English 4- week 19

- Introduce the chant and ask pupils to do a matching exercise before listening to th chant (You’re going to chant about jobs and places to work. Now look at the pictures and draw lin[r]

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The second term planWeek 19 Period 71

Date of preparing: 13/1/2017

Date of teaching:4D,4C,4B- 16/1; 4A- 17/1

UNIT 11: WHAT TIME IS IT?

LESSON 1(1,2) Aims At the end of the period, pupils will be able to: Use the words and

phrases related to the topic Daily routines, ask and answer questionsabout daily routines, using What time is it? - It’s + (time)

Language

focus

Sentence patterns: What time is it? It’s + (time).

Vocabulary: time, o’clock, get up, go, go to school, breakfast,

lunch, dinner

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

2.Students’: books, notebooks, workbooks.

PROCEDURES

1 Warm up: (5’) - To prepare pupils for this lesson, play a game

with them using the numbers five, ten, fifteen,

twenty, twenty-five, forty, forty-five, fifty and five Teacher says five, then choose a pupil to say

fifty-the next number (i.e Ten) That pupil fifty-thenchooses another pupil say the next number

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2.New lesson

(25’)

1 Look, listen and repeat: (14’)

- We are going to learn to ask and answerquestion about time

- Ask students to look at the four pictures todiscuss the context in which the language is used

- Ask pupils to answer some questions such asWho are they? Where are they? And What arethey talking about?

(In Picture a, Phong’s mother tells him to get up.

In Picture b, Phong asks his mother the time, using What time is it? And his mother answers It’s seven o’clock In Picture c, Phong says he doesn’t have to go to school on Sunday In Picture

d, Phong’s mother tells him to get up for breakfast.)

- Play the recording a few times, ask studentslisten and repeat Do choral and individualrepetition, pointing to the characters speaking

- Play the recording again and ask pupils listen andrepeat

*Language note: Seven o’clock is more common

in British English, while 7 a.m./p.m is more

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common in American English.

2 Point and say: (18’)

- We are going to practice asking and answeringare used

- Point to the first picture and ask pupils to say theword seven

- Ask pupils to look at the first picture and answerthe question: What time is it?

- Ask pupils to do chorally and individually

- Ask pupils to practice in pairs

- Repeat the same procure with the rest of thepictures

- Ask a few pairs to act out the dialogue in front ofthe class

* Language note:

American English: British English:

seven fifteen a quarter pass seven

seven thirty half past seven seven forty-five a quarter to eight

* Work in pairs Ask your partners what time

It’s + (time)

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Whole classIndividuallyPairs/GroupPair workPair work

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3.Reinforcement

(5’)

? What’s the content of the lesson? Individually

4 Homelink: (2’) Learn by heart the new words and structures

Prepare for new lesson

Whole class

Week 19 Period 72

Date of teaching:4D- 16/1; 4A- 17/1; 4C,4B-18/1

LESSON 1(3,4,5)

Aims At the end of the period, pupils will be able to: listen and write

specific information about daily routines

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PROCEDURES

1 Warm up: (5’) - Spend a few minutes revising the previous

lesson by getting pupils to play Bingo, usingthe five times in Activity 2, and seven twenty,seven thirty-five, seven forty and seven fifty-five (nine diferent times in total) Then havethe class make sentences with the words thatwere used in the game, using It’s + (time)

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2.New lesson

(25’)

3 Listen and tick: (8’)

- We are going to listen to three dialoguesabout times and tick the correct pictures

- Ask pupils to look at the pictures to identify

the time (1a Five o’cloc,k 1b Six o’clock 1c.

Seven o’clock 2a Seven fifteen 2b Seven thirty 2c Seven forty-five 3a Eight fifteen 3b.

Seven forty-five 3c Eight fifty.) Ask pupils to

say the times aloud

- Play the recording few times Ask pupilslisten and tick the correct pictures

- Ask pupils to swap their answers

Key: 1 b 2 b 3 a Audio script:

1 Mother: Mai, it’s time for breakfast now.

Mai: What time is it, Mum?

Mother: It’s six o’clock.

Mai: OK, Mum.

2 Phong: What time is it Tony?

Tony: It’s seven thirty.

Phong: Seven thirteen or seven thirty?

Mai: Seven thirty.

Phong: Thank you.

Tony: You are welcome.

3 Nam: What time is it, Mai?

Mai: It’s eight o’clock.

Nam: Eight fifteen or eight fifty?

Mai: Eight fifteen.

Nam: Thank you.

Mai: You’re welcome.

4 Look and write: (12’)

- We are going to write the answers to the

question What time is it? with the picture cues.

