trọn bộ giáo án tiếng anh lớp 4 kỳ 2 theo chương trinh 4Ttuần năm 2018

trọn bộ giáo án tiếng anh lớp 4 kỳ 2 theo chương trinh 4Ttuần của BGD năm 2018.Giáo án được soạn và chỉnh sửa chi tiết, bám sát chuẩn kiến thức kỹ năng của chương trình tiếng Anh tiểu học năm học 20172018.

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WEEK 19 Planning date: 30/12/2017

Unit 11:WHAT TIME IS IT?

Lesson 1 – Period 67 – Part 1, 2

I OBJECTIVES

After the lesson Ss will be able to:

- Ask and answer questions about the time

- Develop listening, speaking skills

- Ss look after, solve problems and study themselves

II LANGUAGE FOCUS

- Vocabulary: have (breakfast, lunch, dinner), go home, go to bed,

- Sentence patterns: - What time is it? - It’s seven o’clock

play the game: Table tennis

- Give the comment

2 Activity 1: Look , listen and

repeat

- Introduce the dialogue

- Play the CD for the ss

- Represent the way to ask questions

about the time and how to answer

- Listen and repeat

3 Activity 2: Point and say

- Give the meaning of new sentence

patterns

- Ask Ss to read

- Ask Ss to look at the pictures to

identify the time

- Explain the new words:

- Ask Ss to read aloud

- Call some ss to read

- Ask Ss to do the task

- Ask Ss to act out

- Check and corect

- Play the game

- Ss look at the picture and identify the characters and what they are doing

- Look and listen to the tape

- Ss listen and repeat, focus on some words

- Listen and repeat in pair

- Listen and note down:

What time is it? - It is six

- Read and check

- Ss look at the picture and identify the time in each picture

- Note down

seven seven fifteen seven thirty seven twenty-five seven forty-five

- Ss read aloud the new words in chorus

- Read before the class

- Pairwork

- 4-5 pairs say in front of the class The rest of the class listen and give

comments

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* Reinforcement: T summarize the

main points of the lesson

Lesson 1 – Period 68 – Part 3, 4, 5

I OBJECTIVES

- Review to ask and answer questions about the time Listen for specific

information

- Develop listening, writing skills

- Vocabulary: have (breakfast, lunch, dinner), go home, go to bed,

- Sentence patterns: - What time is it? - It’s seven o’clock

2 Activity 3: Listen and tick

- Guiding Ss to look the pictures, listen

and tick

- Call some Ss to report the key

- Check and correct

3 Activity 4: Look and write

- Guide ss to complete the exercise

- Call on some Ss to report the answers

- Check and correct

4 Activity 5: Let’s sing.

What the time

- Introduce the song

- Ask Ss to listen to the recording

- Ask Ss to listen to sing

- Pair work

- Ss look at the picture in part 3 (p 7)

& identify the time of each the clock

- Listen to the tape twice & tick

- 4-5 Ss The rest of the class comparethe answer with the partner

- Listen once again and check the answer Retell what they have heard

- Look at the sentences in the pictures,draw the time and write about

themselves

- Complete the excercise in individual

- 4 Ss write the sentences they have written 6-7 Ss read aloud The rest of the class give comments

- Listen

- Whole class

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- Ask Ss to sing the song.

- Have Ss perform the song

I OBJECTIVES

- Asking and answering questions about time and daily routines

- Listen for specific information

- Develop: speaking, listening skills

- Vocabulary: time, get up, have breakfast, have dinner, go to bed

- Sentence patterns: - what time is it? – It’s ……

- what time do you ……? – I ……… at ………

III RESOURCES

- Teacher’s: student’s and teacher’s book, objects, cassette

- Students’: books, notebooks, workbooks

IV PROCEDURES

Teacher’s activities Students’ activities

1 Warm up

- Play “ Slap Board” game

2 Activity 1: Look, listen and repeat

- Have Ss look at the picture in part 1

- Set the scene: we are going to ask and

answer questions about one’s

nationality

- Have Ss listen to the recording as they

read the lines in the speech bubbles

- Play the recording again for Ss to

repeat the lines in the speech bubbles two

times

- Divide the class into two groups One

repeat Phong’s part and the other repeat

Linda’s part

- Play the recording again for the whole

class to repeat each line in the speech

bubbles to reinforce their pronunciation

- Group work

- Look at the pictures

- Guess the content of the dialouge

- Listen the recording

- Listen and repeat

- Work in pairs

- Practice the dialogue

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- Teach the model sentence:

What time do you…… ?

e 7:45 seven forty- five

Read: hour + munite

4 Activity 3: Let’s talk

- Ask ss to repeat the sentence patterns

+ what time is it?

I OBJECTIVES

After the lesson, students are able to:

- Listen for spercific information to complete exercise 4, and complete exercise 5

on page 9

- Develop listening and writing skills

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- Play recording the song:

What time is it?

