tell sts that they are going to the recording and mark the intonation with arrows
- Play CD all the way through for them to listen
- Play again for them to mark the intonation
- Have sts swap and check their answers before checking as a class. Then ask the class 
to read the sentences aloud
- Give feedback
 *Key:
 1. A: What would he like to be in the future?
 B: He’d like to be a teacher.
 2. A: Where would he like to work?
 B: He’d like to work in a school.
 3. A: Why would he like to be a teacher?
 B: Because he’d like to teach young children. 
Activity 3: Let’s chant
- Tell class that they are going to say the chant: What would you like to be in the 
future?
- Play the recording all the way through for pupils to listen and follow in their books.
- Play the recording again, pausing after each line for pupils to repeat. 
- Play the recording once more for pupils to repeat the whole chant. 
-Put the class into three groups to practice chanting: one chants the questions and the 
other chants the answers
- Get them to practice chanting and doing actions in groups
-Invite three groups to say the chant and do actions
-Give feedback.
-Ask the class to listen again and chant
Activity 4: Read and tick True(T) or false(F)
- Tell pupils that they are going to read about David’s future job and tick True (T) or 
False (F).
- Get them to read the text and underlined the new words or new phrases
- Explain the meaning of new words or new phrases
- Ask pupils to read the text again and do the task
- Set a time limit for pupils to do the task.
 - Go around the class and offer help, if necessary.
- Ask pupils to compare their answers before checking as a class
- Call some pupils to write their answers on the board.
- Give feedback and correct mistakes
* Key: 
1. T 2. T 3.F 4.T 5.T
Activity 5: Wrap-up & Assignments
- Ask students to answer the following questions: 
1.What have you learnt from the lesson today? 
- Say questions and answers with the correct intonation.
- Listen and mark the sentence intonation ( ). Then say the sentences aloud. 
 - Say the chant What would you like to be in the future?
2. What’re the core values of the lesson? 
- Show respect and love jobs by using appropriate gestures and intonation when 
asking and answering with the correct intonation.
- Remind students to learn new words, story and structure by heart.
 - Guide Ss to study at home unit 15 lesson 3. Part 5,6,.
 - Prepare for the next lesson review 3 on pages 36,37).
D. ADJUSTMENT
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