Huynh Van Chinh Primary School

Teacher: Bui Vo Kim Tuyen

STEM GRADE 4 – LESSON PLAN

LESSON 6: SKILL TIME! - CREATE GO CHESS TABLE
(2 periods)
Suggested implementation time:
– Week 27: Lesson 6 (1st period): Unit 10: Do they like fishing? - Listening &
Speaking Skill
– Week 27: Lesson 6 (2nd period): Unit 10: Do they like fishing? - STEM Lesson
Lesson Description:
Listen to the information about the hobbies of characters in the lesson and learn
how to ask questions about hobbies.
Apply length measurement, information placement, drawing, coloring, and collage
to design and create go chess table.
Main content and integration in the lesson:
Subject Objectives
– Listen and questions to find out information
about the hobbies and the benefits of those hobbies
Main English
of the character in the story.
subject
– Share with friends and relatives about your
favorite hobbies.
Recognize and perform drawing, cutting, joining,
Math arranging, and coloring using personal school
Integrated
supplies or real objects.
subjects
Use appropriate tools with available materials in
Art
practice and creativity.
I. OBJECTIVES
By the end of the lesson, students will be able to:
1. Core competences
Listening
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 - Understand specific information to match people and their hobbies.
Speaking
- Ask and answer questions about things you like doing; suggest pen pals for a
partner based on their preferences.
Skills:
- Recognize and perform folding, cutting, joining, arranging, and shaping using
personal school supplies or real objects.
2. General competences
- Communication and collaboration: work in pairs/groups to talk about different
hobbies.
- Problem-solving and creativity: find out their favorite hobbies.
3. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: tell the truth about feelings and emotions or play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.
B. LANGUAGE FOCUS AND SKILLS
1. Language
- Recycled: vocabulary seen previously.
2. Patterns: patterns seen previously.
3. Skills: Listening & speaking. Recognize and perform folding, cutting, joining,
arranging, and shaping using personal school supplies or real objects.
III. INSTRUCTIONAL RESOURCES
1. Teacher
- Student book - page 81
- Audio tracks 124, 129
- Projector, laptop, evaluation form.
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 - Worksheets (as in the appendix).
- Tools and materials (for a student).
Numbe
Equipment/ Learning materials Quantity Illustrating images
r

1 Colored A3 paper 100

Carton (50 x 100cm)

2 5

Glue
3 10

Punchers
4 5

Lids
5 400

3
 6 Bloody Shells 200

7 Buttons 400

8 Spray Paint 1

9 Gravels 800

10 Stickers 800

2. Student (for each student)

Number Equipment/ Learning materials Quantity Illustrating images
1 Ruler (50cm) 11

4
 2 Pencil 11

3 Scissors 11

Color Marker
4 1

III. TEACHING PROCEDURES

First Period (35 minutes)
STEPS ACTIVITIES NOTE
START-UP / ISSUE DETERMINATION AND FORM KNOWLEDGE
PLAY AND  Game: “Guess the words” (5 minutes) Individual
SHARE - Ask students to pick the flash card and do the actions. work
(20 MINUTES) Words: play chess, play basketball, read comics, play
Objective: Help badminton, play volleyball.
students to know - Ask students to guess the hobbies which he/she is
more about holding.
hobbies - Which teams guess the right words will get a star?
- Ask some students more about hobbies “What do you
want to do in your spare time? and why?”
 Listen and match. What do they like? – Track 129 Individual
(5 minutes) Work
- Focus on the photos in Exercise 1.
- Ask children to tell you the hobbies they can see
(cooking, playing soccer, fishing, and playing chess). Ask
children about their hobbies, e.g. Do you like cooking,
Giang?
- Ask children to predict which hobbies Khang, Young,
Ken, and Maria like doing.
- Tell children they are going to hear a recording about
what the four children like doing. They must listen and
match the children with their hobbies.

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- Ask the children to write 1–4 in their notebooks.
- Play Track 129. Children point to the pictures.
- Play the recording again, pausing after each dialogue for
children to write the correct letter next to the numbers.
 Expected product: Students can complete the task as
suggested with support from the teacher.
 Expected assessment:
- Task completed with excellence: Students can complete
the task quickly and correctly.
- Task completed: Students can complete the task as
suggested with support from the teacher. Pair
Work
- Task uncompleted: Students are unable to complete the
task as suggested with support from the teacher.
 Ask and answer (7 minutes)
- Focus on the photos and texts. Ask a few questions, e.g.
What does Quang like doing?
- Ask two children to read the speech bubbles for the
class.
- Tell children that they are going to ask and answer
questions about what they like doing and choose pen pals
for their partners.
- Tell children they must choose from the hobbies that the
children in Exercise 2 have.
- In pairs, children ask and answer, using the speech
bubbles as a model.
 Expected product: Students can take turns asking and
answering questions about what they like doing and
choosing pen pals for their partners.
 Expected assessment:
- Task completed with excellence: Students can ask and
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answer questions about what they like doing and choose
pen pals for their partners fluently.
- Task completed: Students can take turns asking and
answering questions about what they like doing and
choosing pen pals for their partners.
- Task uncompleted: Students are unable to take turns
asking and answering questions about what they like
doing and choosing pen pals for their partners.
 Introduce (3 minutes)
- In their free time, some people choose to play chess. Do
you know how many types of chess we have? We have
many types of chess such as Chess, Go chess, Tic-tac-toe
chess, and Chinese chess,... So I want to introduce you to
the easiest chess. And we also make it by ourselves. That's
Go Chess. So, let's see how to play it.
- Show a video clip about a Go chess table.
- Lead in the Go chess table.
+ Introduce a teacher’s chess table for students to observe.
+ Tutor how to play Go chess table - English video.