2 Activity 4: Listen and

draw the time

- Guiding Ss to look the

pictures, listen and write

- Call some Ss to report the

key

- Check and correct

- Guide ss to complete the

exercise

- Call on some Ss to report the

answers

- Check and correct

4 Activity 6 Let’s play

Pass the secret

- Explain the rule of the game

- Ask Ss to play the game

* Reinforcement:

- Summerize the main pionts

of the lesson

- Listen and sing

- Ss look at the picture in part 3 (p 9) and

- Listen to the tape twice and write

- 4-5 Ss The rest of the class compare theanswer with the partner

- Listen once again and check the answer Retellwhat they have heard

- Look at the sentences, the pictures, draw thetime and write by themselves

- 4 Ss write the sentences they have written 6-7

Ss read aloud The rest of the class give comments

I OBJECTIVES

After the lesson, students will be able to:

- Pronounce correctly the sound of the letters “oo”

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- Phonics: the letters “oo”.

2 Activity 1: Listen and repeat.

- Guiding Ss to produce the sound of

the letter “oo”

- Ask Ss to read

- Ask Ss to practise the text

3 Activity 2: Listen and write

Then say aloud

- Guide Ss to listen & write

- Ask to listen again to check

- Ask Ss to give the answer

* Key: 1 book 2 school 3 cook

4 noon

- Check and correct

4 Activity 3: Let’s chant

- Introduce the chant

What time do you go to school?

- Ask Ss to read the chant

- Ask Ss to perform the chant

- Teacher reinforce their

pronunciation

* Reinforcement:

- T summerize the lesson

- Play game in 3 groups

- Ss read in groups/ in pairs

- Pupils look at the sentences, read and guess the words to write

- Listen to the tape twice and write thewords in the blank Compare the answerwith the partner

- Listen to the tape again & check theiranswers

- Pupils give the key The rest of the class write in the notebooks

- Ps listen to the tape and repeat the chant

- Ps chant in group and individual

- The others listen and do the action

Daily rountines

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I OBJWECTIVES

- At the end of the lesson Ss will be able to read for specific information to complete exercise 4, and complete exercise 5 on page 11

- Develop reading and writing skills

- Introduce new lesson

2 Activity 4: Read and complete

- Explain the taks

- Read the text first to clear the

content

- Ask Ss to check the answers

- Have Ss give the answers

Key: 1 6.30 2 5 o’clock 3 has

dinner 4 goes to bed

- Give comments

3 Activity 5: Let’s write

- Explain the task

- Have Ss give the answers

- Give Ss instruction to do the task

- Ask Ss to report their writings

- Comment and correct spelling

- The others listen and give comments

- Listen to get the task

- Individually/ pair work

- Listen

- Individually

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* Reinforcements:

- T summerize the lesson

UNIT 12: WHAT DOES YOUR FATHER DO?

Lesson 1 – Period 73 – Part 1, 2

I OBJECTIVES:

- Ask and answer questions about someone’s job

- Develop speaking, listening skills

- Vocabulary: farmer, nurse, doctor, driver, teacher, student, clerk

- Sentence patterns: what does your …… do?

He/ She’s a …………

III TEACHING AIDS:

- Teacher’s: student’s and teacher’s book, objects, cassette

IV PROCEDURES:

1.Warm up

- Play “ Slap Board” game

- Have Ss to look at the book at page 12

- Elicit the character and have Ss guess

what they are saying

- Set the scene: we are going to ask and

answer questions about one’s job

- Have Ss listen to the recording as they

read the lines in the speech bubbles

- Play the recording again for Ss to

repeat the lines in the speech bubbles two

times

- Divide the class into two groups One

repeat teacher’s part and the other repeat

student’s part

- Play the recording again for the whole

class to repeat each line in the speech

bubbles to reinforce their pronunciation

- Teach the sentence pattern

+ what does your do …………?

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- Ask ss to work in pairs.

- Call some pair to practice

4 Consolidation:

- Summerize the main points of the

lesson

- Do the task

- 2 or 3 pairs practise again

I OBJECTIVES

- At the end of the lesson Ss will be able to read for specific information to

complete exercise 3, and complete exercise 4 on page 13

- Develop reading and writing skills

- Guiding Ss to look the pictures, listen

and tick

- Call some Ss to report the key

- Check and correct

- Pair work

- Ss look at the picture in part 3 (p 13)

& identify the time of each the clock

- Listen to the tape twice & tick

- 4-5 Ss The rest of the class comparethe answer with the partner

- Listen once again and check the answer Retell what they have heard

- Look at the sentences in the pictures,

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- Call on some Ss to report the answers.

- Check and correct

4 Activity 5: Let’s sing.

My family

- Introduce the song

- Ask Ss to listen to sing

- Ask Ss to sing the song

- Have Ss perform the song

- 4 Ss write the sentences they have written 6-7 Ss read aloud The rest of the class give comments

Lesson 2 –Period 75 - Part 1, 2, 3

I OBJECTIVES

- By the end of the lesson, Ps will be able to ask and answer questions about places

to work

- Develop listening and speaking skills

- Vocabulary: doctor,work, hospital, well done, worker, factory, great, field,

correct, clerk, office

- Structures: What does a + job + do? - A + job + works + place of work

III RESOURCES

1 Teacher’s: student’s and teacher’s book, pictures, cassette

2 Students’: books, notebooks, workbooks

IV PROCEDURE

1 Warm up:

- Sing the song “My family”

- Tell Ps that they are going to practice

asking and answering questions about

places to work

- Ask Ps to identify the characters in 4

pictures on page 14 and ask:

- Sing the song

- Listen

- Look at 4 pictures and answer:

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+ Who are they?

