GIÁO ÁN TIẾNG ANH 4

Look, listen and repeat: - Tell pupils that they are going to read a story in which the characters ask and answer questions about where they are from.. Look, listen and repeat: - Tell th

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- By the end of this lesson, pupils will be able to use the words and phrases

related to the topic “Meeting people” and greet and respond to greetings

formally

II Languages focus:

- Vocabulary: morning, afternoon, evening

- Structures:

- Good morning/ Good afternoon./ Good evening

III Teaching aids:

- Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape

- Students’ aids: books, notebooks, workbooks

IV Anticipated problems:

Pupils have difficulty in distinguishing

the way to greet informal and formal

Explain clearly between Hi/Hello and Good……

- Greet the class by saying Hello/Hi How are you? Ask

pupils to respond with Hello/Hi, I’m file Thank you And you? Encourage pupils to greet each other in pairs Then have the whole class sing the song Hello ( Tieng Anh 3, Unit 1) and clap hands.

- Get pupils to open their book on page 6 and read the

title Ask them to look at the first four pictures andexplain the context

II New lesson

1 Look, listen and repeat:

- Tell pupils that they are going to learn to greet and respond

to greetings formally

- Have the class look at the four pictures to discuss the

context in which the language is used Ask them questions

such as: Who are they? Where are they? What are they

Whole Class

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- Play the recording all the way through for the class to listen

and follow in their books

- Play it again for them to repeat line by line( do choral and

individual repetition)

- Point to each picture for them to say the words in each

bubble

- Divide the class into groups to practice saying the dialogue

- Call some pupils to be in front of the class to say out

2 Point and say:

- Tell the class that they are going to practice greeting and

responding to each other formally , using Good morning,

Good afternoon and Good evening.

- Have them look at the pictures to understand how the

language is used in different contexts Point to the first

picture and elicit the formal greeting used in the morning

Ask them to say the phrase chorally and individually

- Have pupils practice in pairs, using the prompts in the

bubbles Monitor the activity and offer help, if necessary

- Invite one or two pairs to speak to check their performance

Give feedback

3 Greet your teachers in the classroom or at school.

- Tell the class that they are going to practice using Good

morning or Good afternoon.

- Set a time limit for the class to practice Monitor the activity

and offer help, if necessary

- Invite a few pupils act out the greeting with you Then give

feedback

III Summary:

- Require pupils to remember how to greet and respond to

greetings formally, using Good morning, Good afternoon

and Good evening.

IV Home link:

- Remind pupils to learn the words and the structure by heart

- Pupils prepare for the next lesson

Whole ClassWhole ClassWhole Class

Group workIndividual

Whole Class

Teacher-Pair workIndividual

Whole ClassGroup workIndividual

Whole ClassStudents takenote

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related to the topic “Meeting people” and say and respond to goodbye, using

Goodbye/Bye/Good night and See you tomorrow/See you later.

- Vocabulary: night, tomorrow, later, again, see, meet, Viet Nam, England

- Structures:

- Good bye/ Bye/ Good night

- See you tomorrow/ See you later

Nice to see you again and Nice to meet

- Spend a few minutes revising the previous lesson by calling

some pupils to the front of the class to sing the song Good

morning to you The class may sing the song, clapping hands.

II New lesson

- Tell the class that they are going to learn to say and respond

to goodbye

- Have the class look at the three pictures to understand the

context in which the language is used Ask them questions

such as: Who are they? Where are they? What are they

talking about?

- Play it again for them to repeat line by line

Teacher-Whole Class

Whole Class

Teacher-Whole Class

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- Divide the class into groups to practice saying the dialogue.

2 Point and say

- Tell the class that they are going to practice saying and

responding to goodbye

- Draw their attention to the pictures to understand how the

language is used in different contexts Ask pupils to look at

the first two pictures Tell them that they are going to

practice saying and responding to Goodbye See you

tomorrow/ See you later.