 Expected product: Students can remember some

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 vocabulary about the parts of the Go board and how to
play Go.
 Expected assessment:
- Task completed with excellence: Students can remember
some vocabulary about types of chess, parts of the Go
board, and how to play Go.
- Task completed: Students can remember some
vocabulary about the parts of the Go board and how to
play Go.
- Task uncompleted: Students do not remember the
vocabulary about the parts of the Go board and how to
play Go.
- Teachers give some new words concerning with the
STEM product.

PRACTICE - APPLY
STEM - Show the parts of the chess table: carton, papers, and
CHALLENGE black/white lids.
(3 MINUTES) - Show 3 kinds of Go chess tables and let students choose
Objectives: what tables they want to make.
Suggest ideas to - Tables with (9x9, 13x13, 19x19 squares).
create a Go - Ask students how many chess pieces they need to do
chess table. depending on the number of squares they choose.

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 The teacher gives the conclusion:
1. Table (50cm x 50cm) and have 9x9 squares (with 5cm
for each square)
2. 100 chess pieces for each color (black and white).
3. Chess pieces (2cm in diameter)
 Expected product: Students can discuss and share
their ideas correctly.
Group
 Expected assessment:
work
- Task completed with excellence: can discuss and share
their ideas exactly.
- Task completed: can discuss and share some ideas
exactly.
- Task uncompleted: fail to discuss and share ideas.

STEM  Practice drawing a chessboard (5 minutes)

CREATIVITY - The teacher gives students the materials to make their
(12 MINUTES) tables for the first time recognition.
- Students will observe the Go chess table, give ideas, and
give tasks for each member.
- Students make their tables (5x5 squares) and draw lines
first.
The teacher will check for the best table they can make
and give them recommendations and preparation for the
next period.
 Propose and select solutions (7 minutes)
- Introduce about the Go chess table such as:
+ Choose the size and material of the Go chess table.
Question:
WHAT MATERIAL IS THE TABLE?
+ PAPER
+ PLASTIC PAPER
+ CARTON
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WHAT MATERIAL FOR CHESS PIECES CAN WE
MAKE?
+ LIDS
+ CARTON PAPER
+ BUTTONS
+ SHELLS
+ SOILS
+ Identify the parts of the Go Chess table. (Tables and
chess pieces)
+ Describe how to make a Go chess table.
- Ask students to work in groups and discuss how to
choose ideas and propose ways to create a Go chess table
then complete worksheet 2.

- Show on the screen and say:

+ The way to make the Go chess table.
+ The parts of the Go chess table.
+ Let's Students fill the Task management (To-do list).

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 Second Period (35 minutes)
STEM - Students present ideas and materials and assign tasks to
CREATIVITY proceed with product design.
(20 MINUTES) - The teacher reiterates the criteria for making products
Objectives: make - Ask students to adjust the products to ensure the criteria.
the Go chess 1. The tables have 9x9 squares.
table. 2. 100 chess pieces for each color.
3. The product is sturdy and ensures aesthetics.
- Students make products in groups.
- Students check whether the product meets the teacher's
criteria and edit the product.
 Expected product: Students can do their work
correctly.
 Expected assessment:
- Task completed with excellence: can do their work
exactly.
- Task completed: can do some work exactly.
- Task uncompleted: fail to do their work
REPORT AND - Ask students to introduce the product team with the
DISCUSSING following suggestions:
(15 MINUTES) + Product structure.

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Objectives: + Raw materials used.
Display and + Product making process.
introduce + Using.
products to other - After finishing the leader will check their product’s
groups criteria.

- Ask students to observe and evaluate other groups’

products.
- Invite some students to share their recommendations
after observing.

- Praise some best groups and encourage the other groups.

- The teacher comments on the lesson and instructs
students to prepare for the next lesson.
 Expected product: Students can do their work
correctly.
 Expected assessment:
- Task completed with excellence: can do their work
exactly.
- Task completed: can do some work exactly.
- Task uncompleted: fail to do their work.

REFLECTION
.............................................................................................................................................
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.............................................................................................................................................
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.............................................................................................................................................

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GROUP……………………….. CLASS: 4/…..

WORKSHEET 2

Name the materials to make

the Go Chess table.
……..…………………….
…………………

………………………..
………………..…..

……..
…………………………………

……..
…………………………………

……..
…………………………………

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 Name: ……………………………………………………...
Group: …………………………… Yes No
1. The table has all the parts: 9x9 squares
EVALUATION
2. 100 chess pieces for each color FORM
(black or white).
3. The product is sturdy and ensures aesthetics.

GROUP 1 2 3 4 5 6 7 8 9 10 11
CRITERIA
1. The table has all the parts:
9x9 squares
2. 100 chess pieces for each
color (black or white).

3. The product is sturdy and

ensures aesthetics.

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