Kế hoạch bài dạy Tiếng Anh Lớp 4 - Tuần 30 - Năm học 2022-2023 - Nguyễn Thị Linh

 Week: 30
 Date of teaching: 10/4/2023
 UNIT 17: HOW MUCH IS THE T- SHIRT?
 Period 111 Lesson 3. 1-3
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and 
Competence)
1. Pronounce two-syllable words with the stress on the first syllable 'sandals, 
'trousers,'jumper, and'jacket.
2. Look at the sentences and the stress marks ('). Then listen and say the sentences 
aloud.
3. Say the chant How much is / are...?
B. LANGUAGE FOCUS.
1. Vocabulary :Revision
2. Sentence Patterns: Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4 - Student’s book, page 49 Sachmem.vn, Teacher’s guide.
- Posters
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
 Observation
1. Listen and repeat
 Students’ answers Questions & answers
 Key
2. Listen and saythe sentences Student’s talks, and Observation
aloud interaction Questions & answers
 Student’s talks, and Observation
3. Let’s chant
 interaction Questions & answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: 
- Spend a few minutes revising the previous lesson by having the class sing the song 
Buying clothes, one haft singing the questions and the other half sing the answer
Activity 1: Language input (Activity 1: Listen and repeat.)
- Tell the class that they are going to practise saying words ‘sandals, 
‘trousers,‘jumper and ‘jacket.
- First, explain to pupils what word stress is , in Vietnamese, if necessary.
- Write ‘sandals, ‘trousers,’jumper and ‘jacket.
- Play the recording and ask pupils to repeat them,paying attention to the target words 
and stress. Correct the pronunciation, if necessary.
Activity 2: Controlled & guided practice
Task 1: Controlled practice (Activity 2:Listen at the sentences and the stress 
mark(‘).Then listen and say the sentences aloud.)
- Tell pupils that they are going to listen to the sentences, listen to the recoding and 
repeat the sentences. 
- Give them a few seconds to read each of the sentences in silence.
- Invite a few pupils to read aloud the sentences, while the rest of the class clap at the 
stressed syllable. Correct the pronunciation, if necessary
Task 2: Guided practice (Activity 3: Let’s chant)
Tell pupils that they are going to say the chant. 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 them how to chant and do actions.
- Put the class into two groups to practise chanting and doing actions. Each of the groups
should sing one verse of the chant. Go around and offer help, if necessary.
- Call two pairs to the front of the class to chant and do actions. The rest of the class 
claps along
to the rhythm.
Activity 3: 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 )
2. What’re the core values of the lesson? 
(Use positive attitudes and appropriate gestures to practise asking and answering 
questions about the the prices of clothes)
- Remind students to go home and review the lesson.
- Prepare for the next lesson unit 17. Lesson 3. 4-6 on page 51.
D.FEEDBACK
 ...........................
 Date of teaching: 11/4/2023
 UNIT 17: HOW MUCH IS THE T- SHIRT?
 Period 112 Lesson 3. 4 -6
 STAGE 1: DESIRED OBJECTIVES
A.OBJECTIVES
By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and 
Competence) 1. Pronounce the words respectively.
2. Read the paragraph and complete the table. 
3.Draw three clothing items and write their prices. 
4.Make four flashcards of clothes. Draw a picture of a clothing item on one side of 
the card and write the word for it on the other side. Then practise with a partner.
B. LANGUAGE FOCUS.
1. Key terms: Revision
2. Key grammatical structure 
The sentence patterns: Revision
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 51
- Audios (Unit 4 -page 51), 
- Posters
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance Assessment 
 products tools
 Observation
 1. Read and complete. Students’ answers Questions& 
 answers / Key
 2.Draw three clothing iterns and write their Students' interaction
 Observation
 prices. Drawing and writing
 Student’s 
 3.Project Observation
 performance
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer:
- Spend a few minutes revising the previous lesson. Have a class pronounce two-
syllable words with the stress on the first syllable. Remind them to use a louder voice 
for the first syllable. You may ask them to clap at the stressed syllable as they say the 
words. Here are some words you may use‘sandals, ‘trousers,’jumper , ‘jacket, ‘yellow.
- Lead into new lesson Activity 1. Read and complete. 
- Tell the class that they are going to read the text and complete the table. 
- Spend a few minutes having pupils play the game Bang.
A pair of socks, a pair slipper.
- Introduce the task. Set a time limit for pupils to read the text and complete the table. 
- Get pupils to swap and correct their answers before checking as a class.
Activity 2. Draw three clothing items and write their prices.
- Introduce the activity by saying Now it’s time for you to draw your three favourite 
clothing items and write their prices.