+ Where are they?

+ And What are they talking about?

- Teach some new words:

ask and answer questions about places

- Instruct how to ask and answer

questions about places of work

- Answer keys:

a Where does a doctor work?

A doctor works in a hospita

………

4 Activity 3: Let’s talk:

- Tell Ps that they are going 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 the questions: What does your +

member + do? What does a + job +

work?

- Call on a few pairs to role-play in front

of the class Correct pronunciation, if

necessary

* Consolidation:

- Summary the lesson

+ They are Nam and Mai

+ They are in

+ They are talking about

- Listen and take note

- Listen

+ Listen and repeat+ Groups, individuals

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WEEK 21 Date of preparing: 13/01/2018

Lesson 2 – Period 76 - Part 4, 5, 6

I OBJECTIVES

- By the end of the lesson, Ps will be able to listen for specific information to

complete exercise 4, complete exercise 5 on page 15

- Develop Ss’ reading, writing and listening skills

- Vocabulary: Review

- Sentence patterns: Review

III RESOURCES

IV PROCEDURE

1 Warm up: Play the game: Order the

words

2 Activity 4: Listen and number

- Introduce the activity to the class Give Ps

a few seconds to look at 4 pictures on page

15 Check comprehension by eliciting

pupil’s answers to questions such as: What

can you see? What does she/ he do? What’s

her/ his job? Where does she/ he work?

- Open the tape and listen the sound of the

words

- Turn on the tape 2 times and ask Ps to

listen and number the pictures

- Ask some questions to ensure Ps’

comprehension of the listening text

* Answer keys: 1.c 2.a 3.b 4.b

- Introduce the activity to the class Give Ps

a few seconds to look at 2 pictures on page

15 Then check comprehension by asking:

What’s her job? Where does she work?

What’s his job? Where does he work?

- Ask Ps to do the task (fill the suitable

words in the blanks)

- Have Ps trade the answers in pairs for

correction

- Call on some Ps to report their answers

Others listen and comment

- Play game

- Listen to the teacher

- Listen to the tape

- Listen and number

- Answer the T’s questions

- Listen

- Individually

- Work in pairs

- Some Ps

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- Have the whole class read each sentence in

chorus to reinforce their pronunciation

* Answers: 1.a nurse/ in a hospital 2.a

farmer/ in a field

4 Activity 6: Let’s play

- Prepare cards with jobs and the workplaces

for the jobs Remind pupil how to play

Palmanism: in pairs, Ps take turns turning

over a pair of cards If the cards show a job

and a workplace that match, the player

scores a point and continues to turn over

another pair of cards If they do not match,

the other player has a turn The player who

gets the most points will be the winner

- Call on one pairs to act out the game in

front of the class

- Give comments

* Consolidation:

- Summarize the lesson

- The whole class

I OBJECTIVES

- By the end of the lesson, Ps will be able to pronounce the sounds of the letters ie and ea in the words field, piece, teacher and reading respectively.

- Develop Ps writing and listening skills

- Vocabulary and structures: Review

- Phonics: field, piece, teacher, reading

III RESOURCES

IV PROCEDURE

1 Warm up: Play game: Palmanism

2 Activity 1: Listen and repeat

saying the sounds of the letters ie and ea in

the words field, piece, teacher and reading

respectively.

- Play the game

- Listen

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- Introduce the sounds /ie/ and /ea/

- Open the tape and have the Ps listen the

sound of the words

- Play the recording a few times for pupils

to listen and repeat Do choral and

individual repetition, pointing to the

characters speaking

3 Activity 2: Listen and circle Then say

sentences with the circled words.

- Tell Ps that they are going to listen to two

sentences and circle the correct words

- Give Ps a few seconds to read the words

in silence

- Have Ps listen to circle the words Remind

them to focus on the words with the sound

ie/ea while listening Check as a class

Then give Ps time to make sentences with

the circled words

- Play the recording again for Ps to check

their answers

- Call a few Ps to read aloud their

sentences

* Key: 1.b 2.b

- Tell Ps that they are going to say the chant

“Jobs and places of work”

- Have Ps read then chant and check

comprehension

- Play the recording a few times for Ps to

do choral and individual repetition Show

them how to chant and do actions

- Put the class into two groups to practice

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

- Have class chant again to reinforce their

pronunciation

* Consolidation:

- Summarize the lesson

- Listen and repeat in choral, groups and individual

- Read individually

- Listen and circle

- Listen and check

- Read aloud

- Read the chant

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Date of preparing: 13/01/2018

I OBJECTIVES

- By the end of the lesson, Ps will be able to use words and phrases related to the topic Jobs and do a project about parents’ jobs

- Develop Ps writing and listening skills

- Vocabulary and structures: review

III RESOURCES

IV PROCEDURE

Teacher’s activities Students’ activities

1 Warm up: Read the “Jobs and places of

work” chant

- Introduce the activity by saying: You’re

going to read about an interview between

Mai and Phong Give a few minutes for Ps to

read the text Check comprehension by

asking: Who’s the interview? Who is she

interviewing? What does Phong’s father do?