- Point to the first picture and get one pupil to say Goodbye

See you tomorrow, and another respond

- Have pupils practice in pairs Monitor the activity and offer

help, if necessary

- Invite one or two pairs to perform the activity Then give

feedback

3 Let’s talk.

- Tell the class that they are going to revise what they have

learnt in Lesson 1 and 2

- First, get one pupil to act as a teacher to greet and respond

- Have pupils work in pairs, acting out how to say and

respond to goodbye, using Goodbye/Bye/Good night and See

you tomorrow/See you later

- Invite one or two pairs to act out their conversations Then

give feedback

III Summary:

- Require pupils to remember how say and respond to

goodbye, using Goodbye/Bye/Good night and See you

tomorrow/See you later

IV Home link:

Group workIndividualWhole Class

Whole Class

Whole ClassIndividualPair workIndividual

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- By the end of this lesson, pupils will be able to pronounce the sounds of

letter l and n in the words Linda and night respectively.

- Vocabulary:

- Structures:

Spend a few minutes revising Good morning/ Good

afternoon/ Good evening and See you tomorrow/ See you

later Get pupils to do a dictation, using the phrases learnt in

the previous lessons

II New lesson

1 Listen and repeat:

- Tell the class that they are going to practice the sounds of

- First, put the letter l and n on the board Play the recording

and ask pupils to repeat a few times The write the words

Linda and night and the sentences on the board.

- Play the recording a few times and let pupils say the word

and the phrases

- Do choral and individual repetition of the sounds, words

and phrases until pupils feel confident

- Invite some pupils to perform the activity Then give

feedback

Teacher-Whole Class

Whole Class

Teacher-Whole Class

Individual

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8-10’

3’

2’

2 Listen and circle Then write and say aloud.

- Tell the class that they are going to listen and circle the

correct options and then write the words in the blanks

- Give them a few seconds to read the sentences in silence

and guess the words to fill the gaps

- Have pupils to listen and circle Allow them time to do the

task independently

- Give them time to write the words in the gaps

independently Have them swap their answers before

checking as a class Go around and offer help, if necessary

- Ask pupils to read the sentences aloud

Key : 1b 2b 3b 4a

3 Let’s chant.

- Tell class that they are going to say the chant

- Have them read the chant and check their comprehension

- Play the recording all the way through for pupils to listen

and follow in their books Then play it again for them to

repeat line by line Show them how to chant and do the

actions

- Put the class into three groups to practice chanting and

doing actions Go round and offer help, if necessary

- Invite three pairs to the front of the class to chant and do the

actions The rest claps along to the rhythm

III Summary:

- Require ss to remember how to pronounce the sounds of

IV Home link:

- Remind pupils to practice pronounce the sounds of letter l

and n in the words Linda and night respectively.

Whole ClassIndividual

Whole ClassWhole Class

Teacher-Group workIndividual

Whole Class

Teacher-Students takenote

• Comment:

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UNIT 2: I’M FROM JAPAN.

Period 4 - Lesson 1

I Objectives:

related to the topic “Countries” and ask and answer questions about where

someone is from, using Where are you from? I’m from….

- Vocabulary: Japan, America, Malaysia, Australia, England, Viet Nam,

country.

- Structures: Where are you from?

I’m from…

America and USA, The UK

- Greet pupils and get their responds, using the words and

phrases they learnt in U1 Then revise the previouslesson by having them say the chant on page 10

II New lesson

- Tell pupils that they are going to read a story in which the

characters ask and answer questions about where they are

from

- Have the class look at the four pictures Introduce the story

by pointing to each character and ask Who is this? Where are

they? What is he/she doing? What does he/she say?

bubble

Whole Class

Teacher-Whole ClassWhole ClassWhole Class

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8-10’

3’

2’

- Tell the class that they are going to and ask and answer

questions about where someone is from, using Where are you

from? I’m from….

picture and do the task with one pupil Ask them to say the

sentences chorally and individually Repeat the same

procedure with the rest of pictures

Give feedback

3 Work in pair Imagine you are Hakim/Tom/Tony…

- Tell the class that they are going to play the roles of the five

characters and introduce themselves

- Get pupils to work in pairs Set a time limit for the class to

practice Monitor the activity and offer help, if necessary

- Invite a few pupils to perform in front of the class Then

give feedback

III Summary:

- Require pupils to remember how to and ask and answer

questions about where someone is from, using Where are you

from? I’m from….

