Giao An T A Lop 4

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(1)WEEK 1. Wednesday ,September 7th 2016 Thursday ,September 8th 2016 PERIOD 1-UNIT 1: NICE TO SEE YOU AGAIN. Lesson 1: (1, 2). I. OBJECTIVES: - By the end of period, Ss will be able to: greet and respond to greetings formally, using Good morning / Good afternoon/ Good evening and Nice to see you again. II. LANGUAGE FOCUS: + NEW WORD: morning, afternoon, evening, night, tomorrow, later, again, see, meet. + Structures: Good morning / Good afternoon/ Good evening and Nice to see you again. III. RESOURCES: - Ss’ book, CD, fresh cards, puppets, posters of the song How are you? IV. Procedure:. Steps 1. Warm-up.. 2. Look, listen & repeat.. Learning activities - Get Ps to sing a song How is you again. - Play the CD a few time for Ps to listen and sing the song again.. Language focus Hello, Peter. How are you? I’m fine, thank you. How are you? Thank you, Peter. I’m fine too. …………. - Tell pupils that they Vocabulary. are going to learn to: Structure. greeting greet and respond to greetings formally. - Have them look at the four pictures to discuss the contexts in which the language is use. Ask them questions such as Picture a: The pupils meet Miss Hien - Good morning, formally in the class. classroom using . - Good morning, Picture b: Miss Hien Miss Hien. responds to her Ps’ greeting using -Nice to meet you again. Picture c: Miss Hien - Who are they? and a P greet each Where are they? other. How are you, Mai?-I’m very well, thank you. And you? - What are they. Modes T-Whole class. T-Whole class. - Answers. - Answers.

(2) 3. Point & say.. 4. Home-link.. WEEK 1. Picture d: Nam greets Miss Hien when he comes into the classroom late, saying Good morning, Miss Hien. I’m late!-Yes, come in. - Play the CD a few time for Ps to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. - Tell Ps that they are going to practice greeting and responding to each other formally. - Repeat the same procedure with the rest of pictures. - Call a few pairs to act out in front of the class. Check as a class and correct pronunciation, if necessary. - Call a few pairs to act out in front of the class. Correct the pronunciation, if necessary. talking about?. Work in pairs/groups Whole class. Good morning/ T-Whole class Good afternoon and Good evening. Picture a: Good morning, Miss Hien. Good morning, Mai. Picture b: Good afternoon, Mr Loc. Good afternoon, Phong. Picture c: Good evening, Mr Thanh. Good evening, Miss …. - Have pupils practice Good morning / greeting and responding Good afternoon/ the other formally use Good evening. See you tomorrow/ See you later/ Good night/Goodbye.. Wednesday ,September 7th 2016 Thursday ,September 8th 2016 Friday , September 9th 2016. Pairs or groups Pairs - Whole class - Work in pairs /groups. Individual.

(3) PERIOD:2- UNIT 1: NICE TO SEE YOU AGAIN. Lesson 1: (3, 4, 5) I. OBJECTIVES: - By the end of period, Ss will be able to: listen to dialogues about greeting and responding and tick, using Good morning / Good afternoon/ Good evening and Nice to see you again; look and write the missing word under the each picture. II. LANGUAGE FOCUS: + New word: Revision the words: morning, afternoon, evening, night, tomorrow, later, again, see, meet. + Structures: Revision the sentence: Good morning / Good afternoon/ Good evening and Nice to see you again. III. RESOURCES: Ss’ book, CD, fresh cards, puppets, posters of the song Good morning to you. IV. PROCEDURE: Steps Learning activities Language focus Modes 1. Warm-up. Spend a few minutes Good morning / revising Good afternoon/ Good evening and Nice to see you again. 2. Listen and - Have Ps look at the T-Whole class tick. pictures to identify the similarities and different between pictures. (The Ps and T are greeting each other at different Whole class times of the day). Check understanding. -Playing the CD a few times. Ask pupils to listen to the CD and tick the correct pictures. Tell Ps not to worry if they cannot understand every Whole class word, and that they should focus on who Miss Hien is talking to (Dialogue 1), when they are speaking (Dialogue 2), and to whom Mai says goodbye (Dialogue 3). - Get Ps to swap their answer their answers before you check as a class. Monitor activity and offer help when Whole class.

(4) necessary.. 3. Look and write.. 4. Let’s sing.. - Tell Ps that they are going to fill the gaps with morning, afternoon or bye. - Give them a few seconds to look at the pictures. First, focus Ps on the time of the day the greetings are used and the people who use the greetings (Picture 1 and 2). Remind them that the two children are leaving school in Picture 3. Then have Ps fid appropriate words to complete the phrases. If necessary, get Ps to work in pairs. - Give Ps time to do the task independently. Go around and offer help, if necessary. - Get them to swap their answers before checking as a class. If there is enough time, call some Ps to read aloud the complete sentences. - Tell them that they are going to sing a song. - Hang poster of the song Good morning to you on the board. Have them read each line of the lyrics. Explain the new words or structures, if necessary. Check comprehension. -Play the CD all the way through. Ask Ps to do choral and individual repetition of the song.. 1. Good morning 2. Good afternoon 3. Goodbye. T-Whole class. Pairs or groups Whole class. Good morning to you. T-Whole class. Good morning to you. Good morning to you. Good morning, dear Miss Hien. Good morning to Whole class you. Good morning to you. Good morning to you. Good.

(5) 5. Homelink. WEEK 2:. When pupils are familiar with the tune, ask a group to the front of the class to sing the song. The class may sing along and clap hands or do actions. -Have the class sing the song again and clap their hands or do actions reinforce the activity. - Pupils sing and write the song Good morning to you on Page 7 at home again.. morning, dear children. Good morning to you.. Work in groups. Whole class. Individual. Tuesday,September 13th 2016 Wednesday ,september 14th 2016 PERIOD 3-UNIT 1: NICE TO SEE YOU AGAIN. Lesson 2: (1, 2, 3). I. OBJECTIVES: By the end of period, Ss will be able to: say and respond to goodbye, using Goodbye/Bye/ Good night and See you tomorrow/ See you later..

(6) II. LANGUAGE FOCUS: + New word: bye, night, tomorrow, later, see. + Structures: Goodbye/Bye/ Good night and See you tomorrow/ See you later. III. RESOURCES: Ss’ book, CD, fresh cards, puppets, posters, …. IV. PROCEDURE: Steps Learning activities Language focus Modes 1. Warm-up. - Call some Ps to front of T-Whole class the class to sing the song Good morning to you. The class may sing the song, clap the hands. 2. Look, listen - Tell pupils that they Goodbye/Bye /See T-Whole class & repeat. are going to learn to: say you tomorrow. and respond to goodbye. - Have them look at the four pictures to understand the contexts in which the language is used. Ask them questions such as Who are they?/ Where are they?/ What are they saying?. Focus Ps on the first picture. Elicit how Hoa greets Miss Hien and introduces herself, using Good morning, Miss Hien. I’m Hoa. I’m a new pupil. Picture b: Miss Hien and Hoa greet each other, Miss Hien responds to Pairs or groups her Ps’ greeting using Nice to meet you, too. Picture c: Hoa says goodbye Miss Hien and Miss Hien responds to Hoa, saying See you Whole class tomorrow. Check understanding. - Play the CD a few time for Ps to listen and repeat. Do choral and individual repetition, Whole class pointing to the characters speaking. - Play the CD again for Ps to listen and say.

(7) 3. Point & say.. 4. Let’s talk.. along. - Tell Ps 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 Ps to look at the first two pictures. Tell them that they are going to practice saying and responding to Goodbye. See you tomorrow./later. In the third picture, the girl uses Good night to respond to her parents before going to bed. - Point to the first picture and get one P to say Goodbye. See you tomorrow and another to respond Goodbye. See you tomorrow. Repeat the procedure with the next pictures. Point to the third picture and get one P to say Good night, and another respond Good night. - Ask Ps to work in pairs, pointing to the characters speaking. - Call on a few pairs to act out in front of the class. - Tell Ps that they are going to revise what they have learnt in Lesson 1 and 2. Remind Ps how to use Good morning/Good afternoon/good evening to greet each other formally and how to use See you tomorrow/ See. Goodbye/Bye/ Good night /See you tomorrow/ See you later.. T-Whole class. Individual- WC. Work in pairs Pairs-WC. Good T-Whole class morning/Good afternoon/good evening/See you tomorrow/ See you later/ Good night /Goodbye/ Good night..

(8) you later/ Good night to respond to Goodbye/ Good night. - First, get one P to act as a teacher. He/She greets the others formally, Then ask Ps to say goodbye to each other, using Goodbye. - Have Ps work in pairs, acting out how to greet and say goodbye. - Call on a few pairs to act out the dialogue if front of the class. Correct the pronunciation, if necessary. 5. Home-link.. WEEK 2. - Pupils practice saying and responding to goodbye, used See you tomorrow/later./Good night at home.. Pairs or groups. Pairs -WC Individual. Tuesday,September 13th 2016 Wednesday ,september 14th 2016 PERIOD 4-UNIT 1: NICE TO SEE YOU AGAIN. Lesson 2: (4, 5, 6). I. OBJECTIVES: By the end of period, Ss will be able to: listen to dialogues about greeting and responding and number, using Goodbye/Bye/ Good night and See you to morrow/ See you later; look and write the missing word under the each picture. II. LANGUAGE FOCUS: + New word: Revision the words: bye, night, tomorrow, later, see. + Structures: Revision the sentences: Goodbye/Bye/ Good night and See you to morrow/ See you later. III. RESOURCES: Ss’ book, CD, fresh cards, puppets, posters of the game. IV. PROCEDURE:.

(9) Steps 1. Warm-up.. 2. Listen and number.. 3. Look and write.. Learning activities - Get Ps to revision lesson by asking some pairs to greet each other. Good morning / Good afternoon/ Good evening and Nice to see you again. Goodbye/Bye/ Good night and See you tomorrow/ See you later. - Tell Ps that they are going to listen to three dialogues about how people greet/say goodbye and tick the correct pictures. - Have Ps look at the pictures to identify the similarities and different between pictures. (The Ps and T are greeting each other at different times of the day.) Check understanding. - Play the CD a few times. Ask Ps to listen the CD and tick the correct pictures. Tell them not to worry if they cannot understand every word, and that they should focus on who Miss Hien is talking to (Dialogue 1), when they are speaking (Dialogue 2), and to whom Mai says goodbye (Dialogue 3). - Get Ps to swap their answer before you check as a class. Monitor the activity and offer help when necessary. - Tell Ps that they are going to read the dialogues and fill in gaps, using the pictures cues.. Language focus. Modes Work in pairs. 1. Tom: Good morning, Miss Hien. M.H: Good morning. What’s your name? T: My name’s Tom. T-O-M, Tom White. I’m from America. 2. P: Hi, Tom. How are you? T: Hi, Phong. I’m very well, thank you. And you? P: I’m fine, thanks. 3. -Hello. I’m Tom. I’m from America. -Hello, Tom. I’m Mai. I’m from Viet Nam. -Nice to meet you, Mai. -Nice to meet you, too. 4. -Goodbye, Mr Loc. Bye-bye, Tom. See you tomorrow.. T-Whole class. 1. A: Hello, I’m Mai. I’m from Viet Nam. B: Hello, I’m Tom.. T-Whole class Work in pairs/groups. Whole class. Whole class. Whole class.

(10) 4. Let’s play.. - Ask them to look the dialogue 1. Explain that they need to fill the gaps with place A is from the name of B. Then ask them to look at the pictures to identify the answers. Have Ps look at Dialogue 2. Tell them that they are going to fill in the missing words when Tom greets Mr Loc in the morning. In Dialogue 3, Ps fill the words that Tom says to his mum before going to bed. Check understanding. - Set a time limit for Ps to do the task independently. Go around and offer help, if necessary. - Get Ps to swap their answers before checking as a class. - Tell Ps that they are going to play the game Bingo. - Draw a word grid on the board and ask Ps to copy it. Have them tell you the words they have learnt in their lessons. List the words on the board. Each P chooses nine words from the list to copy into their grid. While they are doing this, copy each word onto a piece of paper, put the pieces of paper into the bag and mix them up. Select Ps to pick out a piece of paper and call out the word. Ps with that word in their grid can cross it out. The. I’m from America. 2. A: Good morning, Mr Loc. B: Good morning, Tom. Nice to meet you. 3. A: Good night, mum. B: Good night, Tom.. Whole class. T-Whole class. Whole class Goo d mor nin g. Goo Goo d d afte even rno ing on Goo Hell d Goo o nig dbye ht Nic. Groups. Whole class.

(11) 5. Home-link.. WEEK 2:. quickest P to cross out an entire row of the words in their grid and call out Bingo is the winner. You can continue the game until a P has crossed out all the words. - Have Ps do a dictation, using the phrases learnt in the previous lessons at home. Goodbye, Bye, Good night, See you tomorrow, See you later.. e to mee t you.. Hi. Bye. Individual. Wednesday ,september 14th 2016 Thursday,september 15th 2016 Friday,september 16th 2016 PERIOD 5-UNIT 1: NICE TO SEE YOU AGAIN. Lesson 3: (1, 2, 3). I. OBJECTIVES: By the end of period, Ss will be able to: pronounce the sounds of the letters l and n in the words Linda and night respectively. II. LANGUAGE FOCUS: + New word: Revision the words: bye, night, tomorrow, later, see. + Structures: Revision the sentences: Goodbye/Bye/ Good night and See you tomorrow/ See you later. III. RESOURCES: Ss’ book, CD, fresh cards, puppets, posters of the chant Hello, friends! IV. PROCEDURE: Steps Learning activities Language focus Modes 1. Warm-up. -Get Ps to do a Whole class dictation, using the phrases learnt in the previous lessons. Goodbye, Bye, Good night, See you.