Where does he work? What’s his mother’s

job? Where does she work? Does he have a

sister? What does his brother do? Where

does he work?

- Get Ps to read the paragraph Tell them that

they have to complete the table, using the

- Have the whole class read each sentence

of the paragraph in chorus to reinforce their

pronunciation

3 Activity 5: Write about the jobs of your

family members and where they work

- Introduce the activity by saying: Now it’s

time for you to write about the jobs of your

family members and where they work Tell

- Read the chant

- Read the paragraph

- Work in pairs

- Some Ps

- The whole class

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Ps to stick a photo of their family next to

paragraph, or draw simple stick figures

- Ask Ps to do the task T goes around and

offers help

- Get them to swap their answers before

checking as a class

- Ask Ps to read the answers aloud to the

class The others listen and give comments

4 Activity 6: Project

- Explain the task

- Prepare the interview questions with the

class and write them on the board for Ps to

practice

- Ask Ps to do the interviews

- Invite a few Ps to report their interviews to

the class

- Teach Ps how to report their interviews

Ex: Hi My name’s My first interview is

with His/ her father/ mother is He/She

works in My second interview is with

His/ her father/ mother is He/She works in

And that’s the end of my report Thanks

- Some Ps read aloud the answers

UNIT 13: WOULD YOU LIKE SOME MILK?

Lesson 1 - period 79 - Part 1, 2

I OBJECTIVES

- By the end of the lesson, Ps will be able to ask and answer questions about

favourite food and drink

- Develop Ps speaking and listening skills

- Vocabulary: would like, milk, favourite, food, fish, chicken, drink, orange juice, beef, pork, water

- Structures: What is your favourite food/ drink? - It’s + name of food/ drink

III RESOURCES

- Teacher’s: student’s and teacher’s book, pictures, cassette

IV PROCEDURE

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1 Warm up: Play “jumbled letters”

game

2 Activity 1: Look, listen and repeat.

- Tell Ps that they are going to learn to

ask and answer questions about favourite

food and drink

+ Who are they?

+ Where are they?

would like: muốn

orange juice: nước cam

+ Teacher read first as a model and ask

the Ps to repeat

+ Have the Ps repeat in groups and

individuals

sound of the words

- Play the recording a few times for

pupils to listen and repeat Do choral and

individual repetition, pointing to the

characters speaking

- Instruct Ps to translate the dialogue into

Vietnamese

asking and answering questions about

favourite food and drink

beef: thịt bò

pork: thịt heo

water: nước uống

+ Teacher read first as a model and ask

+ They are Tom and Mai

+ They are in

- Listen

- Listen and repeat

- Do as directed

- Listen

- Listen and copy

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- Instruct how to ask and answer

questions about favourite food and drink

- T practices as a model and ask Ps to

practice in choral, groups and pairs

Correct Ps’ error pronunciation

c What’s your favourite drink?

It’s orange juice

d What’s your favourite drink?

It’s water

* Work in pairs Ask your partners

about their favourite food and drink.

- Tell Ps that they are going to ask and

answer questions about time, using What

is your favourite food/ drink? - It’s +

name of food/ drink

- Ask Ps to work in pairs

- Have Ps write the answer on the board

- Have the whole class to read aloud the

answers on the board Correct the

pronunciation

* Reinforcement:

- Recall the main content

- Listen and copy

Lesson 1 - period 80 - Part 3, 4, 5

I OBJECTIVES

- By the end of the lesson Ps will be able to ask and answer question about favourite food and drink

- Develop Ps’ speaking and listening skills

- Vocabulary and structures: review

III RESOURCES

IV PROCEDURE

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1 Warm up: Play the game “jumbled

letters”

- Tell Ps that they are going to listen to three

dialogues about some children’s favourite

food and drink and tick the correct pictures

- Have Ps look at the pictures on page 19 to

identify the name of food and drink Have

them say the words aloud

- Open the tape and have Ps listen the sound

of the words

listen and tick

- Answers: 1.b 2.c 3.a

- Tell Ps that they are going to write the

answers to three questions about favourite

food and drink suggested in the pictures

- Have Ps look at the pictures Ask them to

read the question next to each picture and

write the answer

- Ask Ps to do the task Go around and offer

- Have the whole class read the sentences

chorally to reinforce their pronunciation

Answers: 1.It’s chicken 2.It’s orange

juice

3.It’s fish and water

4 Activity 5: Let’s sing

- Tell Ps that they are going to sing the song

“My favourite food and drink”

- Have Ps read each line of the lyrics Check

comprehension

- Open the tape and have the Ss listen the

sound of the words

- Play the tape again for Ps to do choral and

individual repetition of the song by line

- Ask Ps to sing in choral

- Have Ps practice singing in groups

- Have class sing the song again to reinforce

- Listen and tick

- The whole class read aloud

- Read each line of the lyrics

- Listen and repeat each line

- The whole class

- Practice in groups

- The whole class

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* Consolidation:

- Retell the content of the lesson

- Retell

WEEK 22 Date of planning: 20/01/2018

I OBJECTIVES

- By the end of the lesson, Ps will be able to offer someone food or drink andaccept/ decline someone’s offer

- Develop Ps speaking and listening skills

- Vocabulary: doctor,work, hospital, well done, worker, factory, great, field,correct, clerk, office

- Structures: What does a + job + do? - A + job + works + place of work

III RESOURCES

IV PROCEDURE

1 Warm up: Sing the song “My family”

- Tell Ps that they are going to read a story in

which the characters offer food and drink,

using Would you like some ? and accept/

decline offers, using Yes, please./ No, thanks

+ Who are they?