- Ask pupils to look at the clock and the answer

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Whole class/PairworkPairwork

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in 1.

- Ask pupil to look at the other clocks and usethe appropriate words to complete the answers

- Ask pupils to work in pairs

- Ask pupils to do the tast independently

- Ask pupils to swap their answers

- If there is inough time, invite some pairs toact out the dialogues

- Ask a group of four to the front of the class

One group sings the questions, and the othersings the answers

- Ask the class to sing the song again and clapyour hands to reinforce the activity

Whole class

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Whole class/IndividuallyGroupworkGroupwork

3.Reinforcement

(5’)

Aims At the end of the period, pupils will be able to: Ask and answer

questions about daily routines, using What time do you ?

PROCEDURES

1 Warm up: (5’) Spend a few minutes revising the previous lesson

by calling some pupils to the front of the class to

sing the song What time is it? The rest of the class

Groupwork

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2.New lesson

(25’)

- We are going to learn to ask and answerquestions about daily routines

- Ask pupils to look at the four pictures tounderstand the context in which the language isused

- Ask pupils to listen In the first picture, Tony

asks Linda What time do you get up? And Linda answers Six o’clock In the second picture, Linda and Tony ask and answer about the time now, using What time is it now? And Seven fifteen In the last two pictures, Linda says that they are late for school, so they start running

- Play the recording more than once, ask studentslisten and repeat Do choral and individualrepetition, pointing to the characters speaking

- Play the recording again and ask pupils listen andrepeat

*Language note:

We use o’clock to refer to an exact hour (i.e when the minute hand strikes 12).

2 Point and say: (14’)

- We are going to practice asking and answeringquestions about the time for daily activities

- Ask pupils to look at the pictures and teach the

phrases :get up, have breakfast, have dinner and

go to bed.

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

What time do you get up? and another to answer I get up at six o’clock.

- Ask pupils to do choral and individual repetition

Repeat the same procedure with the rest of thepictures

- Ask pupils to work in pairs, pointing to thecharacters speaking and to role-play the dialogue

3 Let’s talk: (8’)

- We are going to revise what we have learn inLesson 1 and 2

- Ask pupils to work in pairs: one pupil asks the

questions What time is it? and What time do you

? and the other gives the answers Then they swap

roles

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Whole classIndividually

……

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- Call on a few pairs to act out the dialogue infront of the class

- If there is enough time, ask some pupils to talk

about their daily routines, e.g I get up at six

o’clock I have breakfast at six thirty and I go to school at seven o’clock, etc.

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3.Reinforcement

(5’)

Whole class

Date of teaching:4C- 19/1; 4A,4B,4D- 20/1

LESSON 2(4,5,6)

Aims At the end of the period, pupils will be able to: listen and write

specific information about daily routines

Language

focus

Sentence patterns: review Vocabulary: review

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

PROCEDURES

1 Warm up: (5’) Spend a few minutes revising the previous lesson

by asking some pupils to go to the front of theclass and talk about the daily routines

Individually

2.New lesson

(25’)

4 Listen and draw the time: (9’)

- We are going to listen to Tom’s daily routine anddraw the hands of the clocks

- Focus their attention on the pictures and discusswith them what Tom does every day Then tellthem to look at the clock in each picture andexplain that they have to draw the hands to showthe time Check understanding

- Play the recording more than once, ask pupilslisten to recording and draw the times

- Ask pupils swap their answers Check

Whole classPair work

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o’clock I have breakfast at 7.30 I go to school from 9 a.m to 3 p.m I go home at 3.45 In the evening I have dinner at seven I watch TV at eight and go to bed at nine.

5 Draw and write the time: (15’)

- We are going to draw the time and write abouttheir daily routines

- First, ask pupils to look at the questions andidentify what daily routines they are going to writeabout Then have pupil draw the hands of theclocks to show the times they usually do theseactivities Finally, ask pupils to write the answers

to the questions, using the clocks they have justdrawn

- Ask pupils to do the task independently

- Ask pupils to swap their answers Check

6 Let’s play: (8’)

- We are going to play the game Pass the secret!

Follow the procedures in Games in Introduction

- Divide the lass into groups of six or seven Askpupils to sit in circles Pupil 1 in each circle

whispers a sentence to Pupil 2, e.g I get up at six

o’clock Then Pupil 2 whispers the same sentence

to Pupil 3 Continue until the last pupil has heard

the sentence and said it aloud The group that saysthe sentence correctly in the shortest time will winthe game

- Call on one group to act out the game in front ofthe class

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IndividuallyPair workT- WCGroup work

Group work

3.Reinforcement

(5’)

Whole class

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Date of teaching:4D,4C,4B- 23/1;4A- 24/1

LESSON 3(1-2-3) Aims At the end of the period, pupils will be able to: Use the words and

phrases related to the topic Daily routines,pronounce the sounds of

the letters oo in the words cook and noon respctively.

