LESSON PLAN ENGLISH 4

Giáo án Tiếng Anh lớp 4 trọn bộ, cả năm. Soạn theo mẫu 4 cột của Sở Giáo Dục Hà nội quy định

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Week: 1 Date of planning: 01/09/2015

unit 1 : NICE TO SEE YOU AGAIN

Lesson 1

A Objective: By the end of the lesson Ps will be able to: Greet and respond to

greetings formally

B Language focus:

- Sentence Patterns: - Good morning/Good afternoon/Good evening

- Nice to see you again

- Tell them that they are going

to hear Miss Hien are greeting the whole classes

- Explain the meaning of the language practised

- Play the recording all the way through for pupils to listen, and point to the appropriate line in their books

- Play the recording again for pupils to repeat the lines in the speech bubbles Repeat the step

a few times

- Some Ss role play and the others comment

- Ask Ss to role play

- Ask Ss to role play before the class

- Whole class

3 Point and

say (10’)

- Teach vocabulary:

Checking: What and where

-Explain the pattern:

- Ask pupils about what they fill

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practise greeting and responding to greetings formally someone

- Have pupils point and repeat the phrases a few times

-Ask them to identify the characters in the pictures Use flashcards to teach the greetings

in the speech bubbles

- Monitor the activity, check thepronunciation (stress,

assimilation of sounds and intonation), and offer help whennecessary

- Call on some pairs to perform the task at the front of the class

The rest of the class observe and give comments if possible

- Make a few questions to checkpupils' comprehension of the language

- Have the whole class repeat all the phrases in chorus

4 Let’s talk

(10’)

Guess what the people say?

Ask Students work in pairs to act out

Good morningGood afternoon Good evening

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Lesson 2

A Objective: By the end of this lesson, Students will be able to say and respond to

goodbye

- Sentence Patterns: - Goodbye/Bye/Good night

- See you tomorrow/ See you later.

- Vocabulary: night, later, tomorrow, again, meet

C Resources: Ss’ book, recording, flash cards, puppets, posters, …

- Tell them that they are going

to hear Miss Hien and Hoa to say in three situatons by using two character puppets of to present the situation

- Play the recording all the way through for pupils to listen the text, and point to the

appropriate line in their books

- Play the recording again for pupils to repeat the lines a few times

- Have pupils read in groups, pairs

- Call on some pairs to play roles at the front of the class

Night

- Individuals

- Pairs

- Groups

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- Explain the pattern:

- Ask pupils about what they fill in the blank

-Tell them that they are going

to practise saying and responding to goodbye using the eliciting in the picture

- Have pupils point and repeat the phrases a few times

- Call on some students to perform the task at the front of the class The rest of the class observe and give respond

- Call on some groups to perform the task at the front of the class

- Whole class

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Lesson 3

A Objective: By the end of this lesson Ss will be able to pronounce the sounds of

the letters L and N in the words linda and night respectively.

- Introduces 2 letters: l,n and

write them on the board

- Ss listen and repeat

- T write 2 words linda and night

And the phrase Hello, Linda Good night on the board

- Play the recording a few timesand let pupils say the words andphrases

- S repeat in chorus then individually

-Get some pupils to perform infront of the class

L Linda Hello, Linda

N Night Good night

- Have sts read the sentences in silence and guess the words(a

or b) to fill in the gaps

- Have sts listen and circle

- Get sts compare the answers with the partner

- Call some pairs read aloud thecompleted text

- Individuals

-

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4 Let’s chant

(10’)

- Play the recording for students

to repeat each line of the chant(a few times)

- Devide class into two groups

to repeat each line of the chant

- Have ss work in groups to practise saying and miming the chant

- Call some groups to recite andmime the chant

- Review structure:

- Hello I’m Linda

- I’m from England

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unit 2 : I’M FROM JAPAN

Lesson 1

A Objective: By the end of this lesson Ss will be able to ask and answer questions

about where someone is from

- Vocabs: America, Australia, England, Japan, Malaysia, Vietnam

- Structure: Where are you from?