+ Where are they?

some: một vài, một ít

noodles: mì tôm

lemonade: nước chanh

+ Teacher read first as a model and ask the Ss

to repeat

+ Have the Ps repeat in groups and

individuals

sound of the words

- Play the recording a few times for pupils to

- Sing the song

- Listen

+ They are Linda, Mai and a waitress

+ They are in

- Listen and copy

- Listen

- Listen and repeat

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listen and repeat Do choral and individual

repetition, pointing to the characters speaking

- Instruct Ps to translate the dialogue into

Vietnamese

offering someone food/ drinks and accepting

or declining someone’s offer

- Instruct how to offer someone food/ drinks

and accept or decline someone’s offer

- T practices as a model and ask Ps to practice

in choral, groups and pairs Correct Ps’ error

4 tivity 3: Let’s talk

- Tell Ps that they are going 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 the questions: What’s your favourite

food/ drink? Would you like some + name of

food/ drink?

- Call on a few pairs to role-play in front of

the class Correct pronunciation, if necessary

* Consolidation:

- Summary the lesson

- Do as directed

- Listen

- Listen and copy

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Date of planning: 20/01/2018

I OBJECTIVES

- By the end of the lesson, Ps will be able to ask and answer questions about places

of work

- Develop Ss reading, writing and listening skills

- Vocabulary: Review

III RESOURCES

IV PROCEDURE

1 Warm up: Play the game: Order the

words

- Tell the class that they are going to listen

4 dialogues about people’s favourite food

and drink and number the pictures

- Ask Ps to look at 4 pictures and identify

the characters

- Open the tape and listen the sound of the

words

listen and number the pictures

- Ask some questions to ensure Ps’

comprehension of the listening text

Answer keys: 1.b 2.c 3.a 4.d

- Tell Ps that they are going to complete the

menu, using the picture cues

- Have Ps look at two worked examples in

the menu Then ask them to look at the

pictures and write the words for the food

and drink

- Ask Ps to do the task

- Have Ps trade the answers in pairs for

correction

- Have the whole class read each sentence

in chorus to reinforce their pronunciation

Answers: 1 Milk 2 Lemonade 3 Water

- Play game

- Identify the character

- Listen and number

- Answer the T’s questions

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4 Fish 5 rice 6 Bread

- Tell Ps that they are going to play the

game Food or drink?

- Write Food and Drink on two sides of the

board Then write fish under Food and milk

under Drink

- Call two groups to the front of the class

They should take turns to write the name of

a food or drink on the board The group that

runs out of ideas, or puts a food or drink

under the wrong category is out of the

game Then another group comes out and

continues The group which stays until the

end of the game is the winner

- Listen

I OBJECTIVES

- After the lesson, students are able to pronounce correctly the sound of the letters

“f” and “sh”

- Vocabulary: leaf, dish

- Grammar: Review

- Pronunciation: beef, leaf, fish, dish

- Skills: speaking and listening skills.

III RESOURCES

- Teacher: Pictures, CD, book

- Students: Learn the lesson at home, notebooks, ruler, pens

IV PROCEDURE

Teacher’s and students’ activities Knowledge

1 Warm up: Ask and answer about

favourite food/drink

- T shows ss flash cards with the sounds

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- T calls on some ss to read aloud and

checks pronunciation.

3 Activity 2: Listen and tick Then

write and say aloud.

- Have pupils look at the sentences, read

and guess the words to circle

- Play the recording 2 times pupils to listen

and circle

- Play the recording again pupils check

their answers

- Have pupils to give the key

- Check and correct

- Introduce the Chant : Would you like

I OBJECTIVES

- After the lesson, students are able to and writing for specific information.

- Vocabulary: review

- Grammar: review

- writing and reading

III RESOURCES

- Teacher: Pictures, CD, book

- Students: Learn the lesson at home, notebooks, ruler, pens

IV PROCEDUCE

1 Warm up: Ask and answer about

favourite food/drink

- Ss look at the sentences in a few

seconds and guess

- Ss read the incomplete sentences under

the text and clicit what words they need

to fill the gap

II Practice 4.Writing:

Favourite food Favourite drinkBeef

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- Ss do the task independently, T goes

around and offers help, if necessary

- Exchange their answers before check as

a class

- T corrects and gives feedbacks Call

some Ss to read the answer if there is

enough time

3 Activity 5: Write about your

favourite food and drink.

- Pupils look at the book on the P23

Read the sentences and write about their

favourite food and drink Work in

- Ss are going to do a project, T explains

the activities about their favourite food

and drink and check Ss’ understanding

- T asks Ss work in pairs,

- T calls some Ss to the front of the class

and tell about them

Unit 14 WHAT DOES HE LOOK LIKE?