IV Home link:

Whole Class

Whole ClassGroup workIndividual

Whole Class

• Comment:

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related to the topic “Nationalities” and ask and answer questions about one’s

nationality, using What nationality are you? I’m ……….

- Vocabulary: nationality, Japanese, American, Malaysian, Australian,

English, Vietnamese.

- Structures:

- What nationality are you?

- I’m ……….

countries and nationalities

Explain clearly by many examples

- Spend a few minutes revising the previous lesson by having

the class sing the song Where are you from? Then explain the

word nationality in Vietnamese before introducing the new

lesson

II New lesson

- Tell the class that they are going read a story in which the

characters ask and answer questions about one’s nationality

- Have the class look at the pictures to understand the context

in which the language is used Ask them questions such as:

Who are they? Where is she? What is she doing?

Teacher-Whole Class

Whole Class

Teacher-Whole Class

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2 Point and say

- Tell the class that they are going to ask and answer

questions about one’s nationality

- Have them read the reminder box at the bottom of the page

and tell them how to form the nationality from the name of

country

- Point to the first picture and get one pupil to ask What

nationality are you? And another answer I’m Vietnamese.

Repeat the same procedure with the rest of pictures

help, if necessary

feedback

3 Let’s talk.

- Tell the class that they are going practice more with the

question What nationality are you?

- Have pupils select the characters they would like to role

play and ask and answer the three questions in the book in

pairs

- Expand the activity by asking pupils to use their genuine

names and those of the local city or town

- Invite one or two pairs to act out their conversations Then

give feedback

III Summary:

- Require pupils to remember how to ask and answer

questions about one’s nationality, using What nationality are

you? I’m ……….

IV Home link:

Group workIndividualWhole Class

Whole Class

Whole ClassPair work

Teacher-Individual

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- By the end of this lesson, pupils will be able to pronounce the sounds of

letter j and v in the words Japan and Vietnamese

- Vocabulary:

- Structures:

Spend a few minutes revising the previous lesson by asking

six students to point and introduce Mai, Linda, Tony, Peter…

Use flashcards if possible

II New lesson

letter j and v in the words Japan and Vietnamese.

- First, put the letter j and v on the board Play the recording

and ask pupils to repeat a few times Then write the words

Japan and Vietnamese and the sentences on the board.

and the phrases

feedback

Teacher-Whole Class

Whole Class

Teacher-Whole Class

Individual

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8-10’

3’

2’

2 Listen and tick Then say aloud.

- Tell the class that they are going to listen and tick the

correct words and then say them aloud

and guess the answers

- Have pupils to listen and tick Allow them time to do the

task independently

- Have them swap their answers before checking as a class

Go around and offer help, if necessary

Key : 1b 2a

- Tell class that they are going to say the chant What

nationality are you?

actions

III Summary:

- Require pupils to remember how to pronounce the sounds

of letter l and n in the words Linda and night respectively.

IV Home link:

- Remind pupils to practice pronounce the sounds of letter j

and v in the words Japan and Vietnamese

Whole Class

• Comment:

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UNIT 3: WHAT DAY IS IT TODAY?

I Objectives:

related to the topic “Days of the week” and ask and answer questions about the day of the week, using What day is it today? It’s….

- Vocabulary: today, Monday to Sunday

- Structures: What day is this today?

It’s…….

- Spend a few minutes revising the previous unit by

having the class sing the song Where are you from? Then

write today’s date on the board and introduce about thename of the days

II New lesson

characters and ask and answer questions about the day of the

week

by pointing to each character and ask Where are they? Who’s

the teacher? What day is it? What lesson is it?

