English 4- week 19

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The second term plan

Week 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 questions
about 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

fifty-five. Teacher says five, then choose a pupil to say

the next number (i.e. Ten). That pupil then
chooses 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 answer
question about time.

- Ask students to look at the four pictures to
discuss the context in which the language is used.
- Ask pupils to answer some questions such as
Who are they? Where are they? And What are
they 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 students
listen and repeat. Do choral and individual
repetition, pointing to the characters speaking.
- Play the recording again and ask pupils listen and
repeat.

*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 answering
are used.

- Point to the first picture and ask pupils to say the
word seven.

- Ask pupils to look at the first picture and answer
the 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 the
pictures.

- Ask a few pairs to act out the dialogue in front of
the 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 is.

- We are going to ask and answer questions about
time.

- Ask pupils to work in pairs: one pupil asks What
time is it? And the other looks at the clock or their
wristwatch and answers

It’s + (time).

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Whole class
Individually
Pairs/Group
Pair work

Pair work

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Pair work

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 preparing: 13/1/2017

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

UNIT 11: WHAT TIME IS IT?
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.

Language
focus

Sentence patterns: review
Vocabulary: review

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2.Students’: books, notebooks, workbooks.

PROCEDURES

1. Warm up: (5’) - Spend a few minutes revising the previous
lesson by getting pupils to play Bingo, using
the five times in Activity 2, and seven twenty,
seven thirty-five, seven forty and seven
fifty-five (nine diferent times in total). Then have
the class make sentences with the words that
were 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 dialogues
about 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 pupils
listen 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

Whole class/
Pairwork
Pairwork

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in 1.

- Ask pupil to look at the other clocks and use
the 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 to
act out the dialogues.

5. Let’s sing: (12’)

- We are going to sing the song What time is

it?

- Ask pupils to read each line of the lyrics.
Check comprehension.

- Play the recording all the way through. Ask
pupils to do choral and individual repetitionof
the song line by line.

- Ask a group of four to the front of the class.
One group sings the questions, and the other
sings the answers.

- Ask the class to sing the song again and clap
your hands to reinforce the activity.

Whole class

Pairwork
Individually
Pairwork
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Whole class

Whole class/
Individually

Groupwork

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 73 
Date of preparing: 15/1/2017

Date of teaching:4A- 18/1; 4B,4C,4D- 19/1

UNIT 11: WHAT TIME IS IT?
LESSON 2 (1,2,3)

Aims At the end of the period, pupils will be able to: Ask and answer
questions about daily routines, using What time do you ...?
I ... at + (time).

Language
focus

Sentence patterns: What time do you ...? I ... at + (time)

Vocabulary: have breakfast, have lunch, have dinner, go to bed
Resources 1.Teacher’s:student’s and teacher’s book,pictures, CD,cassette,.

2.Students’: books, notebooks, workbooks.

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
to sing together, clapping hands.

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2.New lesson
(25’)

1. Look, listen and repeat: (10’)

- We are going to learn to ask and answer
questions about daily routines.

- Ask pupils to look at the four pictures to
understand the context in which the language is
used.

- 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 students
listen and repeat. Do choral and individual
repetition, pointing to the characters speaking.
- Play the recording again and ask pupils listen and
repeat.

*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 answering
questions 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 the
pictures.

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

3. Let’s talk: (8’)

- We are going to revise what we have learn in
Lesson 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 class
Individually

Whole class

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Whole class
Individually
……

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Individually
Pairwork
Whole class
Individually

Pairwork

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- Call on a few pairs to act out the dialogue in
front 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.

Pairwork

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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 74
Date of preparing: 16/1/2017

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

UNIT 11: WHAT TIME IS IT?
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,.
2.Students’: books, notebooks, workbooks.

PROCEDURES

1. Warm up: (5’) Spend a few minutes revising the previous lesson
by asking some pupils to go to the front of the
class 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 and

draw the hands of the clocks.

- Focus their attention on the pictures and discuss
with them what Tom does every day. Then tell
them to look at the clock in each picture and
explain that they have to draw the hands to show
the time. Check understanding.

- Play the recording more than once, ask pupils
listen to recording and draw the times.

- Ask pupils swap their answers. Check.
Key:

b – 7.30; c – 8.15; d – 8.00; e – 9.00

Audio script:

Hi. My name’s Tom. I’m a pupils at Nguyen Du
Primary School. Every day, I get up at seven

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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 about
their daily routines.

- First, ask pupils to look at the questions and
identify what daily routines they are going to write
about. Then have pupil draw the hands of the
clocks to show the times they usually do these
activities. Finally, ask pupils to write the answers
to the questions, using the clocks they have just
drawn.