Language

focus

Sentence patterns: review Vocabulary: review

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

PROCEDURES

1 Warm up: (5’) - Spend a few minutes revising the previous lesson

by getting some pupils to play the game “Pass thesecret” You may also ask them to do a dictation,using some sentences learnt in the previous

lessons ( e.g Mai gets up at six o’clock She has

breakfast at 6.15 She goes to school at 6.30 In the everning, she watches TV at eight and goes to bed at 9.45)

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2.New lesson

(25’)

- Tell Ps that they are going to practise saying the

sounds of the lettes oo in the word cook, book,

noon and school respectively.

- First, put the letters oo on the board Play the

recording and ask Ps to repeat a few time Then

write the word cook, book, noon and school and

the four sentences on the board, play the recording

and ask Ps to repeat a few more times Play the

recording a few more times and let Ps say thesentences , paying attention to the target sounds

- Do choral and individual repetition of thesounds, words and sentences until Ps feelconfident

- Get some Ps to perform in front of the class

Check as a class and correct the pronunciation, ifnecessary

2 Listen and write Then say aloud (9’)

- Tell Ps that they are going to listen to therecording and write the words in the blanks of the

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- Give the class a few seconds to read thesentences in silence and guess the words to fill inthe blanks

- Have ps listen to the recording and write theappropriate words in the blanks Play the recordingmore than once, if necessary

- Have them swap their answers before checking

as a class Then ask ps to read the sentences aloud

Go aroud and offer help, if necessary

Key: 1 book 2 school 3 cook 4 noon

3 Let’s chant (7’)

- Tell Ps that they are going to say the chant

Follow the procedure in Teaching the unit

Show Ps how to chant and do actions

- Divide the class into groups of four and call twogroups to give a demonstration: one group chantsthe questions , the other chants the anwers

- Get groups to sit opposite of each other andpractise chanting and doing acting Go aroundoffering help, if necessary

- Call three groups to front of the class to chantand do actions The rest of the class claps along tothe rhythm

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3.Reinforcement

(5’)

Whole class

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Date of teaching:4C,4B- 6/2; 4A- 7/2//2017

LESSON 3(4-5-6) Aims At the end of the period, pupils will be able to: Use the words and

phrases related to the topic Daily routines,pronounce the sounds of

the letters oo in the words cook and noon respctively.

Language

focus

Sentence patterns:

Vocabulary:

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

PROCEDURES

1 Warm up: (5’) - Spend a few minutes revising the previous

lesson Get two pairs of ps to go to the front ofthe class to say the chant What time do you go toschool?

Pairwork

2.New lesson

(25’)

4 Read and complete.(9)

- Tell Ps that they are going to read the textabout Phong’s daily routine and complete thepassage

- Get them to read the sentences Tell them thatthey have to fill in the blanks with the times thatPhong does the activities Then ask them to readthe text and find the approprivate times/ words tofill the gaps If necessary, get ps to work in pairs

or small groups

- Give ps time to do the task independently

- Ps to swap their answers before checking as aclass

- ask one ps to write on the board

Key: 1 7a.m/ seven 2 5/five ( o’clock) 3 has

- Have them work in pairs or groups to discusswhat they are going to write Focus ps on whatactivities Linda does and the time she does theseactivities by looking at the clock Remind them

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to write the verbs in the third person singular.

Check comprehension

- Give ps time to do the task independently

- Get them to swap their answers beforechecking as a class

- If there is time, ask one ps to write the paragrap

on the board

Key: She has breakfast at six forty- five She

goes to school at seven She watches TV at eight thirty And she goes to bed at nine fifteen.

- Call some ps to the front of the class and tell the class about their partners friends

- Make this activity more challenging,

- May ask them not to look at the cards

IndividuallyPairworkIndividually

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IndividuallyWhole class

3.Reinforcement

(5’)

Whole class

Date of teaching:4D- 6/2; 4A- 7/2; 4C,4D- 8/2/2017

UNIT 12: WHAT DOES YOUR FATHER DO?

LESSON 1 (1-2) Aims At the end of the period, pupils will be able to: use the words and

phrases related to the topic Jobs

- Ask and answer questions about someone’s job, using What does your…… do? He/ She’ a…………

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