- Draw a few sketches of clothes on the board as examples.
- Set a time for them to do the task in silence. When time is up, get two or three 
pupils to show their drawings and read aloud their writing.
Key: Pupils’s own answers.
Activity 4: Project.
- Tell pupils that they are going to make four flashcards of clothes.
- Give each pupil four card, and also some crayons a d colour pencils for drawing. 
* Key: Pupils’ own answers
Activity 4: Wrap-up & Assignments
- Ask students to answer the following questions: 
1. What have you learnt from the lesson today? 
(Read , draw and write about clothing and give prices)
2. What’re the core values of the lesson?
(Use positive attitudes and appropriate gestures for Sts to talk about - Ss look after, 
solve problems.)
- Remind students to go home and review the lesson.
 - Prepare for the next lesson (Unit 18. Lesson 1.1-5 on pages 52).
D.FEEDBACK
 ......................................... 
 Date of teaching: 12/4/2023 UNIT 18: WHAT ‘S YOUR PHONE NUMBER?
 Period 113 Lesson 1. 1-5
 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 Nam and Linda (setting, 
 participants, topics);
2.Ask and answer questions about the someone’s phone number.
3.Use positive attitudes and appropriate gestures for Sts to talk about the someone’s 
phone number.
B. LANGUAGE FOCUS.
1. Key terms: Lily, John, Sally, Sam, phone numbers
2. Key grammatical structure 
The sentence patterns: What’s your phone number? ̶ It’s ___.
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4 - Student’s book, page 52 Sachmem.vn, Teacher’s guide.
- Flashcards 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment tools
 products
 Observation
1. Answer the questions about the situation 
 for the conversation between Nam and Students’ answers Questions & 
 Linda (setting, participants, topics); answersKey
2. Practice a role-play conversation with Students' talks and 
 Observation
classmates, using the picture prompts. interaction
3. Ask and answer questions about the 
 Student’s talks, and Observation
someone’s phone number. Using What’s 
 interaction Questions & 
your phone number? ̶ It’s ___. answers
 Observation
4. Listen and tick. Students’ answers Questions & answers
 Key Student’s talks, and Observation
5.Look and write.
 interaction Questions & 
 answers
6. Use positive attitudes and appropriate Student’s Observation
gestures for Sts to talk about the interaction and Questions & 
someone’s phone number. performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: 
- Prepare ps for this unit by revising numbers from zero to nine. Write the numbers 
randomly on the board. Point at each of them and have pupils say the number. Point 
at a quicker pace to make it more challenging.
- Introduce the new topic
Activity 1: Language input (Activity 1: Look, listen and repeat.)
- Introduce the lesson by saying Look at the pictures and read a story in which the 
characters ask and answer questions about phone number, using What’s....’s phone 
number?
 It’s 
- Give a few minutes for pupils to look at the four pictures to discuss the context 
- Give new words: phone number, mobile phone
- Play the recording so they can listen and repeat. 
- Play the recording again for pupils to listen and repeat.
Activity 2: full controlled & less controlled
Task 1: Controlled practice (Activity 2: Point and say.)
- Tell the class that they are going to practice asking and answering questions about 
phone numbers, using What’s....’s phone number?
 It’s 
- Have them to look the phone numbers in pictures and the names under them. Point 
to Picture a and have them say the phone number. 
- Do choral and individual repetition. Then tell the class to work in pairs and practise 
asking and answering questions about phone numbers, using the text in the bubbles 
and the picture cues.
- Do an example with a pupil using Picture a. 
- Sentence Patterns: T: What’s....’s phone number?
 It’s 
- Ask ps to work in pairs and do the task.
- Call a few pairs to act out the dialogue in front of the class.
Task 2: Guided practice.( Activity 3:Work in pairs. Ask your partners ‘s phone 
numbers.)
- Tell pupils that they are going to work in pairs and ask and answer questions about 
the phone number, using What’s....’s phone number?
 It’s 
- Ask them to write their own phone number on a piece of paper.
- Have them work in pairs, one asking and the other giving the answer.
- Call on a few pairs to act out the dialouge in front of the class. Correct the 
pronunciation, if necessary.
- Asking Ps to focus on the structure once again.
Activity 4: Listen and tick
-Tell the class that they are going to listen to three dialogues about phone numbers 
and tick the correct pictures.
 - Have pupils look at the pictures to identify that each picture shows one phone 
number. 
- Play the recording more than once, if necessary.
- Get Ps to swap their answers before you check as a class. 
*Key:1- b 2- c 3- a 
Activity 6: Look and write
- Tell Ps that they are going to write phone numbers.