Whole Class

Teacher-Whole Class

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questions about the day of the week, using What day is it

today? It’s….

Give feedback

3 Work in pair Ask your partner what day is it today.

- Tell the class that they are going to practise asking

questions about the days of the week, using What day is it

today? and answer with the name of a specific day.

- Have them play a guessing game in pairs

- Get pupils to play in pairs Set a time limit for the class to

play Monitor the activity and offer help, if necessary

give feedback

III Summary:

- Require ss to remember how to ask and answer questions

about the day of the week, using What day is it today? It’s….

IV Home link:

Whole Class

Whole ClassGroup work

Teacher-Individual

Whole Class

• Comment:

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UNIT 3: WHAT DAY IS IT TODAY?

I Objectives:

- By the end of this lesson, ss will be able to use the words and phrases related to

the topic “Days of the week” and ask and answer questions about weekly

activities, using What do you do on……….? I…….in the morning/ afternoon.

- Vocabulary:

- Structures:

- What do you do on……….?

- I…….in the morning/ afternoon.

- Spend a few minutes revising the previous lesson by having

the class sing the song We have English today

II New lesson

characters ask and answer questions about weekly activities

Who is this? Where are they? What does Nam do on

Fridays?

bubble

Teacher-Whole Class

Whole Class

Teacher-Whole Class

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8-10’

3’

2’

2 Point and say

questions weekly activities

- Let them look at the table in their books Ask them to

identify the days when the characters do the activities Check

comprehension

- Point to the table and get one pupil to ask What do you do

on Mondays? And another answer Repeat the same

procedure with the rest of rows and columns

help, if necessary

feedback

3 Let’s talk.

- Tell the class that they are going revise what they have

- Get them to work in pairs

- Remind them to answer with fact about themselves

- Call a few pairs to act out their conversation Then give

feedback

III Summary:

- Require pupils to remember how to ask and answer

questions about weekly activities, using What do you do

on……….? I…….in the morning/ afternoon.

IV Home link:

Whole Class

Whole ClassPair workIndividual

Whole Class

* Comment:

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- By the end of this lesson, ss will be able to pronounce the sounds of

letter ir, er and ur, the words First, Thursday and her

- Vocabulary:

- Structures:

Spend a few minutes revising the previous lesson calling one

or two pairs of pupils to act out the story in Lesson 2,

Activity 1

II New lesson

- Tell the class that they are going to practise the

sounds of letter ir, er and ur, the words First, Thursday

and her.

- First, put the letter ir, er and ur on the board Play the

recording and ask pupils to repeat a few times Then write the

words First, Thursday and her and the sentences on the

board

and the phrases

feedback

Teacher-Whole Class

Whole Class

Teacher-Whole Class

Individual

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8-10’

3’

2’

2 Listen and circle Then say aloud.

correct words and then read the sentences aloud

task independently

Key : 1b 2b 3a

- Tell class that they are going to say the chant What do you

do on… ?

actions

- Put the class into three groups to practise chanting and

III Summary:

- Require ss to remember how to pronounce the sounds

of First, Thursday and her.

IV Home link:

- Remind pupils to practise pronounce the sounds

First, Thursday and her.

Whole Class

• Comment:

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UNIT 4: WHEN’S YOUR BIRTHDAY?

I Objectives:

related to the topic “Dates” and ask and answer questions about the dates, using What is the date today? It’s….

- Vocabulary: 12 months, ordinal number

- Structures: What is the date today?

It’s…

Pupils may have difficulty in

remembering the ordinal number

Have pupils write all in the notebook

- Spend a few minutes revising the previous lesson by

asking the class to say the chant What do you do on….?

and to clap their hands

II New lesson

characters and ask and answer questions about dates

by pointing to each character and ask Who are they? Where

are they? What are they saying?

Whole Class

Teacher-Whole Class

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8-10’

3’

2’

questions about dates, using What is the date today? It’s….

Give feedback

3 Tell your class the date today.

- Tell the class that they are going to practice asking

questions about the real date, using What is the date today?

It’s….