(12) 2. Listen & repeat.. 3. Listen and circle. Then write and say aloud.. tomorrow, See you later. - Tell Ps that they are going to practice saying the sounds of the letters l and n in the words Linda and night respectively. -First, put the letter l and n on the board. Play the CD and ask Ps to repeat a few times and let Ps say the words and the phrases, paying attention to the target sounds. Do choral and individual repetition of the sounds, words and phrases until Ps feel confident. - Get some Ps to perform in front the class. Check as a class and correct the pronunciation, if necessary. - Tell Ps that they are going to listen to CD, 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 Ps listen to the CD and circle the appropriate options. Allow them time to do the task independently. If necessary, have Ps listen to the CD more than once. - Give them time to write the words in the gaps independently. Have them swap their answers before checking as a class. Go around and. l Linda Hello, Linda n night Good night. T-Whole class. Individual. 1. Hello, I’m … T-Whole class a. Linda b. Nam 2. I’m from … a. Viet Nam b. England 3. ……. My name’s Linda. a. Hi b. Hello 4. Good ….. a. night b. afternoon. Groups or pairs.

(13) 4. Let’s chant.. 5. Home-link.. offer help, if necessary. - Ask Ps to read the sentences aloud. - Tell them that they are going to read a chant. - Have them read each line of the lyrics. Explain the new words or structures, if necessary. Check comprehension. - Play the CD all the way through. Ask Ps to do choral and individual repetition of the chant. When pupils are familiar with the tune, ask a group to the front of the class to read the chant. The class may read along and clap hands or do actions. - Have the class read the chant again and clap their hands or do actions reinforce the activity. - Have Ps read and do a dictation, using the chant learnt in the previous lessons at home. - Do tasks in Workbook Unit 1.(A, B). Whole class T-Whole class Hello. I’m Linda. I’m from England. Nice to meet you, Linda. Hello. I’m Nam. I’m from Viet Whole class Nam. Nice to meet you, Linda. Hello. Linda. Hello, Nam. We’re friends.. Groups Pairs Whole class. Individual.

(14) WEEK 2. Wednesday, September 14th 2016 Friday ,September 16th 2016 PERIOD 6-UNIT 1: NICE TO SEE YOU AGAIN. Lesson 3: (4, 5, 6) I. OBJECTIVES: By the end of period, Ss will be able to: read and write a short paragraph about themselves. II. LANGUAGE FOCUS: + New word: Revision of words: bye, night, tomorrow, later, see. + Structures: Revision of sentences: Goodbye/Bye/ Good night and See you tomorrow/ See you later. III. RESOURCES: Ss’ book, CD, fresh cards, puppets, poster of the chant Hello, friends! IV. PROCEDURE: Steps Learning activities Language focus Modes 1. Warm-up. - Get Ps read and copy Work in group the chant on the board, using the chant Hello, friends! learnt in the previous lessons. 2. Read and - Tell Ps that they are T-Whole class answer. going to read the two texts and answer the four Keys: questions. 1. Her name’s Do - Get them to read the Thuy Hoa. first text and focus on 2. She’s from Ha the information to Noi, Viet Nam. answer the first two 3. His name’s Tony.

(15) 3. Write about you.. 4. Project.. questions (what the girl’s Jones name is and where she is 4. He’s from from). Then ask them to Sydney, Australia. read the second texts to answer the last two questions (what the boy’s name and where he is from). If necessary, get Ps to work in pairs or small groups. - Give Ps time to do the task independently. Go around and offer help, if necessary. - Get them to swap their answers before checking as a class. If there is enough time, let some pairs ask and answer the questions. - Tell Ps that they are going to write a short My name is … paragraph about I am from … themselves. My school is … -Have them work in pairs or group to discuss what are they going to write. Focus Ps on their names, their hometowns and the name of their school. Check comprehension. - Give Ps time to do the task independently. Go around and offer help, if necessary. - Get them to swap their answer before checking as a class. - If there is time, ask one P to write the answer on the board. - Give each P a small card. Let Ps to copy the four categories from book onto their cards. Name: …… - Ask them to write the Hometown: …. Work in pairs. Individual. Individual-WC. T-Whole class. Work in pairs/groups. T-Whole class.

(16) 5. Home-link.. information about themselves. Encourage them to decorate their cards. Get them to swap their cards in pairs. They should look at their partners’ cards and describe each other. - Call some Ps to the front of the class and tell the class about their partners’ cards. To make this activity more challenging, you may ask them not to look at the cards. - Have Ps revision greeting and responding learnt in the previous Unit1 at home. - Do tasks in Workbook Unit 1.. School: …… Class: ……. Work in pairs/groups. Individual-WC. Individual.

(17) WEEK 3. Tuesday September 20th 2016 Wednesday September 21st 2016. PERIOD 7-UNIT 2: I’M FROM JAPAN Lesson 1: (1,2) I. OBJECTIVES: By the end of period, Ss will be able to: ask and answer questions about where someone is from, using Where are you from? –I’m from … II. LANGUAGE FOCUS: + NEW WORD: America, American, Australia, Australian, England, English, Japan, Japanese, Malaysia, Malaysian, Viet Nam, Vietnamese, + Structures: Where are you from? –I’m from …. III. RESOURCES: Ss’ book, CD, fresh cards, puppets, world map IV. PROCEDURE: Steps Learning activities Language focus Modes 1. Warm-up. - Greet Ps and get their Unit 1 like T-Whole class respond, using the words Hi/Hello. Nice to and phrases they learnt meet you. in - Get Ps to open their I’m from Japan. books on Page 12 and read the title 2. Look, listen - Tell pupils that they are T-Whole class & repeat. going to read a story in Hi, I’m Nam. which the characters ask Hi, Nam. I’m Akiko. and answer questions Where are you about where they are from? from. I’m from Japan. - Have them look at the four pictures. Introduce the story by pointing to each character and ask: Who is this?/ Where Picture a: Nam and are they?/ What is Akiko are on the beach. she/he doing?/.

(18) 3. Point & say.. Picture b: Nam greets Akiko. Picture c: Nam asks where Akiko is from and she says she is from Japan. Picture d: Nam slips and ruins Akiko’s sandcastle. - Play the CD a few time for Ps to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. - Play the CD again for Ps to listen and say along. -Tell Ps that they are going to practice asking and answering questions about where someone is from, using - Have them look pictures and get them point to each of these words and repeat twice: Malaysia, America, Australia and England. - Point to the first picture and do the task with one P, using expressions in the bubbles and the words under the picture. (Teacher: Hi, I’m Miss Hien. Where are you from? Pupil: Hi, Miss Hien. I’m Hakim. I’m from Malaysia.). Ask Ps to say the sentences chorally and individually Picture a: Hakim/ Malaysia Picture b: Tom/ America Picture c: Tony/ Australia Picture d: Linda/. What does she/he say?. Work in pairs/groups. Whole class T-Whole class. Where are you from? –I’m from …. Hi. I’m ______. Where are you from? Hi, ____. I’m ______. I’m from _______.. Pairs or groups. Hi. I’m Hakim. Where are you from?. Hi, Hakim. I’m Akiko. I’m from Japan..

(19) 4. Let’s talk.. 5. Home-link.. England - Repeat the same procedure with the rest of pictures. - Get Ps to work in pairs. If time allows, prepare some flashcards of countries and do more practice with pupils. Call a few pairs to act out in front of the class. Check as a class and correct pronunciation, if necessary. - Tell pupils that they are going to play the role of the five characters and introduce themselves. Invite two pupils as Hakim and Akiko to act out this dialogue: - Get Ps to work in pairs. - Invite a few pairs to perform in front of the class.. Pairs- WC. T-Whole class. Hakim: Hi. I’m Hakim. I’m from Work in Malaysia. Where pairs /groups are you from? Akiko: Hi, Hakim. I’m Akiko. I’m from Japan. Work in pairs - Have pupils practice Individual asking and answering questions about where Where are you someone is from, using from? –I’m from … at home..

(20) WEEK 3. Tuesday September 20th 2016 Wednesday September 21st 2016. PERIOD 8-UNIT 2: I’M FROM JAPAN Lesson 1: (3,4,5) I. OBJECTIVES: By the end of period, Ss will be able to: listen to dialogues practice asking and answering questions about where someone is from, using Where are you from? –I’m from …; look and write the missing word under the each picture. II. LANGUAGE FOCUS: + NEW WORD: Revision the words: America, American, Australia, Australian, England, English, Japan, Japanese, Malaysia, Malaysian, Viet Nam, Vietnamese, + Structures: Revision the sentence: Where are you from? –I’m from … III. RESOURCES: Ss’ book, CD, fresh cards, puppets, poster of the song Where are you from? IV. PROCEDURE: Steps Learning activities Language focus Modes 1. Warm-up. Spend a few minutes America, T-Whole class revising the words: American, Australia, Australian, England, English, Japan, Japanese, Malaysia, Malaysian, Viet Nam, Vietnamese, 2. Listen and tick. - Tell Ps that they are T-Whole class going to listen to three conversations and tick the correct pictures. - Point at each picture (1a: The flag of and ask pupils questions Britain, 1b: The Whole class to check their flag of Australia, comprehension: What is 1c: The flag of this?/ What can you see Malaysia, 2a: The in the picture? clock Tower Big Ben in England, 2b:.

(21) 3. Look and write.. 4. Let’s sing.. - Tell Ps that they are going to fill the gaps with morning, afternoon or bye. - Give them a few seconds to look at the pictures. First, focus Ps on the time of the day the greetings are used and the people who use the greetings (Picture 1 and 2). Remind them that the two children are leaving school in Picture 3. Then have Ps fid appropriate words to complete the phrases. If necessary, get Ps to work in pairs. - Give Ps time to do the task independently. Go around and offer help, if necessary. - Get them to swap their answers before checking as a class. If there is enough time, call some Ps to read aloud the complete sentences. - Tell them that they are going to sing a song. - Hang poster of the song Wher are you from? on the board. Have them read each line of the lyrics. Explain the new words or structures, if necessary. Check comprehension.. The statue of the Liberty in America, 2c: The Opera Whole class House in Australia, 3a: A Vietnamese girl, 3b: A Japanese girl, 3c: An English girl.) Whole class 1. I’m from T-Whole class Australia 2. I’m from Malaysia 3. I’m from America 4. I’m from Japan.. Pairs or groups Whole class. Where are you from? I’m…… Hi. I’m Mai from Viet Nam. Hello, Mai. Nice to meet you. Hello. I’m Akiko from Japan. Hello, Akiko. Nice. T-Whole class. Whole class.

(22) 5. Home-link.. - Play the CD all the way through. Ask Ps to do choral and individual repetition of the song. When pupils are familiar with the tune, ask a group to the front of the class to sing the song. The class may sing along and clap hands or do actions. - Have the class sing the song again and clap their hands or do actions reinforce the activity. - Pupils sing and write the song on Page 13 at home again.. to meet you. Hi. I’m Hakim from Malaysia. Hello, Hakim. Nice to meet you. Hello. I’m Linda from England. Hello, Linda. Nice to meet you.. Where are you from? I’m….. Work in groups. Whole class. Individual.

(23) WEEK 3:. Wednesday September 21st 2016 Thursday September 22nd 2016 Friday September 23rd 2016 PERIOD 9-UNIT 2: I’M FROM JAPAN Lesson 2: (1,2,3) I. OBJECTIVES: By the end of period, Ss will be able to: ask and answer the questions about one’s nationality. II. LANGUAGE FOCUS: + New word: Vietnamese, American, Malaysian, Australian, Japanese, English + Structures: What nationality are you? – I’m Vietnamese III. RESOURCES: Ss’ book, CD, fresh cards, puppets, poster, …. IV. PROCEDURE: Steps Learning activities Language focus Modes 1. Warm-up. - Call some Ps to front of Where are you T-Whole the class to sing the song from? class Where are you from? I’m… The class may sing the song, clap the hands. 2. Look, listen & - Tell pupils that they What nationality T-Whole repeat. are going to learn to ask are you? – I’m class and answer about one’s Japanese nationality. - Have them look at the four pictures to understand the contexts in which the language is Who are they?/ used. Ask them Where is she from?/ questions such as Focus What is she doing?/ Ps on the first picture. What does she say?. (Picture a: Akiko is at the registrar’s desk. The registrar asks Akiko’s name, Picture b: The registrar want to know Akiko’s country, Picture c: She want to know Akiko’s nationality.) Pairs or - Play the CD a few time groups for Ps to listen and repeat. Do choral and individual repetition, pointing to the characters.

(24) 3. Point & say.. 4. Let’s talk.. speaking. - Play the CD again for Ps to listen and say along. - Tell Ps that they are going to practice asking and answering the questions about one’s nationality. - Draw their attention to the pictures to understand how the language is used in different contexts. Ask Ps to look at the first four pictures. Tell them that they are going to practice asking and answering the questions about one’s nationality. - Point to the first picture and get one P to ask Repeat the procedure with the next pictures - Ask Ps to work in pairs, pointing to the characters speaking. - Call on a few pairs to act out in front of the class. Check as a class and correct pronunciation, if necessary. - Tell Ps that they are going to revise what they have learnt in Lesson 1 and 2. Remind Ps how to use What’s your name? Where are you from? What nationality are you? - Call on a few pairs to act out the dialogue if front of the class. Correct the pronunciation, if necessary.. a. What nationality are you? – I’m Vietnamese.. Whole class Whole class T-Whole class. b. What nationality are you? – I’m English c. What nationality are you? – I’m Australian. d. What nationality are you? – I’m Malaysian. What nationality are you? and Individual another to answer – - WC I’m Vietnamese.. Work in pairs Pairs-WC T-Whole class. What’s your name? Where are you from? Pairs or What nationality groups are you?. Pairs -WC.

(25) 5. Home-link.. WEEK 3:. - Pupils practice asking and answering about one’s nationality at home.. Wednesday September 21st 2016 Friday September 23rd 2016. Individual.