- 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. Ask
pupils 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 says
the sentence correctly in the shortest time will win

the game.

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

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Individually
Pair work

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Group work

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

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Week 20 Period 75
Date of preparing: 20/1/2017

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

UNIT 11: WHAT TIME IS IT?
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,.
2.Students’: books, notebooks, workbooks.

PROCEDURES

1. Warm up: (5’) - Spend a few minutes revising the previous lesson
by getting some pupils to play the game “Pass the
secret” 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’)

3. Look, listen and repeat: (9’)

- 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 the
sentences , paying attention to the target sounds.
- Do choral and individual repetition of the
sounds, words and sentences until Ps feel
confident.

- Get some Ps to perform in front of the class.
Check as a class and correct the pronunciation, if
necessary.

2. Listen and write. Then say aloud. (9’)

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

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Whole class
Individually

Individually

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sentences.

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

- Have ps listen to the recording and write the
appropriate words in the blanks. Play the recording
more 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

components in Introduction.

- Have them read the chant and check
comprehension.

- Play the recording more than once, if necessary,
for Ps to do choral and individual repetition until
they get familiarized with the pronunciation, the
stress, the rhythm and the intonation of the chant.
Show Ps how to chant and do actions.

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

- Get groups to sit opposite of each other and
practise chanting and doing acting. Go around
offering help, if necessary.

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

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Whole class

Pairwork

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.

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Week 21 Period 76
Date of preparing: 21/1/2017

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

UNIT 11: WHAT TIME IS IT?
LESSON 3(4-5-6)

Language
focus

Sentence patterns: 
Vocabulary:

Resources 1.Teacher’s:student’s and teacher’s book,pictures, CD,cassette,.
2.Students’: books, notebooks, workbooks.

PROCEDURES

1. Warm up: (5’) - Spend a few minutes revising the previous
lesson. Get two pairs of ps to go to the front of
the class to say the chant What time do you go to
school?

Pairwork

2.New lesson
(25’)

4. Read and complete.(9)

- Tell Ps that they are going to read the text
about Phong’s daily routine and complete the
passage.

- Get them to read the sentences. Tell them that
they have to fill in the blanks with the times that
Phong does the activities. Then ask them to read
the text and find the approprivate times/ words to
fill 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 a

class.

- ask one ps to write on the board.

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

dinner

4 goes to bed

5. Let’s write.(9)

- Tell ps that they are going to write a short
paragrap about Linda’s daily routine, using the
picture cues.

- Have them work in pairs or groups to discuss
what they are going to write. Focus ps on what
activities Linda does and the time she does these
activities by looking at the clock. Remind them

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Whole class
Individuallyy
Pairwork

Individually
Pairwork

Individually

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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 before
checking 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.

6. Project.(7)

- Tell Ps that they are going to do a project about
their daily routine.

- Give each ps a card. Let ps copy the table from
the book onto their cards.

- Give them time to write the information about
themselves.

- Get ps to swap their cards in pairs. They should
look at their parners’ cards and describe their
daily routines.

- 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.

Individually
Pairwork

Individually

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Individually

Pairwork

Individually

Whole class

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 21 Period 77
Date of preparing: 21/1/2017

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…………..

Language
focus

Sentence patterns: What does your……do? He/ She’ a…………..
Vocabulary: farmer, nurse, doctor, driver, worker,factory

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2.Students’: books, notebooks, workbooks.

PROCEDURES

1. Warm up: (5’) Introduce the lesson by writing the title of the unit
on the board and check comprehension. Have ps
repeat the title twice. Then write the word jobs on
the board and ask ps What do I do? What’s my
job?

T- Ps

2.New lesson
(25’)

3. Look, listen and repeat: (10’)

- We are going to learn to ask and answer
questions about job.

- Ask pupils to look at the four pictures to
understand the context in which the language is
used.

- Ask pupils to listen. In the first picture, What are

they doing? Do you know the word” interview”?
Who’s interviewing whom in picture b? What does
Mai’s father do? What does her mother do? What
does her sister do?

- Play the recording more than once, ask students
listen and repeat. Do choral and individual

repetition, pointing to the characters speaking.
- Play the recording again and aks pupils listen and
repeat.

*Language note:

We use What does he/ she do? Or What’s his/ her
job? To ask about jobs or occupations.

4. Point and say: (14’)

- We are going to practise asking and answering
questions about someone’s job, using what does
your….. do? He/ she’s a + name of job.