Lesson 1 – period 85 - part 1, 2

I OBJECTIVES

By the end of the lesson Ps can:

- Use the words and phrases related to the topic Physical appearance

- Ask and answer questions about someone’s physical appearance, using What does he/she look like?He’s/She’s

- New words: look like, email, now, footballer, tall, short, slim, old, young

- Model sentences: What does he/she look like?He’s/She’s

III RESOURCES

- Textbook, CD player, picture, flashcards…

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- Tell pupils that they are going to read a

story in which Phong asks Linda

questions about her brother

- Ask Ps to look at the pictures in the

book and ask:

Who are they in the picture?

What is Linda doing?

What does Phong ask her?

- Play the recording three times for

pupils to listen and repeat in choral,

pointing to the characters speaking

- Play the recording again for them to

listen and repeat in lines

- Call two Ps to role play

- Tell pupils that they are going to

practice asking and answering questions

about someone’s physical appearance,

using What does he/she

look like?He’s/She’s

- Have them look at the bubbles and the

pictures to understand how the language

is used in different contexts

- Elicit the meaning of the adjectives

describing people’s appearance: tall,

short, slim, old, young

- Point to picture a, model the task with

one pupil: What does she look like?

- Let pupils repeat chorally and

individually

* Consolidation

- Ask a pair of Ps to recall the model

sentences of the lesson

- Give comment and consolidate

Write vocabulary on their small board

- Listen

- Look and answer:

They are Phong and LindaShe’s writing an e-mailHe’s asking her about her brother’s Physical appearance

- Listen and repeat in chorally, pointing to the characters speaking

- Listen again and repeat in lines

- Two Ps role play

- Listen

- Look at the bubbles and picture and listen

- Listen and answer:

She’s tall

- Repeat chorally and individually

- One asks: What does he/she look like?

- One answers: He’s/She’s

WEEK 23

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Date of planning: 27/01/2018

Lesson 1 – period 86 - part 3, 4, 5

I OBJECTIVES

- Ask and answer questions about someone’s physical appearance, using What does he/she look like?He’s/She’s

- New words: (review)

- Model sentences: What does he/she look like?He’s/She’s

- Revise the previous lesson Call two

pupils to the front of the class to ask and

answer What does he/she look like?He’s/

She’s

- Tell pupils that they are going to listen

to three dialogues about people’s

apperance and tick the correct pictures

- Have pupils look at the pictures to

identify the appearance of the people

- Play the recording two times Ask

pupils to listen to the recording and tick

the correct pictures

- Have them give their answer

- Play the recording the last time for them

to check as a class

* Key: 1c 2c 3a

- Tell pupils that they are going complete

the answers about someone’s appearance,

using the picture cues

- Give example with the first picture:

What does he look like?

- Have them read the question under each

picture and write the answer

- Get pupils five minutes to do the task

individually Go around and offer help, if

- Ask and answer

- Listen

- Look, identify the appearance of thepeople

- Listen and tick

- Give their answer

- Listen again and check the answer

- Do the task individually

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- Tell pupils that they are going to play

the game Find someone who , using the

words related to people’s physical

appearance

- Divide the class into groups of five

- Give instructions: Say Find someone

who’s tall The group which is the

quickest to point to a classmate who fits

that description and says the correct

sentence get a point The group that gets

most points wins

- Start game

- Declare the winner

* Consolidation:

- Give their answer

- Check and correct (if wrong)

- Listen

- Sit in groups of five

- Listen and answer Danh is tall

I OBJECTIVES

- Make comparisons, using Who is + (comparative)? is + (comparative)

- Be interested in making comparative in English

- New words: elder brother, tall – taller, short-shorter, big-bigger, small-smaller,

old-older, young-younger, slim-slimmer, strong-stronger

- Model sentences: Who is + (comparative)? is + (comparative)

III RESOURCES

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- Textbook, CD player, picture, flashcards…

IV PROCEDURE

1 Warm up

- Check vocabulary

- Tell pupils that they are going to read a

story in which the characters make

comparative, using Who is +

(comparative)? is + (comparative)

- Have them look at the four pictures and

ask some questions such as

Who are they?

What are they saying?

pupils to listen and repeat chorally

and individually, point to the characters

speaking

- Call three pupils to role play

practise asking and answering questions

to compare people’s appearance

- Have them look at the bubbles and the

three pictures to understand how the

language is used in different contexts

- Teach the form and the meaning of the

pairs of adjectives under the pictures

- Give model with picture a:

Who is taller? The girl is taller

Do choral and individual repetition

- Repeat the procedure with the rest of

the pictures

- Ask pupils to work in pairs in five

minutes

- Call four pairs to act out the dialogue in

front of the class Check as a class and

correct pronunciation, if necessary

practise asking and answering questions

about their classmates’ appearance and

making comparisons, using What does

- Write vocabulary on their board

- Listen

- Look and answerNam and Phong They are saying about the physical appearance of Peter’s father and elderbrother and making comparative between them

- Listen and repeat in choral and individual, point to the characters speaking

- Role play

- Listen

- Look at the bubbles and the pictures

- Ask and answer chorally and individually

Who is taller? The girl is taller

- Repeat

- Work in pairs

- Four pairs act out

- Listen

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he/she look like? Who is+(comparative)?