(26) PERIOD 10-UNIT 2: I’M FROM JAPAN Lesson 2: (4,5,6) I. OBJECTIVES: By the end of period, Ss will be able to: listen to dialogues about asking and answering about one’s nationality; look and write the missing word under the each picture. II. LANGUAGE FOCUS: + NEW WORD: Revision the words: Vietnamese, American, Malaysian, Australian, Japanese, English + Structures: Revision the sentences: What nationality are you? – I’m … III. RESOURCES: Ss’ book, CD, puppets, fresh cards of game. IV. PROCEDURE: Steps Learning activities Language focus Modes 1. Warm-up. - Get Ps to revision Who is this? Work in pairs lesson by asking some Where is she/he pairs to ask and answer from? about one’s nationality What nationality is she/he? 2. Listen and - Tell Ps that they are T-Whole class number. going to listen to four dialogues and number correct pictures. - Have Ps look at the pictures to identify the Whole class similarities and different a: Tony and the flag between pictures. - Play the CD a few of Australia times. Ask Ps to listen b: Mai and the flag the CD and tick number of Viet Nam, correct pictures. Tell c: Akiko and the them not to worry if they flag of Japan, cannot understand every d; Hakim and the Whole class flag of Malaysia.) word. - Get Ps to swap their answer before you check as a class. Monitor the activity and offer help when necessary. Whole class 3. Look and - Tell Ps that they are T-Whole class write. going to read the gapped sentences in silence. Use the first picture heir comprehension by asking. Who is in this picture? Where is she from? What nationality Work in is she? Then guide pupils pairs/groups to fill the gaps before.

(27) 4. Let’s play.. 5. Home-link.. asking them to do the task individually. - Check answers as a class and call three pupils to read aloud the completed sentences. - Tell Ps that they are going to play the game Find someone - Tell Ps to choose a country. They should talk to their classmates and try to find one who is from the country they have chosen. - When everyone has found a classmate from the country of their choice, call a few to introduce themselves and their partners, by saying the countries they are from and their nationalities. - Have Ps do a dictation, using the phrases learnt in the previous lessons at home. Goodbye, Bye, Good night, See you tomorrow, See you later.. Key: 2. America, American 3. England, English 4. Japan, Japanese. Whole class. T-Whole class. Whole class (e.g: I’m Hoa. I’m from England. I’m English, / Linh is from America. She’s American.). Week 3: Period 11:. UNIT 2: I’M FROM JAPAN Lesson 3: (1,2). Groups. Whole class Individual.

(28) I. Objectives: By the end of period, Ss will be able to: pronounce the sounds of the letters j and v in the words Japan and Vietnamese respectively. II. Language focus: + New word: Revision the words: Vietnamese, American, Malaysian, Australian, Japanese, English, ... + Structures: Revision the sentences: What nationality are you? – I’m … III. Resources: Ss’ book, CD, fresh cards, puppets, posters of the chant What nationality are you? IV. Procedure: Steps Learning activities Language focus Modes 1. Warm-up. - Get Ps to do a Vietnamese, Whole class dictation, using the American, phrases learnt in the Malaysian, previous lessons. Australian, Japanese, English, ... 2. Listen & - Tell Ps that they are j Japan T-Whole class repeat. going to practice saying I’m from Japan the sounds of the letters j v Vietnamese and v in the words Japan I’m Vietnamese and Vietnamese respectively. - First, put the letter j and v on the board. Play the CD and ask Ps to repeat a few times and let Ps say the words and the phrases, paying attention to the target Individual sounds. Do choral and individual repetition of the sounds, words and phrases until Ps feel confident. - Get some Ps to perform in front the class. Check as a class and correct the pronunciation, if necessary. 3. Listen and - Tell Ps that they are 1. Hello, I’m … T-Whole class tick. Then say going to practice saying a. Linda b. Nam aloud. the sounds of the letters j 2. I’m from … and v in the words Japan a. Viet Nam and Vietnamese b. England respectively. 3. ……. My name’s - Play the CD and ask Ps Linda..

(29) 4. Let’s chant.. 5. Homelink. to point respectively at each letter (j, v), word (Japan, Vietnamese) or sentence (I’m from Japan. I’m Vietnamese) in their books while they are listening. Then have them repeat the sounds, words, sentences twice before doing choral and individual repetition until they fell confident. - Get someone to perform in front of the class. Check as a class and correct the pronunciation, if necessary. - Tell them that they are going to read a chant. - Have them read each line of the lyrics. Explain the new words or structures, if necessary. Check comprehension. -Play the CD all the way through. Ask Ps to do choral and individual repetition of the chant. When pupils are familiar with the tune, ask a group to the front of the class to read the chant. The class may read along and clap hands or do actions. - Have the class read the chant again and clap their hands or do actions reinforce the activity. - Have Ps read and do a dictation, using the chant learnt in the previous lessons at home. - Do tasks in Workbook Unit 1.(A, B). a. Hi b. Hello 4. Good ….. a. night b. afternoon Groups or pairs. Whole class. T-Whole class. Whole class. Groups Pairs Whole class. Individual.

(30) Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 3: Period 12:. UNIT 2: I’M FROM JAPAN Lesson 3: (4,5,6) I. Objectives: By the end of period, Ss will be able to: read and write a short paragraph about themselves. II. Language focus: + New word: Revision the words: Vietnamese, American, Malaysian, Australian, Japanese, English, ... + Structures: Revision the sentences: What nationality are you? – I’m … III. Resources: Ss’ book, CD, fresh cards, puppets, posters of the chant What nationality are you? IV. Procedure:.

(31) Steps 1. Warm-up.. 2. Read and complete.. 3. Let’s write.. Learning activities - Get Ps read and copy the chant on the board, using the chant What nationality are you? learnt in the previous lessons. - Tell Ps that they are going to read the text and complete the table. -Get them to read the text and focus on the information to fill in the table. If necessary, get Ps to work in pairs or small groups. - Give Ps time to do the task independently. Go around and offer help, if necessary. - Get them to swap their answers before checking as a class. If there is enough time, let some pairs ask and answer the questions. - Tell Ps that they are going to write a short paragraph about themselves. - Have them work in pairs or group to discuss what are they going to write. Focus Ps on their names, their hometowns and the name of their school. Check comprehension. - Give Ps time to do the task independently. Go around and offer help, if necessary. - Get them to swap their answer before checking as a class. - If there is time, ask one P to write the. Language focus. Modes Work in group. Tony/Sydney/Australia T-Whole class / Australian. -Linda/ London/ England/English. Work in pairs -Tom/ New York/ America/ American.. Individual. Individual-WC. T-Whole class Pupils’ own answers. Work in pairs/groups.

(32) 4. Project. Name: …… Country: …. answer on the board. - Tell Ps that they are going to do a project. Explain the activities and check understanding. - Give each P a small card. Let Ps to copy the five categories from book onto their cards. - Call some Ps to the front of the class and tell the class about their partners’ cards. To make this activity more challenging, you may ask them not to look at the cards.. T-Whole class. Work in pairs/groups. Individual-WC 5. Home-link.. WEEK 4. - Have Ps revision greeting and responding learnt in the previous Unit 2 at home. - Do tasks in Workbook Unit 2.. Individual. Tuesday September 27th 2016 Wednesday September 28th 2016 PERIOD 13-UNIT 3: WHAT DAY IS IT TODAY? LESSON 1: (1,2). I. OBJECTIVES: By the end of period, Ss will be able to: ask and answer question about the days of the week. II. LANGUAGE FOCUS: + NEW WORD: today, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday, English + Structures: What day is it today? – It’s Monday. III. RESOURCES: Ss’ book, CD, fresh cards, puppets, posters of the chant What nationality are you? IV. Procedure: Steps Learning activities Language focus Modes 1. Warm-up. - Get Ps sing the chant What nationality T-Whole class again on Page 16. are you? -Play the CD a few time I’m.. for Ps to listen and sing the chant along. 2. Look, listen - Tell pupils that they are T-Whole class.

(33) & repeat.. 3. Point & say.. going to learn to: ask and answer question about the days of the week. - Have them look at the four pictures and read the story. Then ask them questions such as Picture a: The pupils meet Miss Hien in the classroom using Hello, class. Hello, Miss Hien. Picture b: Miss Hien asks her Ps’ about the day is today: What day is it today? – It’s Monday. Picture c: Miss Hien asks the class: What day is it today? – It’s Monday. Picture d: Nam greets Miss Hien when he comes into the classroom late, saying - Play the CD a few time for Ps to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. - Play the CD again for Ps to listen and say along. -Tell Ps that they are going to practice asking and answering question about What day is it today? – It’s Monday. - Repeat the same procedure with the rest of pictures. - Call a few pairs to act out in front of the class. Check as a class and correct pronunciation, if necessary.. What day is today? It’s Monday.. it. Good morning, Work in Miss Hien. I’m pairs/groups late!-Yes, come in.. Whole class. What day is it today? – It’s Monday.. T-Whole class. Pairs or groups. Pairs- WC.

(34) 4. Let’s talk. 5. Homelink. WEEK 4. - Tell pupils that they are What day is it going to practice asking today? – It’s questions about days of Monday. the week, using What day is it? and answering with the name of a specific day. - Have pupils practice asking and answering questions about the days of the week What day is it today? – It’s Monday at home.. Work in pairs /groups Work in pairs Individual. Tuesday September 27th 2016 Wednesday September 28th 2016 PERIOD 14-UNIT 3: WHAT DAY IS IT TODAY? LESSON 1: (3,4,5). I. OBJECTIVES: By the end of period, Ss will be able to: listen to dialogues about asking and answering questions about the days of the week. - What day is it today? It’s Monday; look and write the missing day in the each sentence. II. LANGUAGE FOCUS: + NEW WORD: Revision the words: today, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday and Sunday, English + Structures: Revision the sentence What day is it today? – It’s Monday. III. RESOURCES: Ss’ book, CD, fresh cards, puppets, posters of the song We have English today. IV. PROCEDURE: Steps Learning activities Language focus Modes.

(35) 1. Warm-up.. Spend a few minutes revising.. 2. Listen and tick.. - Tell Ps that they are going to listen to three dialogues about days of the week and tick the correct pictures. - Ask Ps to look at the pictures to identify the different days of the week - Get pupils to read aloud the days in English before playing the CD. - Get Ps to swap their answer their answers before you check as a class. Monitor activity and offer help when necessary. - Tell Ps that they are going to look at the table and complete the sentences with the names of the days. - Give them a few seconds to look at the table and the sentences. Then set a time limit for them to do the task. - Check the answers as a class. - Call two pupils to read the completed text aloud. If time allows, ask pupils more questions about the other days of the week. - Tell them that they are going to sing a song. - Hang poster of the song We have English today on the board. Have them read each line of the lyrics. Explain the new. 3. Look and write.. 4. Let’s sing.. Today, Monday, Tuesday…….. What day is it today? – It’s Monday. Whole class. T-Whole class. Whole class. Whole class. 1. Monday 2. Tuesday 3. Saturday 4. Sunday. T-Whole class. Pairs or groups Whole class. We have English today What day is it today? It’s Monday. We have English. T-Whole class.

(36) words or structures, if necessary. Check comprehension. - Have the class sing the song again and clap their hands or do actions reinforce the activity. 5. Home-link.. WEEK 4. today. Do you have English on Wednesdays? No. We have English on Tuesdays, Thursdays and Fridays. - Pupils sing and write the song We have English today on Page 19 at home again.. Whole class Work in groups. Whole class Individual. Tuesday September 27th 2016 Wednesday September 28th 2016 Friday September 30th 2016 PERIOD 15-UNIT 3: WHAT DAY IS IT TODAY? LESSON 2: (1,2,3). I. OBJECTIVES: By the end of period, Ss will be able to: ask and answer the questions about weekly activities… II. LANGUAGE FOCUS: + New word: go to school, help my parents visit my grandparents, … + Structures: What do you do on …………? – I… III. RESOURCES: Ss’ book, CD, fresh cards, puppets, poster, ….. IV. PROCEDURE: Steps 1. Warm-up. 2. Look, listen. Learning activities Language focus -Call some Ps to front of We have English the class to sing the song today The class may sing the song, clap the hands. - Tell pupils that they What do you do on. Modes T-Whole class. T-Whole class.

(37) & repeat. 3. Point & say. 4. Let’s talk.. are going to learn to ask and answer questions about their weekly activities. - Give them a few seconds to look at the pictures and read the text. Get them to identify the characters and the setting of the conversation by asking - Play the CD a few time for Ps to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. -If time allows, ask a few pairs to role-play the conversation. - Play the CD again for Ps to listen and say along.. - Tell Ps that they are going to practice asking and answering questions about weekly activities. - Let them to look at the table in their books. Ask them to identify the days of when the characters do the activities. Check comprehension. - Ask Ps to work in pairs to ask and answer question about weekly activities, using the given text in the bubbles and the information in the table. - Invite a few pairs to act out the exchanges, using fact about themselves. - Tell Ps that they are. …………? – I…. Who’s this? Where are they? What does Nam do on Fridays? What does Quan do on Saturday? (Nam and Quan are in the canteen. Quan wants know what Nam does on Fridays. Nam answers that he goes to school in the morning and helps his parents in the afternoon.) What do you do on Fridays? – I go to school in the morning. I listen to music in the afternoon. Pairs or groups. Whole class Whole class T-Whole class. What do you do on Fridays? Individual- WC – I go to school in the morning. I listen to music in the afternoon. Work in pairs Pairs-WC What day is it T-Whole class.

(38) 5. Home-link.. WEEK 4. going to revise what they have learnt in Lesson 1 and 2. Remind Ps how to use What day is today? What do you do on Mondays/ Tuesdays/ …? - Call on a few pairs to act out the dialogue if front of the class. Correct the pronunciation, if necessary. - Pupils practice asking and answering about weekly activities at home.. today? – It’s Monday What do you do on Pairs or groups Fridays? – I go to school in the morning. I listen to music in the Pairs -WC afternoon. Individual. Wednesday September 28th 2016 Friday September 30th 2016 PERIOD 16-UNIT 3: WHAT DAY IS IT TODAY? LESSON 2: (3,4,5). I. OBJECTIVES: By the end of period, Ss will be able to: listen to dialogues about asking and answering about weekly activities; look and write the missing word in the paragraph. II. LANGUAGE FOCUS: + NEW WORD : Revision the words: go to school, help my parents visit my grandparents, … + Structures: Revision the sentences: What nationality are you? – I’m … III. RESOURCES: Ss’ book, CD, puppets, fresh cards of game. IV. PROCEDURE: Steps Learning activities Language focus Modes 1. Warm-up. - Get Ps to revision What do you do on Work in pairs lesson by asking some Fridays? – I go to pairs to ask and answer school in the about one’s nationality morning. I listen to music in the afternoon 2. Listen and - Tell Ps that they are T-Whole class.