- Get pupils to play in pairs One point s to the calendar and

asks the question, the other looks at the calendar and answer

You can call one pupil to write the answer on the board

- Set a time limit for the class to do the task Monitor the

activity and offer help, if necessary

give feedback

III Summary:

about the dates, using What is the date today? It’s….

IV Home link:

Whole Class

Teacher-Individual

Whole Class

• Comment:

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- By the end of this lesson, ss will be able to use the words and phrases related to

the topic “Birthdays” and ask and answer questions about someone’s birthday, using When’s your birthday? It’s on the……

- Vocabulary:

- Structures:

- When’s your birthday?

- It’s on the…….

Pupils may make a mistake when ask

and answer about date and birthday

Remind them to pay attention to “on” inthe answer of the birthday

- Spend a few minutes revising the previous lesson by asking

some pupils to go to the front of the class to sing the song

What’s the date today? Have the class clap hands.

II New lesson

characters ask and answer questions about someone’s

birthday

Who are they? Where are they? What are they saying?

Teacher-Whole Class

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2 Point and say

questions about someone’s birthday

- Let them look at pictures and focus on the months and the

circle dates Teach the months Check comprehension Have

pupils repeat each word a few times

- Point to the picture a and ask pupils to say the date Then

let one pupil ask When’s your birthday? and another answer

Repeat the same procedure with the rest of pictures

help, if necessary

feedback

3 Let’s talk.

- Tell the class that they are going revise what they have

- Remind them to answer with real dates of their birthdays

feedback

III Summary:

about someone’s birthday, using When’s your birthday? It’s

on the……

IV Home link:

Whole Class

Whole ClassPair workIndividual

Whole Class

* Comment:

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letter th and ch, the words fourth and March respectively.

- Vocabulary:

- Structures:

Spend a few minutes revising the previous lesson calling

some pupils to the front of the class to sing the chant Months

of the year Ask the class to chant and clap their hands or do

actions

II New lesson

- Tell the class that they are going to practise the sounds of

letter th and ch, the words fourth and March respectively

- First, put the letter th and ch on the board Play the

words fourth and March and the sentences on the board.

and the phrases

feedback

Teacher-Whole Class

Whole Class

Teacher-Whole Class

Individual

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8-10’

3’

2’

correct words and then read the sentences aloud

task independently

Key : 1b 2a 3a 4a

- Tell class that they are going to say the chant When’s your

birthday?

actions

III Summary:

- Require pupils to remember how to pronounce the

sounds of letter th and ch, the words fourth and March

respectively

IV Home link:

- Remind pupils to practice pronounce the sounds letter th

and ch, the words fourth and March at home.

Whole Class

• Comment:

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UNIT 5: CAN YOU SWIM?

I Objectives:

related to the topic “Things we can do” and ask and answer questions about

what someone can/can not do, using What can you do? I can……

- Vocabulary: can, ride, cook, skate, skip,sing, swim, swing, dance

- Structures: What can you do?

I can……

- Revise the verbs/ verb phrases to talk about activities

pupils learnt in Tieng Anh 3

II New lesson

characters ask and answer questions about what someone

can/can not do

are they? What are they doing?

Whole Class

Teacher-Whole Class

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8-10’

3’

2’

questions about what someone can/can not do, using What

can you do? I can……

Give feedback

3 Tell your class

- Tell the class that they are going to practice asking

questions about what someone can/can not do, using What

can you do? I can……

- Get pupils to work in pairs One asks the question, the other

answer with facts about themselves You can call one pupil to

write the answer on the board

give feedback

III Summary:

about what someone can/can not do, using What can you do?

I can……

IV Home link:

Whole Class

Teacher-Individual

Whole Class

• Comment:

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related to the topic “Things we can do” and ask and answer questions about

whether someone can do something, using Can you… ? Yes, I can/ No, I can

not.

- Vocabulary: play, guitar, piano, volleyball, table tennis, chess

- Structures:

- Can you… ?