- Do the task with one pupil as model

What does Du look like?

What does Khoi look like?

- Call two pairs to report in front of the

class Correct pronunciation, if

necessary

* Consolidation:

- Respond:

He’s thinHe’s thin, too

Du is thinner

- One pair ask and answer as model

- Work in pairs

- Report

- One asks: Who is + (comparative)?

- One answers: is + (comparative)

- Listen

I OBJECTIVES

- Make comparisons, using Who is + (comparative)? is + (comparative)

- Be interested in singing English song

- New words: (review)

- Model sentences: Who is + (comparative)? is + (comparative)

- Recite the previous lesson

2 Activity 4: Listen and circle

to Nam’s description of his family and

circle the correct answers

- Write vocabulary on their small board

- Listen

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- Ask Ps to look at the four incomplete

sentences and guess the possible

answers for each sentence

pupils to listen and circle the answers

- Play the recording again for them to

check their answers

Key:

1a 2a 3b 4b

- Tell pupils that they are going to write

the answers to the questions to make

comparisons of people’s

appearance, using the picture cues

- Have them look at the four pictures to

identify the difference in appearance

between the family members in each

picture

- Remind pupils to use than when

making comparisons

- Ask them to look at the pictures and

say aloud the questions and answers

- Ask pupils to do the task individually

4 Activity 6: Let’s sing

What do they look like?

- Tell pupils that they are going to sing a

song

- Ask pupils to read the song chorally

- Give the meaning of unfamiliar words

- Have them read each line of the lyrics

aloud again in choral and individual

- Play the recording all the way through

- Ask them to do choral and individual

- Look and guess

- Listen and circle

- Listen again and check their answers

- Listen

- Look at the four pictures to identify the difference

- Listen

- Look and say

- Do the task independently

- 4 pairs act out

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repetition of the song line by line

- Have them practise in groups

- Call a group to sing in front of the

class

* Consolidation:

- Give comment

- Repeat

- Practise in groups

- One group sing in front of the class

I OBJECTIVES

- Pronounce the sounds of the letters th in the words this, that and thin, thick

respectively

- Be interested in chanting and pronouncing letters th

- New words: thin, thick

- Model sentences: (review)

- Recite the previous lesson by calling

two pairs to ask and answer the previous

model sentences

- Give comment

practise saying the sounds of the letters

th in the words this, that and thin,

thick respectively

- Put the letters th on the board

- Play the recording and ask pupils to

repeat three times

- Put the words this, that, thin, thick and

the four sentences on the board

- Play the recording three times and let

pupils say the sentences chorally and

- Two pairs ask and answer

- Listen

- Look at the board

- Listen and repeat

- Look at the board

- Listen and repeat in chorally and individually

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individually until pupils feel confident

Draw their attention to the target sounds

- Get five pupils to perform in front of

the class Correct the pronunciation, if

necessary

3 Activiry 2: Listen and tick Then

write and say aloud

to the recording and tick the correct

words

- Ask them to look at the sentences and

guess the words to fill the gaps

pupils to listen and tick the correct

words

- Check as a class by playing the

recording again

- Ask the whole class and call four

pupils to read the sentences aloud

Key: 1a 2b 3a 4b

- Tell pupils that they are going to say

the chant This is my family

- Have them read the chant in choral

three time and check comprehension

pupils to do choral and individual

- Give comment

- Ask the whole class repeat

- Say in front of the class

- Listen

- Look and guess

- Listen and tick

- Check

- Read sentences aloud in choral and then four pupils read

- Listen

- Read the chant

- Repeat chorally and individually

- Chant and do action in groups

- Two groups chant

- Listen

- Repeat

I OBJECTIVES

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- Use the words and phrases related to the topic Physical appearance.

- Be interested in reading and writing about someone’s physical appearance

- New words: (review)

- Model sentences: (review)

- Do the chant This is my family

2 Activity 4: Read and write

- Tell pupils that they are going to read

the text and write the answers to the

questions

- Tell pupils to read the questions first

- Ask them read the email and focus on

the information needed to answer the

questions in pairs in three minutes

- Give them five mintutes to do the

task individually, go around and offer

help, if necessary

- Swap their answers before checking

as a class, provide explanations to the

- Tell pupils that they are going to write

an email to their friends to describe

their family, using the given words in

the frame

- Have them look at the given words

and decide what they are going to write

- Ask them to write about their father’s

and mother’s appearance

- Give pupils seven minutes to do the

task individually Go around offering

help, if necessary

- Get them to swap their answers before

- Chant and do action

- Listen

- Read the questions

- Work in pairs, read the email and focus on the information needed to answer in three minutes

- Answer the question individually

- Swap their answers

- Check as a class

- Listen

- Look at the given words

- Listen

- Do the task individually

- Swap and one pupil read aloud.

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calling one pupil read aloud his/her

writing

Key: Pupils’ own answer

4 Activity 6 Project

- Ask pupils to bring a photo of their

family and describe thier family

members to the class

- Ask them what they can talk about

their family member

- Get one pupil to do a demonstration in

front of the class before starting the

activity

- Give them three minutes to think

about what they are going to talk

individually and take note Go around

and offer help

- Call three pupils to the front of the

class to do the task

* Consolidation:

sentences of the unit

- Listen

- Answer: name, age, job, hobbies, appearance

- One pupil demonstrate

- Think and take note

- Three pupils talk about their family’s picture

- One pair ask and answer: What does he/she look like? He’s/She’s

- Other pair ask and answer: Who is + (comparative)? is + (comparative)

UNIT 15 WHEN’S CHILDREN DAY?