(39) number.. 3. Look and write.. 4. Let’s play.. going to listen to four dialogues about what children do on different days of the week and number correct pictures. - Ask Ps look at the pictures to identify each activity and different between pictures. (a: The boy goes to school b: The girl goes swimming, c: The boy plays the guitar d; The girl goes to the zoo.) - Play the CD a few times. Ask Ps to listen the CD and tick number correct pictures. Tell them not to worry if they cannot understand every word. - Get Ps to swap their answer before you check as a class. Monitor the activity and offer help when necessary. - Tell Ps that they are going to read the gapped sentences in silence. Then guide pupils to fill the gaps before asking them to do the task individually. - Check answers as a class and call three pupils to read aloud the completed sentences. - Tell Ps that they are going to play the game Slap the board - Put the nine words on the board. Ask three pupils come to the front. Say one of the words on the board. The pupil is quickest to slap the. Whole class. Whole class. Whole class. T-Whole class Work in pairs/groups Key: 1. Friday 2. go to school 3. go swimming 4. Saturday 5. go to school.. Whole class. T-Whole class. Whole class.

(40) 5. Home-link.. WEEK 5. correct word get one point. The one who gets the most points at the end of the game will win. - Invite another three pupils to play the game. To make it more challenging, you may say words that are not on the board (and the pupils should not slap any words). - Have Ps do a dictation, using the phrases learnt in the previous lessons at home.. Groups. Individual. Tuesday October 4th 2016 Wednesday October 5th 2016 PERIOD 17-UNIT 3: WHAT DAY IS IT TODAY? LESSON 3: (1,2,3). I. OBJECTIVES: By the end of period, Ss will be able to: pronounce the sounds of the letters ir, ur and er in the words first, Thursday and her respectively. II. LANGUAGE FOCUS: + NEW WORD: Revision the words + Structures: Revision the sentences: What do you do on ? – I … III. RESOURCES: Ss’ book, CD, fresh cards, puppets, posters of the chant What do you on …? IV. PROCEDURE: Steps Learning activities Language focus Modes 1. Warm-up. - Spend a few minutes - Groups revising the previous lesson by calling one or two pairs of pupils to act out the story in Lesson 2, Activity 1 2. Listen and repeat. - Tell Ss that they are - ir, ur and er going to practise saying the sounds of the letters ir, ur and er in the words first, Thursday - Whole class and her respectively. - Put the phonics ir, ur.

(41) and er on the board and say them a few times. - Play the CD and ask Ps to repeat the letters a few times. Then write the words and the sentence on the board. Play the CD a few times and let Ps say the words and the phrases, paying attention to the target sounds. - Do the choral and individual repetition of the sound, 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. 3. Listen and circle. - Tell Ss that they are Then write and say going to listen to the aloud. CD, circle the correct options and then write the words in the blanks. - Give Ss a few seconds to read the sentences in silence and guess the words to fill the gaps. - Have Ps listen to the CD and circle the appropriate options. Allow them 5 minutes to do the task independently. If necessary, have Ps listen to the CD more than once. - Ask Ps to write the words in the gaps. Then have them swap their answers before Key:. - Whole class. - Whole class; Individual - Individual - Whole class. - Whole class. - Individual. - Individual. - Pairs. - Individual.

(42) checking as a class. Go 1. b around and offer help, 2. b if necessary. 3. a - Ask Ps to read the sentences aloud. 4. Let’s chant.. 5. Home-link.. - Tell Ss that they are going to say the chant. - Have Ps read the chant and check comprehension. - Play the CD a few times for Ps to do choral and individual repetition. Show them how to chant and do actions. - Put the class into three groups to practise chanting and doing actions. Each of the groups should sing one verse of the song. Go around and offer help, if necessary. - Call three pairs to the front of the class to chant and do actions. The rest of the class clap along the rhythm. - Recite the chant What do you on …? at home. - Whole class. - Whole class - Whole class; - Individual. - Groups. - Whole class;. - Individual.

(43) WEEK 5. Tuesday October 4th 2016 Wednesday October 5th 2016 PERIOD 18-UNIT 3: WHAT DAY IS IT TODAY? LESSON 3: (4,5,6). I. OBJECTIVES: By the end of period, Ss will be able to: read a short paragraph about Mai’s weekly activities and answer the questions; write about themselves. II. LANGUAGE FOCUS: + NEW WORD: Revision + Structures: Revision the sentences: What do you do on ……? – I’m … III. RESOURCES: Ss’ book, CD, fresh cards, puppets, posters of the chant What do you do on …? IV. PROCEDURE: Steps Learning activities Language focus Modes 1. Warm up - Recite the chant What do you do - Groups on….? 2. Read and - Tell Ss that they are - Whole class answer going to read the texts about Mai’s weekly activities and answer the four questions. - Give them a few Pairs seconds to look at the picture and ask: Read the first text and - Who is this? When - Individual focus on the information does she go to to answer the first two school? - Pairs questions. Then ask (This is Mai. She them to read the second goes to school on text to answer the last Mondays, Tuesdays, two questions. If Wednesdays, necessary, get Ps to Thursdays and work in pairs or small Fridays)..

(44) groups. - Have Ps swap and correct their answers before checking as a class. If there is enough time, let some pairs ask and answer the questions.. 3. Write about - Tell Ss that they are you. going to write a short paragraph about themselves. - Have them work in pairs or in groups to discuss what they are going to write. Focus Ps on their class, day and weekly activities. Check comprehension. - Get them to swap their answers before checking as a class. - If there is enough time, ask one pupil to write the answer on the board. 4. Project - Tell Ss that they are going to interview one of their classmates about what they do at the weekend. - Ask pupils to rehearse the interview if there is enough time. Then ask them to do the interviews after class or over the weekend and report the results in the next lesson. - Teach them how to. Key: 1. Her name is Mai 2. It’s Monday today. 3. No, she doesn’t. She goes to school on Mondays, Tuesdays, Wednesdays, Thursdays, and Fridays. 4. She goes swimming on Saturdays and visit her grandparents on Sundays. - Whole class - Pairs/ Groups. - Individual - Pairs. - Whole class. - Individual. - Pairs - Individual.

(45) 5. Homelink. WEEK 5. report the result. - Make a card. - Individual. Wednesday October 5th 2016 Thursday October 6th 2016 Friday October 6th 2016 PERIOD 19-UNIT 4: WHEN’S YOUR BIRTHDAY? LESSON 1: (1,2). I. OBJECTIVES: By the end of period, Ss will be able to: ask and answer question about dates. II. LANGUAGE FOCUS: + NEW WORD: January, February, March, April, May, June, July, August, September, October, November, December, ordinal numbers. + Structures: What is the date today? – It’s ….. . III. RESOURCES: Ss’ book, CD, fresh cards, puppets, posters of the chant What do you do on …? IV. PROCEDURE: Steps Learning activities Language focus Modes 1. Warm-up. - Get Ps sing the chant What do you do on T-Whole class again on Page 16. …? - Play the CD a few time for Ps to listen and sing the chant along. 2. Look, listen - Tell pupils that they are T-Whole class & repeat. going to learn to: ask and What is the date answer question about today? – It’s … the days of the week. - Have them look at the four pictures and read the story. Then ask them questions such as Who is Picture a and b: The teacher?/ Where are the pupils meet Miss pupils?/ What is the date Hien in the today? classroom using Check comprehension. Hello, class. - Play the CD a few time Hello, Miss Hien. for Ps to listen and Picture c: Miss repeat. Do choral and Hien asks her Ps’ individual repetition, about dates is today:.

(46) 3. Point & say.. 4. Let’s talk.. 5. Home-link.. pointing to the characters speaking. - Play the CD again for Ps to listen and say along.. What is the date today? – It’s ….. Picture d: Mai corrects Nam’s answer saying It’s Work in the second of pairs/groups October. Whole class. - Tell Ps that they are going to practice asking and answering question about dates, using What is the date today? - It’s … - Get them to point and say the date under the pictures, they need to know the ordinal st st numbers 1 to 31 . Drill pupils on the questions and answers chorally before getting them to work in pairs. - Repeat the same procedure with the rest of pictures. - Call a few pairs to act out in front of the class. Check as a class and correct pronunciation, if necessary. - Tell pupils that they are going to practice asking questions about dates, using What is the date today? - It’s …and answering about dates in pairs. - Have pupils practice asking and answering questions about the days of the week What is the date today? – It’s …. at home.. What is the date today? - It’s …. T-Whole class. Pairs or groups. Pairs- WC. What is the date today? – It’s …….. Work in pairs /groups Work in pairs Individual.

(47) WEEK 5. Wednesday October 5th 2016 Friday October 7th 2016 PERIOD:20-UNIT 4: WHEN’S YOUR BIRTHDAY? LESSON 1: (3,4,5). I. OBJECTIVES: By the end of period, Ss will be able to: listen to dialogues about asking and answering questions about dates What is the date today? – It’s …; look and write the missing dates in the each sentence. II. LANGUAGE FOCUS: + New word: Revision the words: January, February, March, April, May, June, July, August, September, October, November, December, ordinal numbers. + Structures: Revision the sentence What is the date today? – It’s ….. III. RESOURCES: Ss’ book, CD, fresh cards, puppets, posters of the song What’s the date today? IV. PROCEDURE: Steps Learning activities Language focus Modes 1. Warm-up. Spend a few minutes January, February, Whole class revising. March, April, May, June, July, August, September, October, November, ……. 2. Listen and - Tell Ps that they are T-Whole tick. going to listen to three class dialogues about days of the week and tick the correct pictures. - Ask Ps to look at the pictures to identify the Whole class different days of the week - Get Ps to swap their answer their answers before you check as a Whole class class. Monitor activity and offer help when necessary. 3. Look and. - Tell Ps that they are 1. It’s the twelfth of. T-Whole.

(48) write.. 4. Let’s sing.. 5. Home-link.. going to look at the pictures and complete the sentences with the dates. - Give them a few seconds to look at the pictures and the sentences. Then set a time limit for them to do the task. - Check the answers as a class. - Call two pupils to read the completed text aloud. If time allows, ask pupils more questions about dates. - Tell them that they are going to sing a song. - Hang poster of the song What’s the date today? on the board. Have them read each line of the lyrics. Explain the new words or structures, if necessary. Check comprehension. - Play the CD all the way through. Ask Ps to do choral and individual repetition of the song. When pupils are familiar with the tune, ask a group to the front of the class to sing the song. The class may sing along and clap hands or do actions. - Have the class sing the song again and clap their hands or do actions reinforce the activity. - Pupils sing and write the song on Page 25 at home again.. October 2. It’s the fourteenth of October 3. It’s the thirtieth of October.. class. Pairs or groups Whole class What’s the date today? What’s the date today? Is it the first of October? What’s the date today? Is it the first or is it the third? What’s the date today? It isn’t the first, It isn’t the third. It’s the second of October.. T-Whole class. Whole class. Work in groups. Whole class. What’s the date today?. Individual.

(49) WEEK 6. Tuesday October 11th 2016 Wednesday October12th 2016 PERIOD 21: UNIT 4: WHEN’S YOUR BIRTHDAY? LESSON. 2: (1,2,3). I. OBJECTIVES: By the end of period, Ss will be able to: ask and answer the questions. about someone’s birthday… II. LANGUAGE FOCUS: + New word: Revision the words: January, February, March, April, May, June, July, August, September, October, November, December, ordinal numbers (first, second, third, fourth, fifth, ….) + Structures: When’s your birthday? – It’s on (the first of October). III. RESOURCES: Ss’ book,tape , CD, fresh cards, puppets, poster, …. IV. PROCEDURE :. Steps 1. Warm-up.. 2. Look, listen & repeat.. Learning activities - Call some Ps to front of the class to sing the song The class may sing the song, clap the hands. - Tell pupils that they are going to learn to ask and answer questions about someone’s birthday, using - Give them a few seconds to look at the pictures and read the text. Get them to identify the characters and the setting of the conversation by asking Who are they? Where are they? What are they saying? (Mai is at Linda’s birthday party) - Play the CD a few time for Ps to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. -If time allows, ask a few pairs to role-play the. Language focus What’s the date today?. Modes Whole class. T-Whole class When’s your birthday? – It’s on (the fifth of March).. a. Oh! What a nice cake! Yes. It’s my birthday today. b. Happy birthday, Linda. Pairs or groups Thank you. c. When’s your birthday, Mai? It’s on (the fifth of.

(50) 3. Point & say.. 4. Let’s talk.. conversation. - Play the CD again for Ps to listen and say along. - Tell Ps that they are going to practice asking and answering questions about someone’s birthday. - Let them to look at the pictures in their books and focus on the months and circled dates. In order for pupils to say the dates, teach the months of the years of the year. Use a calendar to aid teaching. Check comprehension. - Point to the picture and get one Ps to say the date (the first of January). Then do an example with a pupil: - Ask Ps to work in pairs to ask and answer question about someone’s birthday. - Call on a few pairs to act out the dialogue if front of the class. Correct the pronunciation, if necessary. -Tell Ps that they are going to revise what they have learnt in Lesson 1 and 2. Remind Ps how to use What is the date today? It’s the fifth of October. When’s your birthday? It’s on the … -Call on a few pairs to act out the dialogue if. March).. Whole class Whole class your T-Whole class. a. When’s birthday? It’s on the fifth of January. b. When’s your birthday? It’s on the twelfth of February. c. When’s your birthday? It’s on the fourteenth of March. d. When’s your Individual- WC birthday? It’s on the twentieth of April. e. When’s your Work in pairs birthday? It’s on the thirtyfirst of May. f. Pairs-WC When’s your birthday? It’s on the twentyfourth of June. T-Whole class What is the date today? It’s the fifth of Pairs or groups October. When’s your birthday? It’s on the … Pairs -WC.

(51) 5. Home-link.. WEEK 6. front of the class. Correct the pronunciation, if necessary. - Pupils practice asking and answering about someone’s birthday When’s your birthday? It’s on the … at home.. Tuesday October 11th 2016 Wednesday October 12th 2016. Individual.

