Kế hoạch bài dạy Tiếng Anh 4 - Tuần 16 - Unit 12: What does your father do? - Năm học 2021-2022 - Cao Văn Hùng

 WEEK 16 
 Date of planning: 25/12/2021 
 Date of teaching: 29/12/2021
 TEXTBOOK: TIẾNG ANH 4 
 Unit 12 WHAT DOES YOUR FATHER DO?
 LESSON 1: 1-2(page:12)
 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES
A. OBJECTIVES
By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, 
and Competence)
1.identify the situation for the conversation between teacher ,Mai and Nam( 
setting, participants, topics);
2. ask and answer about jobs, using the sentence patterns “ What does your 
father/mother..do? He’s/She’s + job
3. show interest in what are their job by using appropriate gestures and intonation 
when talk about job
B. LANGUAGE FOCUS
Vocabulary: : job, family members, student, nurse, farmer, driver, factory worker, 
teacher.
Key grammatical structures:The sentence patterns: “ What does your 
father/mother..do? He’s/She’s + job
C. INSTRUCTIONAL RESOURCES
- Textbook: TiếngAnh 4: Student’s book page 12
- Audios (Unit 12-page 12), 
- 4 pictures of activities (Activity 2 – page 12)
- a computer and a projector. 
 STAGE 2: ASSESSMENT EVIDENCE
 Performance Tasks Performance products Assessment tools
1. Answer the questions Observation
about the situation for the Students’ answers Questions & answers
conversation between Key Teacher ,Mai and Nam 
such as setting, participant, 
topics.
2. Practice a role-play 
conversation with Students' talks and 
 Observation
classmates, using the interaction
picture prompts.
3. Ask and answer about 
 Student’s talks, and Observation
jobs, using the sentence 
 interaction Questions & answers
patterns.
4. Use positive attitudes 
 Student’s interaction and Observation
and appropriate gestures to 
 performance Questions& answers
talk about job
 STAGE 3:LEARNING EXPERIENCES / LEARNING PLAN
Warmer: Greeting and songs: - Greet the students. Then get the class to listen and 
sing the song Jobs Song for Kids | What Do You Do?
Elicit the activities which are mentioned in the song. 
- Tell students that they are going to read a dialogue in which students talk about their 
interest, ask and answer questions about what time and lead students to the new 
lesson.
Activity 1: Language input (Activity 1: Look, listen and repeat.)
- Ask students to look at the four pictures (page 12) and answer questions to identify 
the situation for the conversation.
 1. Who are they? (Teacher.Mai and Nam)
 2. Where are they? In the classroom
 3. What are they doing? Interview about jobs)
- Ask students to look at picture d (Activity 1) (page 12) and answer the following 
questions: 
 4. What does Nam ask? (What does your father do?)What does your sister do?
 5. What does Mai answer? (He is a teacher)?(She ‘s a student)
- Elicit the sentence patterns: What does your father do? -He is a teacher
- Tell students that they are going to practise asking and answering questions about 
jobs
- 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: Controlled & guided practice
Task 1: Controlled practice (Activity 2: Point and say.)
- Use pictures to elicit: : nurse, farmer, driver, factory worker, teacher.
- 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 does your father do? Student: He is a teacher
- 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 (information gap activity) Tell your partners what What 
does your father/mother/uncle/brother do?
- Have students choose a picture and tell their classmates using ““ What does 
your father/mother..do? He’s/She’s + job
- Ask them to interview 3 or 4 friends: one student asks the question and the other 
answers with facts about themselves 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 our interest and use the 
sentence pattern What does your father/mother/uncle/brother do? to ask and answer 
about others’ interest)
 2. What’re the core values of the lesson? (show interest of jobs and respect other 
people’ jos)
- Remind students to do exercises in the workbook ,complete Lesson 1(3,4,5 on page 
13) and to prepare for the next lesson 2 (1,2,3 on page 14).
D.ADJUSTMENT
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..................................................................................................................................... WEEK 16 
 Date of planning: 25/12/2021 
 Date of teaching: 31/12/2021
 TEXTBOOK: ENGLISH 4
 UNIT 12 WHAT DOES YOUR FATHER DO?
 LESSON 2: 1+2+3 (page:14)
 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 Mai and Nam(setting, 
participants, topics);
2. interview about about places to work. using the sentence patterns “Where does 
a doctor work? -> A doctor works in a hospital.
3. show interests about places to work, and great respect for other people’ places to 
work. by using appropriate gestures and intonation when asking and answering 
about places to work. 
B. LANGUAGE FOCUS
Key terms/ Vocabulary hospital, factory, field, office, clerk, work.
Key grammatical structure
The sentence patterns:. Where does a doctor work? -> A doctor works in a 
hospital.
C. INSTRUCTIONAL RESOURCES.
- Textbook: Tiếng Anh 4: Student’s book page 14
- Track (Unit 12-page 14), 
- 4 pictures of activities (Activity 2 – page 14)
- 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 about places to Student’s talks, and Observation
work. using the sentence patterns. interaction Questions & answers
4. Use positive attitudes and 
appropriate gestures to talk about Student’s interaction and Observation
about places to work. , ask about performance Questions& answers
someone’s places to work. 
 STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN
Warmer: Greeting and watching
- Greet the students. Then get the class to watch a video about places to work. 
Elicit the places. which are mentioned in the video
- Tell students that they are going to read a dialogue in which students ask and answer 
questions about places to work. and lead students to the new lesson.
Activity 1: Language input (Activity 1: Look, listen and repeat.)
- Ask students to look at the three pictures (page 14) and answer questions to identify 
the situation for the conversation.
 1. Who are they? (they are Mai nad Nam)
 2. Where are they? (at school)
 3. What are they doing?( talking about places to work. )
- Ask students to look at picture a (Activity 1) (page 14) and answer the following 
questions: 
 4. What does Nam ask? (Where does she work?
 5. What does Mai answer? (in s hospital)
- Elicit the sentence patterns: :. Where does a doctor work? -> A doctor works in a 
hospital.
- Tell students that they are going to practise asking and answering questions about 
what someone’s about places to work. - 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: hospital, factory, field, office, clerk, work.
- Point to the secondt picture and model the task with one student, using the 
expressions in the bubbles and the word under the picture. 
 Teacher:Where does a farmer work? Student: A farmer works in a field
- 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 other speaker’s 
places to work. 
- Show some pictures about places to work. 
- Have students choose the picture places to work. that they can show and tell their 
classmates using Where does . Work?A works 
- Ask them to interview 3 or 4 friends: one student asks the question and the other 
answers with facts about themselves and then exchange the roles. 
Where does a doctor work? -> A doctor works in a hospital.
- 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 places to work use the sentence pattern “Where does work? -> 
 works in a ..
2. What’re the core values of the lesson? 
(show pride of jobs and respect other people’ places to work. 
- Remind students to prepare for the next lesson 
D.ADJUSTMENT .....................................................................................................................................
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