 - Have them look at the pictures to identify the phone numbers. Ask them how these 
phone numbers are said in English. 
- Give pupils time to do the task independently. Remind them to write the words for 
the numbers.
- Get them to swap their answers before checking as a class. 
*Key. 2. It’s oh-nine-eight-five, oh-nine-seven, oh-nine-nine.
3. It’s oh-nine-one-two, two-eight-three, eight-oh-four. Activity 7: Let’s sing
- Tell pupils that they are going to sing the song What’s your phone number? 
Teach the song, following the procedure in Teaching the unit components in 
Introduction.
- Have them read each line of the lyrics aloud. Check comprehension.
- Play the recording all the way through. Ask Ps to do choral and individual repetition 
of the song line by line.
- Then the class sings the song and clap hands. 
Activity 8: 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? 
(Use positive attitudes and appropriate gestures for Sts to talk about the someone’s 
phone number.)
- Remind students to go home and review the lesson.
 - Prepare for the next lesson (Unit 18. Lesson 3.3-5 on pages 53).
D.FEEDBACK
 ............................................
 Date of teaching: 14/4/2023
 UNIT 18: WHAT ‘S YOUR PHONE NUMBER?
 Period 114 Lesson 1. P3,4,5
 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 Nam and Linda (setting, 
 participants, topics);
2.Ask and answer questions about the someone’s phone number. 3.Use positive attitudes and appropriate gestures for Sts to talk about the someone’s 
phone number.
B. LANGUAGE FOCUS.
1. Key terms: Lily, John, Sally, Sam, phone numbers
2. Key grammatical structure 
The sentence patterns: What’s your phone number? ̶ It’s ___.
C. INSTRUCTIONAL RESOURCES
- Textbook: Tiếng Anh 4 - Student’s book, page 52 Sachmem.vn, Teacher’s guide.
- Flashcards 
 STAGE 2: ASSESSMENT EVIDENCE
Performance Tasks Performance Assessment tools
 products
1. Ask and answer questions about the 
 Student’s talks, and Observation
someone’s phone number. Using What’s 
 interaction Questions & 
your phone number? ̶ It’s ___. answers
 Observation
2. Listen and tick. Students’ answers Questions & answers
 Key
 Student’s talks, and Observation
3.Look and write.
 interaction Questions & 
 answers
4. Use positive attitudes and appropriate Student’s Observation
gestures for Sts to talk about the interaction and Questions & 
someone’s phone number. performance answers
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: 
- Prepare ps for this unit by revising numbers from zero to nine. Write the numbers 
randomly on the board. Point at each of them and have pupils say the number. Point 
at a quicker pace to make it more challenging.
- Introduce the new topic
Task 1: Guided practice.( Activity 3:Work in pairs. Ask your partners ‘s phone 
numbers.)
- Tell pupils that they are going to work in pairs and ask and answer questions about 
the phone number, using What’s....’s phone number? It’s 
- Ask them to write their own phone number on a piece of paper.
- Have them work in pairs, one asking and the other giving the answer.
- Call on a few pairs to act out the dialouge in front of the class. Correct the 
pronunciation, if necessary.
- Asking Ps to focus on the structure once again.
Activity 4: Listen and tick
-Tell the class that they are going to listen to three dialogues about phone numbers 
and tick the correct pictures.
 - Have pupils look at the pictures to identify that each picture shows one phone 
number. 
- Play the recording more than once, if necessary.
- Get Ps to swap their answers before you check as a class. 
*Key:1- b 2- c 3- a 
Activity 5: Look and write
- Tell Ps that they are going to write phone numbers.
 - Have them look at the pictures to identify the phone numbers. Ask them how these 
phone numbers are said in English. 
- Give pupils time to do the task independently. Remind them to write the words for 
the numbers.
- Get them to swap their answers before checking as a class. 
*Key. 2. It’s oh-nine-eight-five, oh-nine-seven, oh-nine-nine.
3. It’s oh-nine-one-two, two-eight-three, eight-oh-four. 
Activity 6: Let’s sing
- Tell pupils that they are going to sing the song What’s your phone number? 
Teach the song, following the procedure in Teaching the unit components in 
Introduction.
- Have them read each line of the lyrics aloud. Check comprehension.
- Play the recording all the way through. Ask Ps to do choral and individual repetition 
of the song line by line.
- Then the class sings the song and clap hands. Activity 7: 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? 
(Use positive attitudes and appropriate gestures for Sts to talk about the someone’s 
phone number.)
- Remind students to go home and review the lesson.
 - Prepare for the next lesson (Unit 18. Lesson 2.1-3 on pages 54).
D.FEEDBACK
 ............................................