(52) PERIOD 22: UNIT 4: WHEN’S YOUR BIRTHDAY ? LESSON 2: (4,5,6) I . OBJECTIVES: By the end of period, Ss will be able to: listen to dialogues about asking and answering about someone’s birthday; look and write the missing word in the dialogues. II. LANGUAGE FOCUS: + New word: Revision the words: January, February, March, April, May, June, July, August, September, October, November, December, ordinal numbers (first, second, third, fourth, fifth, ….) + Structures: Revision the sentence: When’s your birthday? – It’s on (the first of October). III. RESOURCES: Ss’ book, tape ,CD, puppets, post of the chant Months of the year. IV. Procedure: Steps Learning activities Language focus Modes 1. Warm-up. - Get Ps to revision When’s your Work in pairs lesson by asking some birthday? – It’s on pairs to ask and answer (the first of about one’s birthday October). 2. Listen and - Tell Ps that they are T-Whole class number. going to listen to four dialogues about what children’ birthdays and number correct (a: The fifteenth of Whole class pictures. - Ask Ps look at the January; b: The pictures to say the dates second of April; c: The twenty-sixth of aloud.. - Play the CD a few July; d; The sixth of times. Ask Ps to listen March.) the CD and tick number correct pictures. Tell them not to worry if they Whole class cannot understand every word. - Get Ps to swap their answer before you check as a class. Monitor the activity and offer help when necessary. Whole class 3. Look and write.. - Tell Ps that they are going to write the answers to the questions, using the picture cues. - Have Ps read the questions about Tony’s, Mai’s and Phong’s. T-Whole class Work in pairs/groups Whole class.

(53) 4. Let’s chant.. 5. Homelink. birthday first. Then tell pupils to look at the picture to find the dates of the children’ birthday. - Check answers as a class and call three pupils to read aloud the completed sentences - Tell them that they are going to sing the chant. - Hang poster of the song Moths of the year on the board. Have them read each line of the lyrics. Explain the new words or structures, if necessary. Check comprehension. - Play the CD all the way through. Ask Ps to do choral and individual repetition of the song. When pupils are familiar with the tune, ask a group to the front of the class to sing the song. The class may sing along and clap hands or do actions. - Have the class sing the song again and clap their hands or do actions reinforce the activity. - Call two groups to the front of the class to chant and do actions. The rest of the class clap along the rhythm. - Have Ps do a dictation, using the phrases learnt in the previous lessons. Key: 1. on the fourth of February. 2. on the fifth of March. 3. on the twentythird of June. Moths of the year T-Whole class January, February, March Now it’s time to start. April, May and June Sing a happy tune July, August, September Let’s play together Whole class October, November, December. Remember, Remember, Remember!. Groups. Individual. WEEK 6 Wednesday October 12th 2016 Thursday October 13th 2016 Friday October 14th 2016 PERIOD 23: UNIT 4: WHEN’S YOUR BIRTHDAY?.

(54) LESSON 3: (1,2,3) I. OBJECTIVES: By the end of period, Ss will be able to: pronounce the sounds of the letters th and ch in the words fourth, and March respectively. II. LANGUAGE FOCUS: + New word: Revision the words + Structures: Revision the sentences: When’s your birthday? – It’s on (the first of May). III. RESOURCES: Ss’ book, tape ,CD, fresh cards, puppets, posters of the chant When’s your birthday? IV. PROCEDURE: Steps Learning activities Language focus Modes 1. Warm-up. - Spend a few minutes - Groups revising the previous lesson by calling one or two pairs of pupils to act out the story in Lesson 2, Activity 1 2. Listen and - Tell Ss that they are going TWhole repeat. to practise saying the sounds class of the letters th and ch in the words fourth, and th fourth, March respectively. It’s the fourth of - Put the phonics th and ch June on the board and say them a ch March few times. My birthday is on TWhole - Play the CD and ask Ps to the fifth of March class repeat the letters a few times. Then write the words and the sentence on the - Whole class; board. Play the CD a few Individual times and let Ps say the words and the phrases, paying attention to the target sounds. - Do the choral and individual repetition of the - Whole class sound, words and sentences until Ps feel confident. - Get some Ps to perform in front of the class. Check as a class and correct the - Individual pronunciation, if necessary. 3. Listen and - Tell Ss that they are going 1. fifth (b) circle. Then to listen to the CD, circle the 2. March (a) - Whole class write and say correct options and then 3. sixteenth (a) aloud. write the words in the 4. March (a) blanks. - Individual - Give Ss a few seconds to.

(55) 4. Let’s chant.. 5. Homelink. WEEK 6:. read the sentences in silence and guess the words to fill the gaps. - Have Ps listen to the CD and circle the appropriate options. Allow them 5 minutes to do the task independently. If necessary, have Ps listen to the CD more than once. - Ask Ps to write the words in the gaps. Then have them swap their answers before checking as a class. Go around and offer help, if necessary. - Ask Ps to read the sentences aloud. - Tell Ss that they are going to say the chant When’s your birthday? - Have Ps read the chant and check comprehension. - Play the CD a few times for Ps to do choral and individual repetition. Show them how to chant and do actions. - Call three pairs to the front of the class to chant and do actions. The rest of the class clap along the rhythm. - Recite the chant When’s your birthday? at home. - Individual. - Pairs - Whole class. When’s your birthday? When’s your birthday, Mai? It’s on the fifth of March When’s your birthday, Mary? It’s on the fifth of March, too. ………………….. - Whole class - Whole class;. - Individual Groups Pairs - Whole class; - Individual. Wednesday October 12th 2016 Friday October 14th 2016 PERIOD 24 :UNIT 4: WHEN’S YOUR BIRTHDAY? LESSON 3: (4,5,6). I. OBJECTIVES: By the end of period, Ss read and tick in correct pictures ; write about themselves. II. LANGUAGE FOCUS: + New word: Revision.

(56) + Structures: Revision the sentences: When’s your birthday? – It’s on (the first of September). III. RESOURCES: Ss’ book, CD, fresh cards, puppets, posters of the chant When’s your birthday? IV. Procedure:. Steps 1. Warm-up.. Learning activities - Recite the chant. Language focus Modes When’s your - Groups birthday? 2. Read and - Tell Ss that they are going - Whole class tick. to read the texts about Peter’s e-mail and tick in correct pictures. - Give them a few seconds to look at the picture and Pairs ask: Who is this? When does she go to school? (This is Mai. She goes to - Individual school on Mondays, Tuesdays, Wednesdays, Thursdays and Fridays). Read the first text and focus Key: - Pairs on the information to 1. Her name is answer the first two Mai questions. Then ask them to 2. It’s Monday read the second text to today. answer the last two 3. No, she doesn’t. questions. If necessary, get She Ps to work in pairs or small goes to school on groups. Mondays, - Give Ps time to do the task Tuesdays, independently. Go around Wednesdays, and offer help, if necessary. Thursdays, - Have Ps swap and correct and Fridays. their answers before 4. She goes checking as a class. If there swimming on is enough time, let some Saturdays and visit pairs ask and answer the her grandparents questions. on Sundays.3. Write about - Tell Ss that they are going - Whole class you. to write a short paragraph about themselves. - Have them work in pairs or in groups to discuss what Pairs/ Groups they are going to write. Focus Ps on their class, day and weekly activities. Check comprehension..

(57) 4. Project.. 5. Home-link.. WEEK 7:. - Give Ps some minutes to do the task individually. Go around and offer help, if necessary. - Get them to swap their answers before checking as a class. - If there is enough time, ask one pupil to write the answer on the board. - Tell Ss that they are going to interview one of their classmates about what they do at the weekend. - Write some sample questions on the board and have pupils copy them down. Then do an interview with a pupil as an example. - Ask pupils to rehearse the interview if there is enough time. Then ask them to do the interviews after class or over the weekend and report the results in the next lesson. - Teach them how to report the result. - Make a card. - Individual - Pairs. - Whole class. - Individual. - Pairs - Individual. - Individual. Tuesday October 18th 2016 Wednesday October19th 2016 PERIOD 25:UNIT 5 : CAN YOU SWIM? LESSON 1: (1,2,3). I. OBJECTIVES: By the end of this unit, pupils will be able to use the words and phrases related to the topic “Things we can do”. Ask and answer questions about what someone can/cannot do, using What can you do? I can .... II. LANGUAGE FOCUS: * Vocabulary: skip, swim, skate, cook , dance, sing …. * Sentence pattern: What can you do? I can…………. III. RESOURCES: Posters, flashcards, puppets,tape , CD player and projector.

(58) IV. PROCEDURE: Stages 1. Warm-up.. 2. Look, listen and repeat.. 3. Point and say.. Learning activities * Check-up: Review the verbs/verb phrases to talk about activities pupils learnt in Tieng Anh 3 - Teaching new work. - T use the picture. * Check-up vocabulary: R.O.R - Ask them to look at the four pictures to identify the characters (Mai, Nam and Phong) and the context in which the language is used. Ask them questions such as Where are they? What are they doing? Check comprehension. - Play the CD more than once, if necessary, for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. - Play the CD again for pupils to listen and repeat. * Model sentence: - Tell pupils that they are going to practice asking and answering questions about what someone can do. • Have them look at the bubbles to understand how to use the language. Ask pupils to look at the four pictures to identify what the girl can do in each picture. Revise the words skip, skate, cook and swim. - Point to the first picture and model the task with one pupil, using the expressions in the bubbles and the word under the picture. (Teacher: What can you do? Pupil: I can skip.) - Select some pairs to role-play the dialogue in front of the class. Monitor the activity. Language focus (e.g. read, cycle, skip, skate, cook, swim, play football, play volleyball). * New words: - skip: nhảy dây - swim: bơi - skate: trượt patanh - cook: nấu ăn - cycle: đi xe đạp (picture) - dance: nhảy dây - sing: ca hát - can: có thể - can’t: không thể. Modes Individual. Whole class Read in chorus . Group works , Individual. S1: What can you Whole class do? S2: I can draw a cat. individual. Pair works.

(59) and offer help, if necessary. 3. Work in - Tell pupils that they are pairs. Tell your going to practise using What partners what can you do? and I can ... you can do. - Ask them to work in pairs: one pupil asks the question and the other answers with facts about themselves. - Monitor the activity and offer help, if necessary. - Select some pairs of pupils to role-play in front of the class. - To extend this activity, ask them to say something they cannot do (e.g. I can't skate.) - Introduce how to play the Guessing game games for Ss, remember that: Ss can only do but he/she can’t say any words. Home-link. - Learn by heart the new words and model sentence. -Be ready for lesson 1: 4,5,6. WEEK 7:. Whole class. Pair works. Whole class Pair work Individual. Tuesday October 18th 2016 Wednesday October19th 2016 PERIOD 26 : UNIT 5 : CAN YOU SWIM? LESSON 1: (3,4,5). I. OBJECTIVES: By the end of the lesson Ss will be able to listen to the CD , tick to the correct picture and using the structure What can you do? I can ………… to complete the exercise . II. LANGUAGE FOCUS: * Sentence pattern: What can you do? I can ………… III. RESOURCES: Posters, flashcards, puppets, CD player and projector IV. PROCEDURE: Stages Learning activities Language focus Modes 1. Warm-up. * Check-up: Review the (e.g. read, cycle, skip, Individual.

(60) 2. Listen and tick.. 3. Look and write .. verbs/verb phrases to talk about activities pupils learnt in E 3 - Tell Ss that they are going to listen three dialogues about someone’s abilities and tick the correct picture. - Ask them to look at the pictures to identify the similarities and differences among them - Play the CD more than once, If necessary, for pupils to listen and tick the correct pictures. Get pupils to swap their answers before you check as a class.. - Tell pupils that they are going to complete the sentences to express ability, using the picture cues. - Ask them to look at the four pictures to identify what the character in each picture can do. Then have them find appropriate words to complete the sentences. Get pupils to. skate, cook, swim, play football, play volleyball). Whole class Read in chorus . Group works , Individual. Key: 1a , 2 c ,3. a Audio script 1. Mai:What can you do? Tony:I can draw. Look at this! Mai:Oh, what a nice picture! 2. Mai:What can you do? Nam:I can cycle. Mai:Cycle? Lees cycle together in the park. 3. Mai: How old are you? Akiko: I’m nine years old. Mai: What can you do? Akiko: I can skate. Mai:Oh, really? Ifs wonderful Whole class. individual Pair works.

(61) work in pairs, if necessary. - Give pupils time to do the task independently Go around offering help, if necessary. Key: 1. dance , 2. - Get them to swap their skate , 3. swim , 4. answers before checking cycle as a class. If there is enough time, invite some pupils to read the complete sentences aloud. 4. Let’s play.. -Tell pupils that they are going to play a Guessing game. Follow the procedure in Games in introduction - Stick pictures of a dog, a fish and a parrot on the board. Check if pupils can recognize the animals. Point to a picture and ask some questions about the animal - Divide pupils into groups of five. A pupil in one group says two sentences about one of the animals, using can and can't, and then asks but it can't walk. The pupils of the other groups guess The group that gives the right answer the quickest gets one point, - The groups take turns asking and answering questions. Then one that gets most points wins Guessing game - Introduce how to play the games for Ss, remember that:. Whole class. Group works. (e.g. What's this animal? What can it do? Can it swim?).. what it is? It can swim, e.g. it's a fish.. Whole class Pair work.

(62) 5. Home link.. WEEK 7:. Ss can only do but he/she can’t say any words. - Learn by heart the new words and model sentence. - Be ready for lesson 2. Individual. Wednesday October 12th 2016 Thursday October 13th 2016 Friday October 14th 2016 PERIOD 27:UNIT 5 : CAN YOU SWIM? LESSON 2: (1,2,3). I. OBJECTIVES: By the end of the lesson Ss will be able to ask and answer questions about whether someone can do something, using Can you ...? Yes, I can./No, I can't. II. LANGUAGE FOCUS: * Vocabulary: play table tennis , play volleyball , play the piano , play the guitar * Sentence pattern: Can you ...? Yes, I can./No, I can't III. RESOURCES: Posters, flashcards, puppets,tape, CD player and projector IV. PROCEDURE: Stages Learning activities Language focus Modes 1. Warm-up. * Check-up: Ask some Ss “What can you do?” Individual the question * Guessing game: Let’s.