- Ask pupils to look at the pictures and teach the
prases : farmer, nurse, driver and factory worker.
- Point to the first picture and ask one pupil to ask

what does your father do? and another to answer
He’s farmer.

- Ask pupils to do choral and individual repetition.
Repeat the same procedure with the rest of the
pictures.

- Ask pupils to work in pairs, pointing to the
characters speaking and to role-play the dialogue.
* Work in pairs. Ask your partners about the
jobs of their family members.

- Remind ps to use the questions What does your

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Individually

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Pairwork
Whole class
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Pairwork

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father / mother/ brother/ sister do? And what his/
her job?

- Set a time limit for the actvity and ask ps to write

notes for their interview for a class report later.
- Invite a few ps to report their interviews.

Pairwork/
Groupwork

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 21 Period 78
Date of preparing: 3/2/2017

Date of teaching:4D- 6/2; 4A- 8/2; 4C,4B- 9/2/2017

UNIT 12: WHAT DOES YOUR FATHER DO?
LESSON 1 ( 3-4-5)

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…………..

Language
focus

Sentence patterns: review
Vocabulary: review

Resources 1.Teacher’s:student’s and teacher’s book,pictures, CD,cassette,.
2.Students’: books, notebooks, workbooks.

PROCEDURES

1. Warm up: (5’) Spend a few minutes revising the previous lesson
by asking What do I do? What my job? Then
invite a few pairs to act out the roles of Nam and
Mai in the story in activity 1

Pairwork

2.New lesson
(25’)

3. Listen and tick: (10’)

- We are going to listen to an interview between
Nam and Quan about Quan’s family and tick the
correct boxes

- Ask pupils to look at the pictures to identify the
jobs (a factory worker, a farmer, a teacher, and

a nurse.). Ask pupils to say the jobs aloud.

- Play the recording few times. Ask pupils listen
and tick the correct the jobs.

- Ask pupils to swap their answers .

Key: father - worker, mother- teacher,

sister-nursr.

4. Look and write: (9’)

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- We are going to write the answers to the
question the jobs with the picture cues.

- Ask pupils to look at the picture and the answer
in 1.

- Ask pupil to look at the other picture and use
the 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 to act
out the dialogues.

5. Let’s sing: (6’)

- We are going to sing the song My family

- Ask pupils to read each line of the lyrics.
Check comprehension.

- Play the recording all the way through. Ask
pupils to do choral and individual repetitionof
the song line by line.

- Ask a group of four to the front of the class.
One group sings the questions, and the other
sings the answers.

- Ask the class to sing the song again and clap
your hands to reinforce the activity.

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Whole class

Pairwork
Individually
Pairwork
Pairwork

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Whole class

Whole class

Groupwork

Whole class

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 21 Period 79
Date of preparing: 6/2/2017

Date of teaching:4C,4D- 9/2; 4A,4B- 10/2//2017

Unit 12: WHAT DOES YOUR FATHER DO?

Lesson 2 (1-2-3)

Aims At the end of the period, pupils will be able to: Ask and answer
questions about places of work, using Where does he/she work?
He/She works in ...

Language
focus

Sentence patterns:

Where does he/she work? He/She works in ...

Vocabulary: doctor, worker, clerk, hospital, field, factory, office,
work.

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2.Students’: books, notebooks, workbooks.

PROCEDURES

1. Warm up: (5’) Spend a few minutes revising the previous
lesson by having the class to sing the song My
family. Then invite a few pairs to ask and
answer questions about the jobs of their
parents.

Whole class
Pairwork

2.New lesson

(25’)

1. Look, listen and repeat: (10’)

- We are going to find out about a game played
by Nam and Mai. Give them a few seconds to
look at the pictures and read the text before
playing the recording for them to repeat.
- Ask pupils to answer the questions: What is
the name of the game Mai and Nam are
playing? Where does the doctor in the picture
work? How about the worker? And the farmer?
Where does he/she work? (Mai and Nam are
playing a game of jobs. The doctor works well
done and great.

- Play the recording more than once, ask
students listen and repeat. Do choral and

individual repetition, pointing to the characters
speaking.

2. Point and say: (14’)

- We are going to practise ask and answer
about where someone works, using Where does
a .... work? A .... works in + (place of work).
- Ask pupils to look at the pictures and teach
the words hospital, fild, factory and office. Ask
pupils to repeat the phrases in a

hospital/fild/factory and in an office twice.
- Ask pupils to work in pairs.

- Call a few pairs to act out the changes.
Language note: Clerk is pronounced /cla:k/
3. Let’s talk: (8’)

- Introduce the activity by saying Now you’re
going to interview your partners about the jobs
of their family members. Don’t forget to write
down their answers to report your interview to
the class later. Then get pupils to work in pairs
and interview each other. Remind them to use
facts about their families.