- Yes, I can/ No, I cannot.

some pupils to the front of the class to talk about what they

can or cannot do

II New lesson

characters ask and answer questions about whether someone

can do something

Who are the boys? Where are they? What are they doing?

Teacher-Whole Class

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2 Point and say

questions about whether someone can do something

- Point to the first picture and model the task with one pupil,

using the sentences in the bubbles and the phrases under the

pictures Ask pupils to say the question and answer chorally

and individually Repeat the same procedure with the rest of

- Tell the class that they are going to practice asking and

answering about someone’s ability, using Can you… ? Yes, I

can/ No, I cannot.

- Do the task with one pupil as a model Put the sentences on

the board and do choral and individual repetition

- Remind them to answer with their real abilities

feedback

III Summary:

about someone’s ability, using Can you… ? Yes, I can/ No, I

cannot.

IV Home link:

Whole Class

* Comment:

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letter s and sw, the words sing and swim respectively.

- Vocabulary:

- Structures:

Spend a few minutes revising the previous lesson calling

some pupils to the front of the class to sing the song Can you

swim? Ask the class to listen and clap their hands.

II New lesson

letter s and sw, the words sing and swim respectively

- First, put the letter s and sw on the board Play the recording

and ask pupils to repeat a few times Then write the words

sing and swim and the sentences on the board.

and the phrases

feedback

2 Listen and number Then say aloud.

- Tell the class that they are going to listen and number the

Teacher-Whole Class

Teacher-IndividualTeacher-

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3’

2’

sentences and then read the sentences aloud

- Have pupils to listen and number Allow them time to do

the task independently

Key : a4 b1 c2 d3

- Tell class that they are going to say the chant Can you sing?

actions

III Summary:

of letter s and sw, the words sing and swim respectively

IV Home link:

- Remind pupils to practice pronounce the sounds letter s and

sw, the words sing and swim at home.

Pair workIndividual

Whole Class

• Comment:

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REVIEW 1

Period 16

I Objectives:

- By the end of this lesson, pupils will be able to : +listen and identify specific

information related to the theme Me and my friends

+ read and identify specific information related to the theme Me and my friends

- Vocabulary:

- Structures:

1 Listen and tick:

- Tell the class that they are going to listen to five dialogues

and tick the correct pictures

- Give them a few seconds to look at the pictures Ask them

to identify the similarities and differences among them

Check understanding

- Play the recording for pupils to listen, do the task and check

their answers

- Get pupils to swap their answers before you check as a

class Explain the answers and give further support to pupils

who got more than half of the answer wrong

Key: 1b 2b 3b 4c 5a

2 Read and write.

- Tell the class that they are going to read the text and write

the answers to the questions

- Give them a few seconds to read the text and questions in

silence Check understanding Then have pupils read the text

again, focusing on the information to answer the questions

Teacher-Whole Class

Pair work

Teacher-Whole ClassIndividual

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8’

- Give pupils time to do the task independently

- Get pupils to swap their answers before checking as a class

Provide explanations, if necessary

feedback

3 Read and match.

- Tell the class that they are going to read the sentences on

the left and pair them with those on the right by drawing a

line between them Check understanding

- Give them time to do the task independently

- Get pupils to swap their answers before checking as a class

Provide explanations, if necessary Give feedback

- Have a few pairs act out the dialogues

Key: 1d 2a 3e 4c 5b

4 Look and write Then say.

- Tell the class that they are going to look at the pictures and

write about the character Tom Elicit the words to fill the

gaps

- Give them a few seconds to look at the pictures to get

information about Tom

- Get them to work in pairs Monitor the activity and offer

Teacher-IndividualPair work

Whole ClassIndividualPair workIndividual

Teacher-* Comment:

Lưu ý: Tuần này trả 1 tiết BTVN ở tuần 5

Trang 33

related to the topic “School” and ask and answer questions about where a school

is, using Where’s your school? It’s in + (place)

- Vocabulary: street, road, village, district, address

- Structures: Where’s your school?

It’s in + (place).