(63) play-page 32 2. Look, listen - Explain the new work then * New words: and repeat. Check-up vocabulary: - play table tennis: R.O.R chơi bóng bàn (picture) - play volleyball: - Tell Ss that they are going chơi bóng chuyền to read a story in which (picture) pupils express their ability. - play the piano: - Tell them that they are chơi đàn piano going to look at listen to and (picture) repeat the dialogue between - play the guitar: characters in the three chơi đàn ghita pictures. (picture) - Ask Ss to look at the *Note: the + musical pictures to identify the instrument ( the characters (Tom and Peter) guitar, the piano…) and the context in which the language is used. Ask them questions such as: - Check comprehension - Play the CD more than once for Ss to listen and Who we the boys? repeat. Do choral and Where are individual repetition, they? pointing to the characters What are they speaking. doing? - Play the CD again for pupils to listen and repeat 3. Point and - Tell Ss that they are going * Model sentence: say. to practice asking and S1: Can you play answering questions about volleyball? someone's ability. S2: Yes, I can/ No, I - Have they looked at the can’t bubbles to understand how to ask and answer questions about someone's ability? - Ask pupils to practice in pairs, one asking the question and the other giving the answer, using the prompts in the bubbles and pictures. - Select some pairs to demonstrate the task in front of the class. Monitor the activity and offer help.. Whole class Read in chorus Group works , Individual. Whole class. individual. Pair works.

(64) 4. Let’s talk.. - Tell Ss that they are going to practice asking and answering about ability, using What can you do? I - Do the task with one pupil can……. as a model. Put the Can you ….? Yes, I sentences on the board and can/No, I cant do choral and individual repetition. - Ask them to work in pairs, one pupil asking the questions and the other giving the answers to talk about their abilities. Monitor the activity and offer help. - Select some pairs of pupils to role-play in front of class. Guessing game - Introduce how to play the games for Ss, remember that: Ss can only do but he/she can’t say any words.. WEEK 7:. Whole class. Pair works. Whole class Pair work. Wednesday October 19th 2016 Friday October 21st 2016 PERIOD 28:UNIT 5 : CAN YOU SWIM? LESSON 2: (4,5,6). I. OBJECTIVES: By the end of the lesson Ss will be able to ask and answer questions about whether someone can do something, using Can you ...? Yes, I can./No, I can't. II. LANGUAGE FOCUS: * Sentence pattern: Can you ...? Yes, I can./No, I can't III. RESOURCES: Posters, flashcards, puppets, CD player and projector IV. PROCEDURE: Stages Learrning activities Language focus Modes 1. Warm-up : * Check-up: Ask some Ss “What can you do?” Individual the question * Guessing game: Let’s play-page 32 2. Listen and - Tell pupils that they are number. going to listen to four Whole class dialogues about what the Read in four characters can do chorus . and number the pictures. - Ask them to look at the Group works ,.

(65) 3. Look and write.. 4. Let’s sing. pictures and identify what the character in each picture can do Check understanding. - Play the CD for pupils to listen and number the pictures - Play the CD again for them to check their answers. - Get pupils to swap their answers before you check as a class. Monitor the activity and offer help, if necessary. - Tel pupils that they are going to write the answers to the questions about what the children can do, using picture cues. – Ask them to look at the four pictures to identify what the character in each picture can/ cannot do. Then ask them to read the questions and think of possible answers, using the picture cues. After that, have them write the appropriate answers. Get pupils to work in pairs, if necessary. - Give pupils time to do the task independently. Go around offering help, if necessary. - Get them to swap their answers before checking as a class. If there is enough time, call some pairs to act out the complete dialogues. - Tell pupils that they are going to sing the song Can you swim? Teach the song, following the. Individual. Key: a2, b 4 , c 3 , d 1. Answers. Whole class. Pair works. Key: No, I can’t. 2 Yes, I can No, I cant. No, I can’t..

(66) procedure in Teaching the unit components in Introduction: - Have them read each line of the lyrics aloud Check comprehension. - Play the CD all the way through. Ask pupils to do choral and individual repetition of the song line by line until they get familiarized with the pronunciation, the stress, the rhythm and the tune of the song. - Play the CD again and get pupils to sing along with the CD. - Divide the class into two groups: one sings the questions and the other sings the answers Guessing game - Introduce how to play the games for Ss, remember that: Ss can only do but he/she can’t say any words. Home-link. - Learn by heart the new words and model sentence. - Be ready for lesson 3. Whole class Pair work. Individual.

(67) Week 8: Period 29:. UNIT 5 : CAN YOU SWIM? Lesson 3: (1,2,3) I. Objectives: By the end of the lesson Ss will be able to ask and answer questions about whether someone can do something, using Can you ...? Yes, I can./No, I can't. Pronounce the sounds of the letters s and sw in the words sing and swim respectively. II. Language focus: * Sentence pattern: Can you ...? Yes, I can./No, I can't III. Resources:Posters, flashcards, puppets, CD player and projector IV/ PROCEDURE: Stages Learrning activities contents Modes 1. Warm-up.. 2. Listen and repeat.. Spend a few minutes revising the previous lesson by calling some pupils to the front of the class to sing the song on you swim? Have the class listen and clap their hands -Tell pupils that they are going to practice saying the sounds of the letters s and sw in the words sing and swim respectively.. Individual. Whole class Read in chorus ..

(68) -First, put the letters s and sw on the board. Play the CD and ask pupils to repeat a few times. Then put the words sing and swim on the board, play the CD and ask pupils to repeat a few more times. After that, write the sentences on the board.. Play the CD a few more times and let pupils say the sentences, paying attention to the target sounds. - Do choral and individual repetition of the sounds, words and sentences until pupils feel confident. -Get some pupils to perform in front of the class. Check as a class and correct the pronunciation. 3. Listen and - Tell pupils that they are number. Then going to listen to four say aloud. sentences with the sounds s and sw and number them, - Ask them to read the sentences and identify the words with the letters s and sw. Explain the new word swing, Check pupils' understanding. -Play the CD for pupils to listen and number the sentences. Remind pupils to focus on the words with the sounds s and sw while listening, -Play the CD again for them to check their answers -Get pupils to swap their answers before you check as a class. Monitor the activity and offer help, if. Individual Group works I can sing and I can't swim. Whole class. Pair works. Key: a 4 , b1 , c2 , d3 Audio script: 1.Can you swim? 2..

(69) necessary. Can you sit on the chair? -Ask pupils to say the 3.Can you swing? 4. sentences aloud. Can you sing? 4. Let’s chant. - Tell pupils 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 CD more than once, if necessary, for pupils to do choral and individual repetition until they get familiarized with the pronunciation, the stress, the rhythm and the intonation of the chant Show pupils 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 answers. - Get groups to sit opposite of each other and practice chanting and doing actions, Go around offering help. - Call three groups to the front of the class to chant and do actions The rest of the class claps along to the rhythm Guessing game - Introduce how to play the games for Ss, remember that: Ss can only do but he/she can’t say any words. 5. Home-link. - Learn by heart the new words and model sentence. - Be ready for lesson 3:. Individual Read in chorus .. Group works. Whole class Pair work. Individual.

(70) 4,5,6 page 35 *Comments:…………………………………………………………………............... ………………………………………………………………………………………..... .......................................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 8: Period 30:. UNIT 5 : CAN YOU SWIM? Lesson 3: (4,5,6) I. Objectives: By the end of the lesson Ss will be able to read and write about themselves II. Language focus: III. Resources: Posters, flashcards, puppets, CD player and projector IV. Procedure: Stages Learrning activities contents Modes 1.Warm-up. Spend a few minutes revising Individual the previous lesson, Get three groups of two to go to the front of the class to sing the chant Can you sing? and do actions. Have the class listen and clap their hands 2. Read and - Tell pupil!, that they are Whole class complete. going to read the text about Mai and her friends Nam and Phong and write their names under the pictures. Explain the Individual meaning of V and X in the pictures (V: can, X: can't)..

(71) 3. Write about yourself.. Check understanding. - Have pupils read the first three lines of the passage and explain why we put Mai under the third pair of pictures, (Mai can sing, but she can't play the piano) - Get them to read the text and focus on the information to complete the blanks (what each character can and cannot do). If necessary, get pupils to work in pairs or small groups. -Give pupils time to do the task independently. Go around offering help, if necessary, - Get them to swap their answers before checking as a Key: 1. Nam , 2. class. Provide explanations to Phong the answers, if necessary. - Tell pupils that they are going to write a short paragraph about what they can and cannot do, following the structure of the given text. - You may want to introduce the word blog. (A blog, or a web log, is a website with short articles that are changed regularly a Ask pupils if they or their family members have written a blog, Explain how and why people write a blog. (People usually write about their daily lives, interests, opinions, and/or experiences on their blog) - Tell pupils that the given text is an article from a blog. Ask pupils to read the blog to understand what Linda writes about herself- her name. what she can do and what she cannot do - Have pupils work in pairs or groups to discuss what they are going to write. Then give. Pair works. Whole class. Pair works.

(72) them time to do the task independently. - Get pupils to swap their answers before checking as a class. If there is time, ask one pupil to write the answer on the board. 4. Project. - Tell pupils that they are going to interview three classmates to get information about their abilities and complete the chart - Ask pupils to pay attention to the sample sentences in the bubbles. Check their understanding of the symbols in the chart. - Get a pair to do a demonstration in front of the class as an example before starting the activity. - Give pupils time to do the interview in class. - Call some pupils to the front of the class to report on their work. - If time allows, you may make a chart to show the number of pupils who can do each of the four activities and put it on the wall for display. Guessing - Introduce how to play the game games for Ss, remember that: Ss can only do but he/she can’t say any words. 5. Home link. - Learn by heart the new words and model sentence. - Be ready for Review 1-page. Key: Pupils own answers Individual Group works Pair works. Key: Pupils' own answers. Whole class Pair work Individual. *Comments:…………………………………………………………………............... ………………………………………………………………………………………..... ..........................................................................................................................................

(73) Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 8: Period 31:. REVIEW 1 I. Objectives: - By the end of this lesson, pupils will be able to perform their abilities to listen, speak, read and write related to the topics they have learnt from Units 1-5, using the phonics, vocabulary and sentence patterns. II. Language focus: - Ss may not have enough time to do the Review in the class. -> Solution: Teacher may let Ss complete it at home and correct at front of the class. III. Resources: - Textbook, blackboard, speakers, etc. IV. Procedure: Stages Learrning activities Language focus Modes 1.Warm-up. *Check the total: * Structure: - Work in * Check the old lesson: Call A: Can group some group to practice Ask you____________? and answer about their B: Yes, I can/ No, I abilities. can’t - Remark Eg: A: Can you swim, Mai? B: Yes, I can 2. Listen and tick. *Act 1: Ask ps to look at the 1. A: Good night, Nam Individual pictures p 36 to identify B: Good night, Linda characters and activity. 2. A: What’s your - Guide Ss how to listen and name? choose the picture is told in B: My name’s Tony. each sentence. A: What nationality.

(74) - Play the tape twice - Ps listen and tick - Call on a volunteer go to the board and tick. - Ps go to the board and tick - Play the tape again - Give correct answers * Practice *Act 2: Ask ps to look at the text page 37 to identify characters. - Ps read the text and write the aswers for the questions about the text - Call on some Ss go to the board and write the answers. - Ps go to the board and write the answers. - Give correct answer - Ps read all sentences 3. Read and write. * Production *Act 3: Ask ps to look at the text page 37 to read the questions and the answers first - Ps read the questions and the answers. - Ask Ss to connect suitable questions with the answers 4. Read and Match. - Call on some Ss to read and give the answers. - Give correct answer - Ps read all sentences 5. Home-link.. are you? B: I’m Australian. 3. A: Good morning, class? B: Good morning, Mr Loc. A: What day is it today? B: It’s Thursday. 4. A: When’s your birthday? B: It’s on the first of September. A: What nationality are you? B: I’m Australian. 5. A: Who’s that? B: It’s my brother. A: What can he do? B: He can ride a bike. * Answer key 1 - a; 2 - b; 3 -b; 4 – c; 5- a. Individual. Individual. * The results 1. She is from England 2. She is nine years old 3. She can play the guitar and sig many Vnamese songs. 4. She goes to the Music club. Individual. * Answer key 1. d 2. a 3. e 4. c 5. b. Individual. - Learn the old lessons. - Prepare review 1 (Short story). *Comment:…………………………………………………………………………… …………………………………………………………………………………………..

(75) ………………………………………………………………………………………….. Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 8: Period 32:. REVIEW 1 I. Objectives: By the end of this lesson, Students will be able to: - Review the sentences patterns from unit 1 to 5 in listening and reading. - Practice: Listening – reading – Speaking – Writing II. Language focus: + Vocabulary: review + Grammar: review III. Resources: - Textbook, blackboard, speakers, etc. - Students: Books , pens, notebooks.. IV. Procedure: Stages Learrning activities Language focus Modes 1.Warm-up *Check the total: * Structure: - Work in group 4A: / ; 4B / A: Can * Check the old you____________? lesson: Call some B: Yes, I can/ No, I can’t group to practice Eg: A: Can you swim, Ask and answer Mai? about their abilities. B: Yes, I can - Remark 2. Look and write. Then * Presentation Individual say. *Act 1: Ask ps to look at the text page 37 to read the questions and the answers first Individual - Ps read the * Answer keys. questions and the 1. Tom is from America.

(76) answers. - Ask Ss to connect suitable questions with the answers - Call on some Ss to read and give the answers. Give correct answer 5. Write about - Ps read all you. sentences * Practice *Act 2: Have ps to look at and discuss the pictures and then use the informations from the pictures to complete the sentences given. - Ps work in pair - Call on some Ss to write on the board, - Give feed back * Production *Act 3: Have ps to look at and discuss the form given and then complete a text about themselves - Ps work in groups. - Call on some Ss to write on the board, - Give feed back 5. Home-link.. 2. His birthday is on the fifteenth of January. 3. He can play badminton. 4. He goes to the zoo on Sunday. Individual Individual Individual. - Work in pair Eg: Hi, My name is A. I am nine years old. I’m from tram Tau. I am a puple at Kim Dong Primary School. I can…… . I can not….. - Work in group. Individual - Learn the old lessons. - Prepare for the test No1. *Comment:…………………………………………………………………………… …………………………………………………………………………………………. …………………………………………………………………………………………..