- Write the following expressions on the board

Whole class

T- Ps

Whole class
Individually

Whole class

T- WC/
Individually
…

Pairwork
Pairwork

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for pupils to practise speaking before they
report their interviews: Hi, my name’s ... This
is the report of my interview with .... His
grandpa/grandmo/father/mother/brother/sister/i
s .... He/She works in .... Thanks for your
listening.

- Call a few pairs to report their interview to
the class.

T- WC
Individually
Pairwork

Pairwork
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.

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Week 21 Period 80
Date of planning: 16/1/2016

Unit 12: WHAT DOES YOUR FATHER DO?
Lesson 2 (4, 5, 6)

Class Date of teaching Absent students

4A
4B
4C
4D

19/1/2016
19/1/2016
20/1/2016
20/1/2016

………
………
………

Aims At the end of the period, pupils will be able to: Ask and answer
questions about places of work, using Where does he/she work?
He/She works in ...

Language
focus

Sentence patterns:

Where does he/she work? He/She works in ...

Vocabulary: doctor, worker, clerk, hospital, field, factory, office,
work.

Resources 1.Teacher’s:student’s and teacher’s book,pictures, CD,cassette,.
2.Students’: books, notebooks, workbooks.

PROCEDURES

1. Warm up: (5’) Spend a few minutes revising the previous lesson
by inviting a few pupils to report their interviews
in Activity 3.

T- Ps
Pairwork

2.New lesson
(25’)

4. Listen and number: (9’)

- Introduce the activity and give a few seconds
for pupils to look at the pictures. Check

comprehension by electing pupils’ answers to
questions such as: What can you see? What does
he/she do? What’s his/her job? Where does
he/she work?

- Play the recording more than once, ask pupils

listen to recording and draw the times.

- Ask pupils swap their answers.
- Check.

*Key: a – 2; b – 4; c – 1; d - 3

Whole class
T- Ps

Whole class

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Audio script:

A: Can you talk about your parents’ jobs and 
where they work?

B: Yes, OK. My father is a farmer. He works in a
feild.

A: How about your mother?

B: She’s a nurse. She works in a hospital.
A: Thanks for your answers.

B: You’re welcome.

A: Now, what about you? What does your father 
do?

C: He’s a doctoer. He works in a hospital.
A: How about your mother??

C: She’s a teacher. She works in a primary 
school.

A: Thanks for your answers.
C: You’re welcome.

5. Look and write: (15’)

- Introduce the activity to the class. Give pupils a
few seconds to look at the pictures and read the
text. Then check comprehension by asking:
What’s her job? Where does she work? What’s
his job? Where does he work?

- Check answers as a class and call one or two
pupils to read aloud the completed text.

Key: 1. A doctor/a nurse, in a hospital

2. a farmer, in a feild

6. Let’s play: (8’)

- Prepare cards with jobs and the workplaces for
the jobs. Remind pupils how to play Pelmanism:
in pairs, pupils take turns tyrning 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 that match, the other player has a turn. The
lpayer who gets the most points will be the
winner.

- To make the game more challenging, you may
ask pupils to make sentences with the words on
the cards they have. Award an extra point for
every grammatically correct sentence.

T- WC

Individually

Whole class
Pairwork

Pairwork

3.Reinforcement
(5’)

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4. Homelink: (2’) Learn by heart the new words and structures. 
Prepare for new lesson.

Whole class

5.Comments: ………

………
………
………

Teacher

Week 21 Period 81
Date of planning: 17/1/2016

Unit 12: WHAT DOES YOUR FATHER DO?
Lesson 3 (1, 2, 3)

Class Date of teaching Absent students

4A
4B
4C
4D

20/1/2016
21/1/2016
22/1/2016
14/1/2016

………
………
………

Aims At the end of the period, pupils will be able to: Pronounce the
sounds of the letters ie and ea in the words field, piece and

teacher reading respectively.

Language
focus

Sentence patterns: Review
Vocabulary: Review

Resources 1.Teacher’s:student’s and teacher’s book,pictures, CD,cassette,.
2.Students’: books, notebooks, workbooks.

PROCEDURES

1. Warm up: (5’) Spend a few minutes revising the previous lesson
by inviting one or two pairs of pupils to act out
the story in Lesson 2, Activity 1.

Pairwork

2.New lesson
(25’)

1. Listen and repeat: (8’)

- We are going to practise saying the sounds of
the letters ie and ea in the words field, piece and
teacher reading respectively.