- S look at pictures in the book

page 12 and discribe

- Set up the context of the first picture

- Have sts repeat the text in the bubbles a few times

- Do that procedure with the rest of picture

- Set upthe context and present sructure

- Teach newwords

- Elicit ss to fill in the bubles

- Have ss listen and repeat a fewtime

- Have sts practice the pictures

- Individuals

- Pairs

- Groups

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in front of the class

- Teacher do as a model with another student

- Have ss work in pairs to practise

- Call some ss to act out in front

of the class

- Model:

Hi I’m Hakim

Where are you from?

Hi, Hakim.I’m Tom I’m from America

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Lesson 2

about one’ s nationality

- S look at pictures in the

book page 14 and discribe

- Set up the context of the first picture

- Have sts repeat the text in the bubbles a few times

- Do that procedure with the rest of picture

- Set up the context and present structure

- Teach newwords

- Structure:

What nationality are you?

I’m………

- New word :American VietnameseEnglish

- Individuals

- Pairs

- Groups

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- Have ss listen and repeat a few time

- Have sts practice the pictures in pairs

- Call on some pairs to act out

MalaysianJapanese

4 Let’s talk

(10’)

- Tell sts that they are going

to practise asking and answering about name,country,nationality

- Elicit ss to answer the question

- Teacher do as a model with another student

- Have ss work in pairs to practise

- Call some ss to act out in front of the class

T: My name’s Tham

Ss: Where are you from?

T: I’m from Viet nam

Ss: What nationality are you?

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Lesson 3

the letters j, v respectively.

- Ss listen and repeat

- S listen CD 2 times and repeat

- 3 groups repeat

- S read individuals

- somes pairs repeat

Japan I’m from Japan.

V Vietnamese I’m Vietnamese

- Have sts read the words silently

- Have sts do the task

- Get sts exchange the answers with the partner

- Call some pairs read aloud theanswer

- Check the answers ( if necessary)

- Individuals

4 Let’s chant

(10’)

to repeat each line of the chant (a few times)

- Devide class into two groups

- Groups

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practise saying and miming the chant

structure:

What’s your name?

Where are you from?

What nationalityare you?

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unit 3 : WHAT DAY IS IT TODAY?

Lesson 1

about the days of the week

- Set up the context

- Have sts listen to recording 2times

- S repeat the text in the bubbles 3 times

- Present the new structure

- Teach newwords

- StructureWhat day is it today?

It’s………

New word :TodayEnglishMonday

- Individuals

- Pairs

- Groups

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- Have sts practice the pictures

in pairs

WednesdayThursday FridaySaturdaysunday

4 Let’s talk

(10’)

- Tell sts that they are going to revise how to ask and answer about the days of the week in real contexts

-Teacher do as a model with one student

- Have ss practise in pairs

- Call some pairs to act out in front of the class

- Model:

Ss: What’s day is

it today?

It’s September 2015

- Whole class

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Lesson 2

about weekly activities

- New words: go to school,go to the zoo, listen to music, watch TV, play the guitar, go swimming, visit my friends, play football, visit my grandparents, help my parents

- Structure: What do you do on……… ?

- S look at pictures in the

book page 20 and discribe

- Have sts listen to recording 2once

- Ss listen and repeat the text

in the bubbles 3 times

- S repeat in groups

- Model : Hello/Hi, I’m + name

go to school

go to the zoo listen to music, watch TV

play the guitar

go swimming visit my friends, play footballvisit my

- Individuals

- Pairs

- Groups

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- Have sts practise asking and answering about weekly activities in pairs

help my parents

- Structure:

What do you do on……….?

I…… in the morning/ in the afternoon

4 Let’s talk

(10’)

- Tell sts that they are going torevise how to ask and answer about the days of week and weekly activities in real contexts

- Teacher do as a model with one student

Model:

T: What day is it today?