Lesson 1 - period 91 - part 1, 2

I OBJECTIVES

- Asking and answering questions about when a festival is Develop: Listening and speaking skills

- Ss look after , solve problems and study themselves

- Studious and obedient students and love their friends

- Vocabulary: Tet, Mid-Autumn festival, Christmas, childrent’s Day, New year

- Sentence patterns: - When is ? - It is on

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- Prepare a Chung cake and put it in to a

box

2 Activity 1: Look , listen and repeat

- Introduce the dialogue

- Ask Ss to listen and repeat

- Present the way to ask questions and

answer about popular festivals

- Ask Ss to read the dialogue

- Teach and give the meaning of new

- Look and listen to Mai & Tom talking about a party for children’s Day

- Listen and repeat each line of the dialogue

- Read in groups to play roles

- Read in pairs( 4-5pairs), the otherslisten and give comment

- Act it out and correct

- Listen

Lesson 1 - period 92 - part 3, 4, 5

I OBJECTIVES

- At the end of the lesson, Ss will be able to listen for specific information and look

at the pictures to write correct answers

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- Ask Ss to ask and answer about what they

did the day before

- Explain the task

- Ask Ss to look at the pictures and tell what

the characters did the day before

- Ask Ss to listen to the recording to do the

task

- Ask Ss to listen again to check

- Have some Ss give the answers

Key: 1.b 2.c 3.a

- Explain the task

- Ask Ss to look at the pictures and tell about

what the characters did the day before

-Ask Ss to guess the phrases to fill in the

1 He was at home He watered the flowers

2 She was at home She watched TV

3 They were on the beach They played

football

4 Activity 6: Let's play

Pelmanism

- Explain the rule of the game

- Devide Ss into 4 groups to play and let's Ss

play in 5 minutes

- Which group has more correct phrases they

will be the winner

* Reinforcement: Ask Ss to ask and

answer again about what they did the day

before to consolidate the lesson

- Others listen and comment

- Listen to get the task

- Group work

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I OBJECTIVES

After the lesson, students will be able to: - Asking and answering the questions about what people do at a festival Develop: Speaking skill.

- Vocabulary: make banh chung, decorate the house, firework displays

- Sentence patterns: - What do you do ? - I

- Have ss play the game: Slap the board

2 Activity 1: Look , listen and repeat

- Introduce the dialogue:

- Present the way to ask questions and

answer about what people do at a

festival

- Check some groups

- Give the meaning of new words

- Check ss’understanding by a game:

What and where

- Do the model task with a student

- Check ss

- Guiding Ss to talk

- Call some pairs to talk

- Work in groups to play the game Christmas, Children’s Day, New Year, Childdren’s Day, Teachers’ Day

- Ss look at the picture and identify the characters and what they are doing

- Look and listen to Linda and Mai talking about what people do at a festival

- Listen and repeat each line of the dialogue

- What do you do at ? - I

- Read in groups to play roles

- Read in pairs( 4-6pairs), the others listen and give comment

- Read and check

- Ss look at the picture and identify what people do at a festival in each picture

make banh chung, decorate the house,firework displays

- Read in chorus

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- Check and correct.

I OBJECTIVES

- Asking and answering questions about when a festival is, what people do at a festival Develop: Listening and writing skills

- Vocabulary: Tet, Mid-Autumn festival, Christmas, childrent’s Day, New year

- Sentence patterns: - When is ? - It is on What ?- I/We

2 Activity 4: Listen and circle

-Guide Ss listen and circle

- Call some Ss to respond the answer

- Correct

Key: 1 b 2 a 3.b 4.a

- Call on some Ss to report the answers

- Check and correct

4 Activity 5: Write your Tet.

- Guide Ss how to write about themselves

- Check and correct

- Respond

- Ss read sentences in part 4(p33) Understand what people do at a festival in each sentence, guess

- Listen twice and circle Check their guess Compare the answer with the partner

- 4 Ss answer Other give comment

- Listen again and check Ss retell what they have heard

- Look at the pictures (p33) to findthe suitable words to fill

- Complete the excercise in individually

- 2 Ss write on the board, 6-7 Ss read aloud the sentences they have written.The rest of the class listen &give comments

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*Reinforcement: T summarize the main

points of the lesson

- Listen

I OBJECTIVES

After the lesson, students will be able to pronounce correctly the sound of

the letters “cl” and “fl”

- Develop listening and writing skills

- Ss look after, solve problems and study themselves

- Phonics: the letters “cl” and “fl”

- Have Ss play the game: Slap the board

- Ask ss to read all words revised.

2 Activity 1: Listen and repeat.

- Guide Ss how to produce the sound of

the letters “ cl” and “fl”

- Read in groups./ in pairs

- Give out and check

- Ss look at the sentences, read andguess the words to fill

- Listen to the tape 2 times & fill thewords that they hear Check their

New Year

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