- A few minutes asking and answering questions about the

pupils’ school ( in Vietnamese) Then get pupils to opentheir books on page 40 and read the title

II New lesson

characters ask and answer questions about where a school is,

using Where’s your school? It’s in + (place)

are they? What are they talking about?

bubble

Whole Class

Teacher-Whole Class

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8-10’

3’

2’

questions about where a school is, using Where’s your

school? It’s in + (place).

Give feedback

3 Work in pairs Ask and answer questions about your

school Ask its name and where it is.

- Tell the class that they are going to say the name and

location of their own school

answer with facts about their own school You can call one

pupil to write the answer on the board

give feedback

III Summary:

about where a school is, using Where’s your school? It’s in +

(place)

IV Home link:

Whole Class

Teacher-Individual

Whole Class

• Comment:

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related to the topic “School” and ask and answer questions about what class

someone is in, using What class are you in? I’m in Class…….

- Vocabulary: class, school, study

- Structures:

- What class are you in?

- I’m in Class…….

some pupils to the front of the class to sing the song This is

the way The class may sing the song, clapping hands.

II New lesson

characters ask and answer questions about what class

someone is in

Who are they? Where are they? What are they saying?

bubble

Teacher-Whole Class

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8-10’

3’

2’

2 Point and say

questions about what class someone is in, using What class

are you in? I’m in Class……

- Point to the first picture and model the task with one pupil,

using the sentences in the bubbles and the phrases under the

pictures Ask pupils to say the question and answer chorally

and individually Repeat the same procedure with the rest of

- Tell the class that they are going to revise what they have

learnt in Lesson 1 and 2, using facts about themselves.

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

the pronunciation, if necessary

III Summary:

about what class someone is in, using What class are you in?

I’m in Class…….

IV Home link:

Whole Class

* Comment:

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letter sch, sk and str, the words school, skipping and street respectively.

- Vocabulary:

- Structures:

Spend a few minutes revising the previous lesson by getting

pupils to do a dictation You can choose some sentences

learnt in the previous lessons

II New lesson

- Tell the class that they are going to practice the

sounds of letter sch, sk and str, the words school, skipping

and street respectively.

- First, put the letter sch, sk and str on the board Play the

words school, skipping and street and the sentences on the

board

and the phrases

feedback

Teacher-Whole Class

Teacher-Individual

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8-10’

3’

2’

sentences and then read the sentences aloud

- Have pupils to listen and number Allow them time to do

the task independently

Key : 1b 3b c2 4a 5a

- Tell class that they are going to say the chant School,

school, school!

actions

III Summary:

of letter sch, sk and str, the words school, skipping and

street respectively.

IV Home link:

- Remind pupils to practice pronounce the sounds letter sch,

sk and str, the words school, skipping and street at home.

Whole Class

• Comment:

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UNIT 7: WHAT DO YOU LIKE DOING?

I Objectives:

related to the topic “My hobby” and ask and answer questions about what

someone like doing, using What do you like doing? I like + V-ing + (noun)

- Vocabulary: listening to music, watching TV, swimming, cooking,

collecting stamps

- Structures: What do you like doing?

I like + V-ing + (noun)

Pupils may have difficulty in adding –

ing after verb

Explain carefully that like + V-ing

- Spending a few minutes revising the previous lesson by

asking a group of five pupils to go to the front of the

class and sing the song This is the way Have the class

sing along and do actions

II New lesson

characters ask and answer questions about what someone like

doing

are they? What are they talking about?

Whole Class

Teacher-Whole Class

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questions about what someone like doing, using What do you

like doing? I like + V-ing + (noun).

Give feedback

3 Work in pairs Tell your partners what you like doing.

- Tell the class that they are going to practice using What do

you like doing? I like…….

answer with facts about their own hobbies You can call one

pupil to write the answer on the board

give feedback

III Summary:

about what someone like doing, using What do you like

doing? I like + V-ing + (noun)

IV Home link:

Whole Class

Teacher-Individual

Whole Class

• Comment:

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