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Lesson 3

the letters ir, ur, er in the words first, Thursday, her respectively

- Phonics: /ir/, /ur/, /er/

- Introduces letters: ir, ur, er in

the words first, Thursday, her

- Ss listen to recording 2times

- T write letters ir, ur, er and 3 words first, Thursday, her on

the board and read model 3 times

- S listen to recording and repeat

- Have sts look at part 2- page

22 and tell them that they are going to listen and circle

- Have sts read the text in silence

- Have sts do the task

- Get sts compare the answers with the partner

- Check the answers

- Call some ss to read aloud the completed sentences

- Individuals

4 Let’s chant

(10’)

to repeat each line of the chant(a few times)

- Review structure:

What day is it

- Individuals

- Pairs

- Groups

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- Have ss work in groups to practise saying and miming the chant

It’s………

What do you do

on ……?

I…….in the morning/ in the afternoon

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unit 4 : WHEN’S YOUR BIRTHDAY?

Lesson 1

about dates

- New words: first, second, third, ………

- Structure: What is the date today?

- Have sts listen to recording 2 times

- S repeat the text in the bubbles

- Teach newwords

- New words :First

SecondThirdFourth

…………

TwentiethTwenty- secondThirtieth

Thirty-first

- Individuals

- Pairs

- Groups

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- Have ss listen and repeat a fewtime

- Have sts practise asking and answering about dates in pairs

What is the date today?

It’s the first of October

4 Let’s talk

(10’)

- Tell sts that they are going to revise how to ask and answer about date in real context

- Model:

S:What’s the date today?

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unit 4 : WHEN’S YOUR BIRTHDAY ?

Lesson 2

about someone’s birthday

The class may sing the song, clap the hands

- Tell pupils that they are going

to learn to ask and answerquestions about someone’s

birthday, using When’s your birthday? – It’s on (the fifth of March).

- Give them a few seconds tolook at the pictures and read thetext Get them to identify thecharacters and the setting of the

conversation by asking Who are they? Where are they?

What are they saying? (Mai is

at Linda’s birthday party)

- Play the recording a few timefor Ps to listen and repeat Dochoral and individual repetition,pointing to the charactersspeaking

-If time allows, ask a few pairs

to role-play the conversation

When’s your birthday?

– It’s on (the fifth of March).

- Whole class

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Ps to listen and say along.

3 Point and

say (10’)

- Tell ss that they are going to practise asking and answering about weekly activities

- Teach newwords

- Have sts practise asking and answering about dates in pairs

- New words

- Vocabs:

January, February, March, April, May, June, July, August,

September, October, November, December

- Structure:

When’s your birthday?

Ss: What’s the date today?

T: It’s the …

SS: When is your birthday?

T: It’s on the fourth of Apil

- Individuals

- Pairs

- Groups

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unit 4 : WHEN’S YOUR BIRTHDAY ?

Lesson 3

A Objective: By the end of period, Ss will be able to: pronounce the sounds of the

letters th and ch in the words fourth,and March respectively.

+ New word: Revision the words

+ Structures: Revision the sentences: When’s your birthday? – It’s on (the first of

respectively

- Put the phonics th and ch onthe board and say them a fewtimes

- Play the recording and ask Ps

to repeat the letters a few times

Then write the words and thesentence on the board Play therecording a few times and let Pssay the words and the phrases,paying attention to the targetsounds

- Do the choral and individualrepetition of the sound, wordsand sentences until Ps feelconfident

- Get some Ps to perform in

th fourth,It’s the fourth ofJune

ch March

My birthday is

on the fifth ofMarch

- Whole class

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class and correct thepronunciation, if necessary.