- Put the sounds ie and ea on the board. Play the 
recording and ask pupils to repeat the sounds a

few times. Then put the words field, piece and 
teacher reading and the four sentences on the 
board. Play the recording more than once, and
ask pupils to say the words and the sentences ,
paying attention to the target sounds.

- Ask some pupils to do choral and individual
repetition of the sounds, words and sentences.

T- WC

T- WC
Individually
….

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- Check pronounciation as a class.

2. Listen and circle. Then say sentences with 
the circle words: (15’)

- We are going to listen to two sentences and
circle the correct words.

- Give a few seconds to read the words in
silence.

- Play the recording once or twice and ask pupils
to listen and circle the words with the sound
ie/ea.

- Play the recording again and ask pupils to
check their answers.

- Check as a class. Then give pupils time to
make sentences with the circle words.

- Call a few pupils to read aloud their sentences
and correct their pronunciation.

Key: 1 – b; 2 - b 
Audio script:

1. Where’s my piece of chocolate?
2. Miss Hien is reading a dictation.

3. Let’s chant: (9’)

- 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 lines to
match each person with his/her job and the place
whre he/she works.)

- Check asnswers as a class. Then have pupils
repeat each line twice.

- Divide the class into two groups: one group
chants the questions and the other chants the
answers. Swap their roles after the first round.

- Ask pupils to think of some actions for the jobs
and say the chant again, doing actions.

T- WC

Whole class

T- WC

Individually

Whole class

T- WC

Groupwork

Whole class
Groupwork
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

5.Comments: ………

………
………

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Week 21 Period 82
Date of planning: 18/1/2016

Unit 12: WHAT DOES YOUR FATHER DO?

Lesson 3 (4,5,6 )

Class Date of teaching Absent students

4A
4B
4C
4D

121/1/2016
21/1/2016
21/1/2016
21/1/2016

………
………
………

Aims At the end of the period, pupils will be able to: Pronounce the
sounds of the letters ie and ea in the words field, piece and
teacher reading respectively.

Language
focus

Sentence patterns: Review
Vocabulary: Review

Resources 1.Teacher’s:student’s and teacher’s book,pictures, CD,cassette,.
2.Students’: books, notebooks, workbooks.

PROCEDURES

1. Warm up: (5’) Spend a few minutes revising the previous lesson
by having the class say the chant jobs and places
to work. Divide the class into two groups to
chant the questions and the answers respectively.
Then swap their role.

Groupwork

2.New lesson
(25’)

4. Read and complete: (10’)

- Introduce the activity by saying: You’re going
to read about an interview between Mai and
Phong. Give a few minutes for pupils to read the
text. Check comprehension by asking: Who’s the
interview? Who is the interviewing? What does
Phong’s father do? Where does he work? What’s
his mother’s job? Where does she work? Does
she have a sister? What does his brother do?
Where does he work?.

- Set a time limit for pupils to read the text and
complete the table.

- Ask pupils to swap and correct their answers.
- Call a pair to ask and answer the questions
about Phong’s family if time is avilaible.
Key:

T- WC

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Job Place of work
Father

Mother
Brother

5. Write about the jobs of your family 
members and where they work: (12’)

- 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 the pupils to
stick a photo of their family next to the paragrph,
or draw simple stick fingers.

- Set a time limit for them to do the task. When
time is it up, get pupils to swap and correct their
writing.

- If time allows, ask a few pupils to read aloud
their writing, while the other should listen and
try to remember what they say. Then ask the
class questions (e.g. How many people are there
in Lan’s family? What does her father do?)
6. project: (10’)

- Tell the class about the project and how to
carry it out by saying: In this project, you’re
going to interview two classmates about their
parents’jobs and the places where they work.
Complete the table swhen you interview your
classmates.

- Prapare the interview questions with the class
and write them on the board for pupils to

practise.

- Give a time limit for pupils to do their
interviews. Then invite a few pupils to report
their interviews to the class.

- Teach pupils how to report their interviews.
Example:

Hi. My name’s ... My first interview is 
with ... His/Her father/mother is ... He/Ahe 
works in ... . My seconds interview is with ... 
His/Her father/mother is ... He/She works 
in ... . And that’s the end of my report. Thank 
for your listen.

Whole class

T- WC
Individually
Pairwork
Individually

T- WC

Groupwork/
Pairwork

Individually

3.Reinforcement
(5’)

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4. Homelink: (2’) Learn by heart the new words and structures. 
Prepare for new lesson.

Whole class

5.Comments: ………

………
………

Teacher