(77) Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 9: Period 33:. SHORT STORY I. Objectives: By the end of this lesson, Students will be able to: - Review the sentences patterns from unit 1 to 5 in listening and reading. - Practice: Listening – reading – Speaking – Writing II. Language focus: + Vocabulary: review + Grammar: review III. Resources: - Textbook, blackboard, speakers, etc. - Students: Books , pens, notebooks.. IV. Procedure: Stages Learrning activities Language focus Modes 1.Warm-up. - Work in pair *Check the total: 4A: / ; * Structure: 4B / A: Can * Check the old lesson: Ask you____________ ps to ask and answer about ? things they can do or can’t B: Yes, I can/ No, I - Remark can’t 1. Read and listen to the * Presentation Individual story - Ask ps to look at the Cat and Mouse pictures p 38, read and 1 listen to the story - Play the tape twice - Ps listen to the story - Ask Ps to work in group of three to role play - Call on some groups to perform the task - Give feed back 3. Complete the.

(78) conversation.. 3. Work in pairs. Have a similar conversation with a partner. Use your names.. * Practice * Act 1: - Have ps read the conversation and complete the conversation - Set the time - Ps work in pair - Call on some volunteers to do the task - Another ps read the text - Give feed back. * Answer key 1- I’m; 2 - are you; 3 - fine; 4 - your; 5 - I’m; 6 - meet you; 7 - do you spell;. Work in pairs.. * Act 2: - Ask ps to make a similar conversation, but use their names. - Ps work in pairs to practice - T observes and offer help if necessary - Call on some group to perform the task - Ps perform in front of the class. 4. Unscramble - Give feed back these words * Production from the - Ask ps to read and match conversation. - Ps work individually - Call on some volunteers to go to the board and match. - Ps go to the board and match - Ask another read questions and answers - Give correct answer - Ps read all sentences 5. Home-link.. Work in group.. Individually * Answer key a. house b. c. d.. - Learn the old lessons. - Prepare for the test No1. *Comment:…………………………………………………………………………… …………………………………………………………………………………………. …………………………………………………………………………………………..

(79) Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 9: Period 34 TEST.

(80) *Comment:…………………………………………………………………………… …………………………………………………………………………………………. ………………………………………………………………………………………….. Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 9: Period 35. CORRECT THE TEST.

(81) *Comment:…………………………………………………………………………… …………………………………………………………………………………………. …………………………………………………………………………………………..

(82) Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 9: Period 36:. UNIT 6: WHERE’S YOUR SCHOOL? Lesson 1: (1, 2) I. Objectives: By the end of the lesson, students will be able to listen for detail information and write about where the schools are. II. Language focus: Vocabulary and structures: Review III. Resources: Teacher’s: Pictures, CD, fresh cards, puppets, posters... - Students’: Book, notebook IV. Procedure:. Steps 1. Warm-up. 2. Look, listen and repeat.. Teacher’s activities Contents - Let Ss play the game “Simon says” to lead in the new lesson. - Tell Ss: they are going May I …? to practise asking for permission using - Show the pictures on page 42 on the screen and have Ss identify the characters and discuss the situation. - Call on some Ss to share their ideas. - Explain the situation for Ss - Play the tape for Ss to listen for the 1st time. - Play the tape for Ss listen and repeat several times in chorus, in. Students’ activities - Enjoy the game - Listen to the teacher. - Identify the characters and discuss the situation. - Listen to their friends. - Listen to the teacher. - Listen to the tape and try to remember the dialogue. - Listen to the tape and repeat the speech bubbles.

(83) 3. Point and say.. group and in pair. - Call on some pairs to read aloud the speech bubbles. - Give extra comments and correct the pronunciation if necessary. - Elicit the model sentences from Ss. - Show the model May I go out? – sentences on the screen Yes, you can / - Check Ss’ No, you can’t understanding of the meaning of the sentence pattern. - Let Ss read aloud the model sentence to reinforce their pronunciation in chorus, in group, in pair and individually. - Lead in the next part and write the title on the board Point and say: - Show the pictures on page 42 on the screen and get Ss to identify the activities. - Make a model for Ss first. - Let Ss repeat in chorus, in group, in pair and individually. - Have Ss practice in pair. Go around and offer help if necessary. - Call on some pairs to perform at the front of the class. - Give extra comments and correct the pronunciation if necessary. - Consolidate the model sentence and lead in the. - Comment on their friends’ performances. - Correct the pronunciation if any. - Give the model sentences - Look at the screen - Listen and do as required. - Read aloud the model sentence - Listen to the teacher and practice. - Look at the picture on the screen and identify the activities. - Listen to the teacher. - Listen and do as required. - Practice in pair and listen to the teacher if necessary. - Observe and give comments. - Listen to the teacher and correct the pronunciation if any. - Listen to the teacher..

(84) * Let’s talk. 5. Home-link.. next part - Point to the picture and ask Ss to tell what the characters are doing. - Have Ss practice asking and giving permission on their owns. - Check Ss’ understanding of the task’s requirements - Get Ss to practice in group of 4. Go around and offer help if necessary. - Use Simon says for the whole class to practice - Give extra comments and correct the pronunciation if necessary. - Lead in the next part - Consolidate the meaning, use and pronunciation of the model sentence. - Suggest Ss some exercises - Have Ss sing the GOODBYE song.. - Identify the activities. - Practice the sentences. - Listen to the teacher and do as required. - Practice freely the sentence patterns. - Perform and comment on their friend’s performances - Listen to the teacher. - Listen to the teacher and do as required.. - Listen to the teacher - Sing the song.. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .………….........................................................................................................................

(85) Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 10: Period 37:. UNIT 6: WHERE’S YOUR SCHOOL? Lesson 1: (3, 4, 5) I. Objectives:. By the end of the lesson, students will be able to listen for detail information and write about where the schools are. II. Language focus: - Vocabulary and structures: Review III. Resources: - Teacher’s: Pictures, CD, fresh cards, puppets, posters... - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities - Spend a few minutes revising the previous lesson. Call a few pupils to the front of the class to talk/write about their school. 2. Listen and - You are going to listen to three dialogues and tick the tick. correct pictures. - Have pupils look at the pictures to identify the similarities and differences by saying what the schools are and where they are. Have them read aloud the names of the schools and their location. Check understanding. - Play the CD a few times. Ask pupils to listen to the CD and tick the correct pictures. Tell them to focus on the. Language focus. Modes Whole class. - Whole class. - Individuals. - Pairs.

(86) names of the schools and their locations. - Get pupils to swap their answers before you check as a class. Monitor the activity and offer help, if necessary 3. Look and write.. 4. Let’s sing.. - You are going write where the schools are. - Give a few seconds for pupils to look at the pictures. First, focus pupils on the locations of the schools. Then have them look at the sentence under each picture and find the appropriate words to complete the sentence. If necessary, get them to work in pairs. - Get pupils time to do the task independently. Go around and offer help, if necessary. - Get pupils to swap their answers before checking as a class. If there is enough time, call a few pupils to read aloud complete sentences. - Tell pupils that they are going to sing the song This is the way. Teach the song following the procedure in the Teaching the unit components in the Introduction - Read the song and check comprehension. Give the meaning of unfamiliar vocabulary. Play the CD or sing the song all the way through. - Have choral and individual repetition of each line of the lyrics. When pupils are familiar with the tune, give a demonstration of the song. Key: 1. c 2. a 3. c My school is in Nguyen Trai Street.. - Whole class. - Pairs - Individuals. Key: 1. Nguyen Trai Street 2. in Van Noi Village 3. is in South Street, London. - Whole class.

(87) 5. Homelink.. and actions. - Get groups of pupils to sit face to face and practise singing and doing the actions. - Call a group of six to the front of the class. The group sings the first four lines in every stanza and the rest of the class sings the last four lines. - Have the whole class sing the song to reinforce the activity. Prepare the next period. - Whole class. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .………….........................................................................................................................

(88) Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 10: Period 38:. UNIT 6: WHERE’S YOUR SCHOOL? Lesson 2: (1, 2, 3) I. Objectives: By the end of the lesson, students will be able to ask and answer questions about what class someone is in. II. Language focus: - Vocabulary: class. - Structures: What class are you in? – I’m in Class… III. Resources: - Teacher’s: Pictures, CD, fresh cards, puppets, posters... - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities Spend a few minutes revising the previous lesson by calling pupils to sing the song This is the way. Have the class clap hands. 2. Look, listen and -You are going to learn to ask and answer questions about the repeat. class someone is in. - Have them look at the three pictures and ask some questions such as Who are they? Where are they? and What are they saying?. Check comprehension. - Play the CD a few times for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. - Play the CD again for them to listen and repeat. 3. Point and say.. - Tell pupils that they are going to practice asking and answering questions about the classes the pupils are in.. Language focus. Modes - Whole class. - Whole class. - pairs. Individuals. Newwords: Class Structures: What class are. - Whole class.

(89) - Have them look at the bubbles and the pictures to understand how the language is used in different contexts. In the first two bubbles, pupils ask and answer questions about what class they are in, using What class are you in? I’m in Class… In the next two bubbles, pupils ask and answer questions about what class someone is in, using What class is she/he in? She’s/He’s in Class… Ask pupil to look at the pictures and say the classes 4A, 5B, 3C and 2D. Check comprehension. - Point to the first picture and get one pupil to ask What class are you in? and the other to answer I’m in Class 4A. Do choral and individual repetition. - Point to the second picture and get one pupil to ask What class is she in? and the other to answer She’s in Class 5B. Repeat the procedure with the rest of the pictures - Ask pupils to work in pairs, pointing to the characters speaking. Then call a few pairs to act out the dialogue in front of the class. Check as a class and correct pronunciation, if necessary. 4. Let’s talk.. - Tell pupils 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 questions What’s the name of your school? Where is it? What class are you in? - Call on a few pairs to role-. you in?- I’m in class (4A). What class is he/she in?He’s/She’s in class (4B).. Individuals - Pairs. Individuals Pairs Groups.

(90) 5. Home-link.. play in front of the class. Correct pronunciation, if necessary. - Prepare the next period.. - Whole class *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A.

(91) T.date: September 10th 2016. Class.4B Week 10: Period 39:. UNIT 6: WHERE’S YOUR SCHOOL? Lesson 2: (4, 5, 6) I. Objectives: By the end of the lesson, students will be able to listen for detail information and write about where a school is and what class someone is in. II. Language focus: - Vocabulary and structures: Review III. Resources: - Teacher’s: Pictures, CD, fresh cards, puppets, posters... - Students’: Book, notebook IV. Procedure: Steps Learning activities 1. Warm Spend a few minutes revising the up. previous lesson by asking some pupils to talk about their school and class. 2. Listen -Tell pupils that they are going to listen to four dialogues and number and the pictures. number. - Give them a few seconds to look. Language focus. - Whole class. at the pictures. Ask them to focus on the names and locations of the schools (Pictures a and b) and the names of the classes (Pictures c and d). - Play the CD more than once, if necessary, for pupils to listen and number the pictures. - Get pupils to swap their answers before you check as a class. Key: a3 b1 c4 d2 3. Look and - Tell pupils that they are going to read the dialogues and fill the gaps, write. using the picture cues. - Have them look at Dialogues 1 and 2. Explain that they need to complete the answers with the streets where the schools are in. Then ask them to look at the pictures to identify the answers. Then have pupils look at Dialogues 3 and 4. Explain that they need to complete the answers with the. Modes - Whole class. - Individual - Pair work. Structures: +Where’s his/her school? – It’s in (Hai Trung village). +What class is he/she in? – He’s/she’s in class (4A).. - Whole class.

(92) 4. Let’s play.. 5. Homelink:. classes the pupils are in. Then ask them to look at the pictures to identify the answers. - Set a time limit for pupils to do the task independently. Go around offering help, if necessary. - Get pupils to swap their answers before checking as a class. - Tell pupils that they are going to play the game Pass the secret! Follow the procedure in Games in Introduction. - Divide them into groups of six. Ask them to line up in rows. Then whisper the first pupil in each row a sentence. The first pupil then whispers the sentence to the second one. The last pupil in the row says aloud the sentence she/he heard. The group that says the teacher’s sentence correctly in the shortest time will win the game. Prepare the next period.. - Individual, Key: 1. Chu Van An Street 2. in South Street, London 3. Class 4B 4. in Class 4C. - Pair work. - Whole class - Group work. Whole class. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B.

(93) Week 10: Period 40: UNIT 6: WHERE’S YOUR SCHOOL? Lesson 3 (1-2-3) I. Objectives: By the end of the lesson, students will be able to pronounce the sounds of the letters sch, sk and str in the words school, skipping and street respectively. II. Language focus: - Vocabulary and structures: Review - Phonics: school, skipping and street III. Resources: - Teacher’s: picture, CD, fresh cards, puppets, posters... - Students’: Book, notebook IV. Procedure:. Steps. Learning activities. 1. Warm up.. Spend a few minutes revising the previous lesson by getting pupils to do a dictation.. 2. Listen and -Tell pupils that they are going to repeat. practise saying the sounds of the letters sch, sk and str in the words school, skipping and street respectively. - Put the letters sch, sk and str on the board. Play the CD and ask pupils to repeat a few times. Then put the words school, skipping and street, the three sentences on the board. Play the CD more than once, if necessary, and let pupils say the words and the sentences, paying attention to the target sounds. - Do choral and individual repetition of the sounds, words and sentences until pupils feel confident. - Get some pupils to say the sentences in front of the class. Correct the pronunciation, if necessary. 3. Listen and circle. Then write and say aloud.. - Tell pupils that they are going to listen to the CD, circle the correct answers and write the words in the blanks. - Give pupils a few seconds to. Language focus. Modes - Whole class. Phonics: School Skipping Street. - Whole class - Individuals - Pairs - Groups. - Whole class. - Individuals.