- Give Ss a few seconds to readthe sentences in silence andguess the words to fill the gaps

- Have Ps listen to the recordingand circle the appropriateoptions Allow them 5 minutes

to do the task independently Ifnecessary, have Ps listen to therecording more than once

- Ask Ps to write the words inthe gaps Then have them swaptheir answers before checking

as a class Go around and offerhelp, if necessary

- Ask Ps to read the sentencesaloud

- Have Ps read the chant andcheck comprehension

- Play the recording a few timesfor Ps to do choral andindividual repetition Showthem how to chant and doactions

- Put the class into two groups

to practise chanting and doingactions Each of the groupsshould sing one verse of thesong Go around and offer help,

if necessary

- Call three pairs to the front ofthe class to chant and doactions The rest of the class

- Individuals

- Pairs

- Groups

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clap along the rhythm.

- Call a few pairs to act out in front of the class

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Period: 13 Date of teaching: 20/10/2015

unit 5 : CAN YOU SWIM?

Lesson 1

A Objective: By the end of the lesson, students will have been able to ask and

answer questions about what someone can/cannot do

- New words: can, draw, dance, sing, skip, skate, cook, swim

- Structure: What can you do? – I can …

D Procedure:

1 Warm up

(5’)

- Revise the verbs/verb phrases

to talk about activities pupils

learnt in Tieng Anh 3.

- Whole class

2.Look, listen

and repeat

( 10’)

to read a story in which pupils ask and answer questions about what they can or cannot do

- Ask them to look at the four pictures to identify the

characters and the context in which the language is used Ask

them questions such as Where are they? What are they doing?

- Play the recording a few timesfor pupils to listen and repeat

Do choral and individual repetition, pointing to the characters speaking

- Play the recording again for them to listen and repeat

- Whole class

3 Point and

say (10’)

to practice asking and answering questions about whatsomeone can do

- Present new words New words:

- can, draw, dance, sing,

- Whole class

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- Check Ss’ remember

- Present new structure

- Have them look at the bubbles

to understand how the language

is used in different contexts

Point to the first picture and do the task with one pupil, using the expressions in the bubbles and the words under the picture

Ask them to say the phrase chorally and individually

- Repeat the same procedure with the rest of the pictures

- Ask pupils to practice in pairs,using the prompts in the

bubbles and the pictures

- Call a few pairs to act out the dialogue in front of the class

Check as a class and correct pronunciation, if necessary

skip, skate, cook, swim

Game: Rub-out and remember

A: What can youdo?

- Tell pupils that they are going

to practice using What can you do? and I can…

- Ask them to work in pairs, onepupil asks the question and the other answers with facts about themselves

- Monitor the activity and offer help, if necessary

- Call some pairs to practise in front of the class

A: What can youdo?

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Lesson 2

answer questions about whether someone can do something, using Can you…? Yes,

I can /No, I can’t.

- New words: play table tennis, play volleyball, play the piano, play the guitar

- Structure: Can you…? Yes, I can /No, I can’t.

D Procedure:

1 Warm up

(5’)

Spend a few minutes revising

the previous lesson by calling

some pupils to go to the front ofthe class to talk about what theycan or cannot do

A: What can youdo?

to read a story in which pupils

express their ability.

- Ask pupils to look at the pictures to identify the characters and the context in which the language is used Ask

them questions such as Who are the boys? Where are they? and What are they doing? Check

to practice asking and answering questions about someone’s ability

- Present new words: New words:

play table

tennis, play volleyball, play the piano, play

- Individuals

- Pairs

- Groups

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- Checking: Matching

- Present new struture:

to understand how to ask and answer questions about

someone’s ability

- Ask pupils to look at four

pictures to identify what the boycan do in each picture

- Model with a pupil:

- Ask pupil to practise in pairs, using the prompts in the

bubbles and pictures

- Some pairs to act out the dialogue in front of the class

4 Let’s talk

(10’)

to practise asking and answering about ability, using

What can you do? I can… and Can you…? Yes, I can./No, I can’t.

- Do the task with one pupil as amodel Put the sentences on the board and do choral and

individual repetition

- Ask them to work in pairs, oneasking the questions and the other giving the answers to talk about their abilities Go around offering help and correcting pronunciation, if necessary

- Select some pairs of pupils to

role-play in front of the class

T: Can you _? S: Yes, I can.

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Lesson 3

A Objective: By the end of the lesson, students will have been able to pronounce

the sounds of the letters s and sw in the words sing and swim respectively.

- New words: swing

- Structure: review

- Phonics: sing and swim

- Groups

2.Listen and

repeat

( 10’)

to practise saying the sounds of

the letters s and sw in the words sing and swim respectively.

- Put the letters s and sw on the

board Play the recording and ask pupils to repeat a few times

Then put the words sing and swim on the board, play the

recording and ask pupils to repeat a few more times After

that, write the sentences I can

sing and I can’t swim on the

board Play the recording a few more times and let pupils say the sentences, paying attention

to the target sounds

- Do choral and individual repetition of the sounds, words and sentences

- Get some pupils to say the sentences in front of the class

to listen to four sentences with

- Individuals

- Pairs

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then say aloud

letters s and sw Explain the

new word swing Check pupils’

understanding

- Have pupils listen to the recording and number the sentences Remind pupils to focus on the words with the

sounds s and sw while listening.

- Play the recording again for them to check their answers

- Have pupils swap their answers before checking as a class Go around offering help,

to say the chant Can you sing?

- Have pupils read the chant andcheck comprehension

- Play the recording a few timesfor pupils to repeat Show them how to chant and do actions

- Put them into groups of four

Get pairs or groups to sit opposite of each other and practice chanting and doing actions Go around offering help, if necessary

- Call two groups of pupils to the front of the class to chant and do actions The rest of the class claps along to the rhythm

Can you sing? - Individuals

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Review 1

I Objectives: By the end of this lesson Ss will be able review new words, structures

from unit 1 and unit 5 and improve English skills

II Language Focus

- Vocabs: From Unit 1 to unit 5

- Structure: frm unit 1 to unit 5

III Resources: Sts' book, CD, cassette.

+ Who are they?

+Where are they?

+What are they doing?

- Ask students to listen and tick the corrcec pictures

- Play the tape two times

- Have studens give the answer

- Play the tape again then correct

- Answer the questions

- Listen to the tape and put the tick

- Give the answers

- listen and correct

- Call some students go to the board and write the answer

- Give answers then correcr

* Key

1 She is from England

2 She is nine years old

3 She can play the guitar

4 She goes to the Music Club

- Look at the passage

- Read and write the answers

- Write the answers on the board

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4 Read

and

match

- Ask studens to look at the part

3 and say aloud the requirement

of the task

- Have the students read and

match with correct letters

- Call some students to answer in

front of the class

- Comment and correct

- Look at the task

- Ask sts to look at the pictures

then read the sentences below

- Ask them to look at pictures

carefully then write the answer

- Call someone read aloud the

answer in front of the class

- Look and write

- Read aloud and correct

- Ask them to read and write

about yourself by filling your

information into the blank

- Call on some student come to

the board and write the passage

- Ask students to review the

lesson at home

- Prepare the next lessons

- Look at the passage the do the task

- Write on the board

- Listen and correct

- Listen and take note

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unit 6 : WHERE’S YOUR SCHOOL?

Lesson 1

answer questions about where a school is

- Vocabulary: street, road, village, district, cousin.

- Structures: Where’s your school? It’s in + (place)

- Groups

2.Look, listen

and repeat

( 10’)

to learn to ask and answer questions about where their school is

- Have them look at the four pictures to discuss the content

in which the language is used

Ask them questions such as Who are the pupils? Where are they? And What are they

- Whole class

3.Point and

say (10’)

to practice asking and answering questions about where a school is, using

Where’s your school? It’s in +

(place)

Where’s your school?

It’s in + (place)

- Individuals

- Pairs

- Groups

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and point to the first picture and

teach the word Oxford Street

Get pupils to ask the question

Where’s your school? and give the answer It’s in Oxford Street

chorally and individually Then tell them to practice asking and answering the question in pairs

- Call a few pairs to act out the dialogue in front of the class

Check as a class and correct pronunciation, if necessary

* Work in pairs Ask and answer questions about your school Ask its name and where it is.

to say the name and location of their own school

A: What’s the name of your school? Where

is it?

B: My school is + (school) It’s

in + (place).

4 Listen and

tick (10’)

to listen to three dialogues and tick the correct pictures

- Have pupils look at the pictures and read aloud the names of the schools and their location Check understanding

- Play the recording a few times Ask pupils to listen and tick the correct pictures Tell them to focus on the names of the schools and their locations

- Get pupils to swap their answers before you check as a class Monitor the activity and offer help, if necessary

- Whole class

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unit 6 : WHERE’S YOUR SCHOOL?

Lesson 2

answer questions about what class someone is in

- Vocabulary: class, school

- Structures: What class are you in? – I’m in Class…

D Procedure:

1 Warm up

(5’)

Spend a few minutes revising

the previous lesson by calling pupils to sing the song This is the way Have the class clap

to learn to ask and answer questions about the class someone is in

- Have them look at the three pictures and ask some questions

such as Who are they? Where are they? and What are they saying? Check comprehension.

- Play the recording a few timesfor pupils to listen and repeat

Do choral and individual repetition, pointing to the characters speaking

- Whole class

3.Look and

say (10’)

to practice asking and answering questions about the classes the pupils are in

- Have them look at the bubblesand the pictures to understand how the language is used in

A:What class are you in?

B:I’m in Class.

A: What class is she/he in?

B: She’s/He’s in

- Individuals

- Pairs

- Groups

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different contexts In the first two bubbles, pupils ask and answer questions about what

class they are in, using What class are you in? I’m in Class…

In the next two bubbles, pupils ask and answer questions about what class someone is in, using

What class is she/he in? She’s/

He’s in Class… Ask pupil to

look at the pictures and say the classes 4A, 5B, 3C and 2D

Check comprehension

- Point to the first picture and

get one pupil to ask What class are you in? and the other to answer I’m in Class 4A Do

choral and individual repetition

- Point to the second picture and

get one pupil to ask What class

is she in? and the other to answer She’s in Class 5B

Repeat the procedure with the rest of the pictures

- Ask pupils to work in pairs and practise Then call a few pairs to act out the dialogue in front of the class Check as a class and correct pronunciation,

if necessary

Class….

4 Let’s talk

(10’)

to revise what they have learnt

in Lessons 1 and 2, using facts about themselves

- Ask them to work in pairs and

ask and answer questions - Call

on a few pairs to role-play in front of the class Correct pronunciation, if necessary

What’s the name of your school? Where

is it? What class are you in?

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- Phonics: c come May I come in ?

d down May I sit down?

- Have Ss open the book page

34, draw their attention to the

letters colored differently in the

words come and down.

- Produce the sound of the letter

- Call on someone to pronounce

- Have the whole class recite the chant to reinforce their pronunciation

c come May I come in ?

d down May I sit down?

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- Ask them to listen and write the answers

- Call someone to write on the board, check Ss’ notebook

- Check and correct mistakes

- Ask Ss to read aloud 2 sentences

4 Let’s sing

(10’)

- Show picture

- Introduce the song:

Come in and sit down

- Play the recording

- Ss listen and sing

- Ask sts to practice singing

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unit 7: what do you like doing?

Lesson 1

A Objective: Students will be ablle to ask and answer questions about what

someone likes doing

- New words: swimming, cooking, collecting stamps

- Structure: What do you like doing?

- Ask Ss look at the pictures and identify the characters and context in which new language

is used ( Who are they? Whereare they? What are they talkingabout?)

- Play the records twice

- Has ss listen and repeat the recording in the second times

- Do choral and individual repetition

- Whole class

3 Point and

say (10’)

-Tell the ss that they are going

to ask and answer about what someone likes doing

- Present new words to Ss

- Have Ss look at the bubbles

to understand how to ask and answer about what someone likes doing

- swimming

- cooking

- collecting stamps

- Individuals

- Pairs

- Groups

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