(94) read the sentences in silence and guess the words to fill the gaps. - Have pupils listen to the CD and circle the appropriate options. Allow them time to do the task independently. - Give them time to write the words in the gaps independently. Have pupils swap their answers before checking as a class. Go around offering help, if necessary. - Get pupils to read the sentences aloud. Key: 1. b 2. b 3. b 4. a 5. a 4. Let’s chant. 5. Homelink:. - Pair work - Groups. - Tell pupils that they are going to say the chant School, school, school! - Have pupils read the chant and check comprehension. - Play the CD a few times for pupils 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 offering 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.. - Whole class. Prepare the next period.. - Whole class. - Individuals - Pair work - Groups. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………........................................................................................................................ Pr.date: September 6th 2016. Week 11:. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B.

(95) Period 41: UNIT 6: WHERE’S YOUR SCHOOL? Lesson 3: (4, 5, 6) I. Objectives: By the end of the lesson, students will be able to read for detail information and write the name and address of school and class. II. Language focus: - Vocabulary and structures: Review III. Resources: - Teacher’s: Picture,posters, puppets... - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. 2. Read and complete.. 3. Write about your school. Learning activities Spend a few minutes revising the previous lesson by getting two groups of pupils to go to the front of the class to chant School,school, school The rest of the class claps to the rhythm. -Tell pupils that they are going to read the text and focus on the information to complete the passage. Then have them read the passage to find the information to fill the gags. If necessary, get pupils to work in pairs or groups. Check understanding. - Give pupils time to do the task. Go around to offer help, if necessary. - Get pupils to swap and check their answers before checking as a class. - If there is enough time, let some pairs ask and answer the questions Key: 1. Le Mai 2. Vietnamese 3. Nguyen Du Primary School 4. Nguyen Du Street, Hoan Kiem District, Ha Noi 5. 4A - Tell pupils that they are going to write a short paragraph about their school and their class. - Have them work in pairs or groups to discuss what they are going to write. Check comprehension and give feedback. - Give pupils time to do the task. Go around to offer help, if necessary - Get pupils to swap and check their. Language focus. Modes - Pair work - Whole class. -Words: address -Structures: I’m in class (4A).. - Whole class - Pairs - Groups - Individuals. -Words: address -Structures: I’m in class (4A).. - Individual - Pair work.

(96) answers before checking as a class. - If there is time, ask one pupil to write the answers on the board. Key: Pupils’ own answers 4. Project. - Tell pupils that they are going to make a card about your friend’s school and class. - Set a time limit for them to decorate their cards. - Have pupils write on the cards. - Have pupils tell the class about their cards. You may put their cards on the classroom board for display. Key: Pupils’ own answers 5. Homelink: - Prepare the next period.. - Individual - Whole class. - Whole class. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. Week 11:. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B.

(97) Period 42: UNIT 7: WHAT DO YOU LIKE DOING? Lesson 1 (1-2) I. Objectives: By the end of the lesson, students will be able to ask and answer questions about what someone likes doing. II. Language focus: - Vocabulary: swimming, cooking, collecting stamps, watching TV, playing chess. - Structures: What do you like doing? I like+verb-ing+( noun) III. Resources: - Teacher’s: Pictures, CD, posters, puppets... - Students’: Book, notebook IV. Procedure:. Steps Learning activities 1. Warm up. - Spend a few minutes revising the previous unit by having the class sing the song This is the way. And do actions. 2. Look, -Tell pupils that they are listen and going to learn to read a story repeat. in which the characters ask and answer questions about things someone likes doing, - Have them look at the four pictures to discuss the content in which the language is used. Ask them questions such as Who are they? Where are they? And What are they saying? - Play the CD a few times for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking - Play the CD again for them to listen and repeat. 3. Point and say. -Tell pupils that they are going to practice asking and answering questions about what someone likes doing, - Have them look at the pictures to understand how the language is used in. Language focus. Modes - Whole class. - Whole class. - Individual - Whole class. Words: swimming, cooking, collecting stamps, watching TV, playing chess Structures: What do you like. - Whole class. - Individuals, - Pair work.

(98) different contexts. Point to doing?- I like the first picture and do the (playing chess). task with one pupil, using the expressions in the bubbles and the words under the picture. Ask them to say the phrase chorally and individually. - Repeat the same procedure with the rest of the pictures. - Call a few pairs to act out the dialogue in front of the class. Check as a class and correct pronunciation, if necessary. * Work in - Tell pupils that they are pairs. Tell going to practice asking and your answer questions , using partners models. what you - Ask them to work in pairs, like doing one pupil asks the question, the other answers, you can call one pupil to write the answer on the board. - Call some pairs to practise in front of the class 4. Homelink: Prepare the next period. - Whole class. - Individuals - Pair work - Groups. - Whole class. *Comments:………………………………………………………………………....... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. Week 11: Period 43:. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B.

(99) UNIT 7: WHAT DO YOU LIKE DOING? Lesson 1 (3, 4, 5) I. Objectives: By the end of the lesson, students will be able to develope listenning and writing skills about what someone likes doing. II. Language focus: - Vocabulary and structures: Review III. Resources: - Teacher’s: Pictures, CD, posters, puppets... - Students’: Book, notebook IV. Procedure:. Steps Learning activities 1. Warm up. Spend a few minutes revising the previous lesson. Call a few pairs to the front of the class to ask and answer the questions about what someone likes doing 2. Listen - You are going to listen to three and tick. dialogues and tick the correct pictures. - Have pupils look at the pictures to identify the similarities and differences by saying what the schools are and where they are. Have them read aloud the names of the schools and their location. Check understanding. - Play the CD a few times. Ask pupils to listen to the CD and tick the correct pictures. Tell them to focus on the names of the schools and their locations. - Get pupils to swap their answers before you check as a class. Monitor the activity and offer help, if necessary 3. Look and -Tell pupils that they are going fill the write. gaps of the sentences relating to the characters’ hobbies. - Give a few seconds for pupils to look at the pictures and find appropriate words to complete the sentences each picture. If necessary, get them to work in pairs. Go around and offer help, if necessary - Get pupils to swap their answers before checking as a class. If there is enough time, call a few pupils to read aloud complete sentences.. Language focus What do you like doing?- I like (playing chess).. Modes - pairs. - Whole class. Individuals - Pairs. Key: 1. b 2. c 3. a I like (reading).. Key: 1. playing football 2. playing chess 3. reading (books) 4. collecting stamps. - Whole class. - Pairs Individuals.

(100) 4. Let’s sing. - Tell pupils that they are going to sing the song I like doing things. Teach the song following the procedure in the Teaching the unit components in the Introduction Read the song and check comprehension. Give the meaning of unfamiliar vocabulary. Play the CD or sing the song all the way through. - Have choral and individual repetition of each line of the lyrics. When pupils are familiar with the tune, give a demonstration of the song and actions. - Get groups of pupils to sit face to face and practise singing and doing the actions. - Call a group of six to the front of the class. The group sings the first two lines in every stanza and the rest of the class sings the last - Have the whole class sing the song to reinforce learning. 5. Prepare the next period Homelink:. - Whole class - Groups. - Whole class. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 11: Period 44:. UNIT 7: WHAT DO YOU LIKE DOING?.

(101) Lesson 2 (1, 2, 3) I. Objectives: By the end of the lesson, students will be able to ask and answer questions about someone’s hobbies. II. Language focus: - Vocabulary: riding a bike, playing badminton, flying a kite, taking photos. - Structures: What’s your hobby? I like (flying a kite). III. Resources: - Teacher’s: Pictures, CD - Students’: Book, notebook IV. Procedure:. Steps Learning activities 1. Warm up. Spend a few minutes revising the previous lesson by asking some pupils to go to the front of the class to sing the song I like doing things. Have the class clap hands. 2. Look, -Tell pupils that they are going to listen and read a story in which pupils ask and repeat. answer questions about hobbies - Have them look at the three pictures and ask some questions such as Who are they? Where are they? and What are they saying?. - Play the CD a few times for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. - Play the CD again for them to listen and repeat. 3. Point and -Tell pupils that they are going to say practice asking and answering questions about someone’s hobbies, using What’s your hobby? I like… - Have them look at the pictures to identify what the characters like doing. Check comprehension. Have pupils repeat each word a few times. - Point to the pictures and do an example with a pupil: What’s your hobbies? I like riding a bike. - Do choral and individual repetition and then practice asking and answering the questions in pairs. - Call a few pairs to act out the dialogue in front of the class. Check as a class and correct pronunciation, if necessary.. Language focus. Modes - Whole class. - Whole class - pairs - Individuals. Newwords: - Whole riding a bike, class playing badminton, flying a kite, taking photos Structures: What’s your hobby? - I like (flying a kite). - Individuals - Pairs.

(102) 4. Let’s talk.. - Tell pupils that they are going to revise what they have learnt in Lessons 1 and 2. Remind pupils of the questions What do you like doing? and What’s your hobby?, and how to respond to them. - Ask them to work in pairs and ask and answer the above two questions. Remind them to use the real dates of their birthdays. Go around offering help and correcting pronunciation, if necessary. - Call on a few pairs to act out the dialogue in front of the class. 5. Homelink: - Prepare the next period.. Individuals Pairs Groups. - Whole class. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 12: Period 45:. UNIT 7: WHAT DO YOU LIKE DOING? Lesson 2 (4, 5, 6).

(103) I. Objectives: By the end of the lesson, students will be able to develope the listenning and writing skills about someone’s hobbies. II. Language focus: - Vocabulary and structures: Review III. Resources: - Teacher’s: Pictures, CD, posters, puppets... - Students’: Book, notebook IV. Procedure: Steps Learning activities Language focus Modes 1. Warm up. Spend a few minutes revising the - Whole previous lesson by playing a class Guessing Game. Have pupils play the game in small groups. They should take turns acting out their hobbies while the others guess what the hobbies are. 2. Listen and -Tell pupils that they are going to - Whole number listen to four dialogues about class hobbies and number the pictures. - Give them a few seconds to look at the pictures to identify who the characters are and what they like doing. Check understanding. - Individual - Play the CD more than once, if necessary, for pupils to listen and - Pair work number the pictures. Key: a2 b4 - Get pupils to swap their answers c1 d3 before you check as a class. 3. Look and - Tell pupils that they are going to Structures: - Whole write. write the answers to the questions +What do you class about someone’s hobbies. like doing? –I - Have them look at the questions like (cooking). What do you like doing? in the first two pictures. Then have them find +What’s your the answers by using the picture hobby? – I like cues. Then get pupils to look at the (watching TV). question What’s your hobby? in the last two pictures. Have them find the - Individual, answers. - Set a time limit for pupils to do the Key: - Pair work task independently. Go around 1. riding a bike offering help, if necessary. 2. flying a kite - Get pupils to swap their answers 3. taking before checking as a class. photographs 4. playing badminton 4. Let’s play. - Tell pupils that they are going to - Whole play the game What’s your hobby? class - Stick a large sheet of paper with.

(104) nine hobbies on the board. Divide pupils into groups of five. One pupil in group A will mime one of the phrases on the board and ask What’s my hobby? The other groups guess the hobby, put a tick next to the right one and say the answer. The pupils of Group A say Yes, that’s right/ No, that’s wrong. The quickest group will get five points. The group that gets the most points wins. 5. Homelink: Prepare the next period.. - Group work. Whole class. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 12: Period 46:. UNIT 7: WHAT DO YOU LIKE DOING? Lesson 3 (1, 2, 3) I. Objectives:.

(105) By the end of the lesson, students will be able to pronounce the sounds of the letters fl and pl in the words flying and playing respectively. II. Language focus: - Vocabulary and structures: Review - Phonics: flying and playing III. Resources: - Teacher’s: pictures, CD, posters.... - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities Language focus Spend a few minutes revising the previous lesson by calling two groups of three pupils to the front of the class to play the game What’s your hobby? 2. Listen and -Tell pupils that they are going to Phonics: repeat. practise saying the sounds of the flying letters fl and pl in the words flying playing and playing respectively. - Put the letters fl and pl on the board. Play the CD and ask pupils to repeat a few times. Then put the words flying and playing, the sentences I like flying a kite and He likes playing the piano on the board. Play the CD more than once, if necessary, and let pupils say the words and the sentences, paying attention to the target sounds. - Do choral and individual repetition of the sounds, words and sentences until pupils feel confident. - Get some pupils to say the sentences in front of the class. Correct the pronunciation, if necessary. 3. Listen and - Tell pupils that they are going to circle. Then listen to the CD and circle the say aloud. correct phrases to complete the sentences. - Give pupils a few seconds to read the sentences in silence and guess the phrases to fill the gaps. - Have pupils listen to the CD and circle the appropriate phrases. Have pupils swap their answers before checking as a class. Go around. Modes - Whole class. - Whole class Individuals - Pairs - Groups. - Whole class. Individuals - Pair work.

(106) offering help, if necessary. - Get pupils to read the sentences Key: 1. b 2. a aloud. 3. b 4. a 4. Let’s - Tell pupils that they are going to chant. say the chant Flying a little kite. - Have pupils read the chant and check comprehension. - Play the CD a few times for pupils 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 offering 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. 5. Homelink: Prepare the next period.. - Groups - Whole class. Individuals - Pair work - Groups. - Whole class. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 12: Period 47:. UNIT 7: WHAT DO YOU LIKE DOING? Lesson 3 (4, 5, 6) I. Objectives: By the end of the lesson, students will be able to read for detail information and write a reply email. II. Language focus: - Vocabulary and structures: Review.

(107) III. Resources: - Teacher’s: Pictures - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. 2. Read and complete.. 3. Add your photo and write a reply email to Mai.. Learning activities Spend a few minutes revising the previous lesson by getting two groups of pupils to go to the front of the class to chant Flying a little kite The rest of the class claps to the rhythm. -Tell pupils that they are going to read Mai’s email and complete the sentences. Get them to look at the email and discuss questions such as Who is writing the email? Who is he or she writing to? and What is the email about? - Have them read the sentences under the email and focus on the gaps they need to complete. Then ask them to read the text to find appropriate information to complete the sentences. If necessary, get pupils to work in pairs or groups. Check understanding. - Give pupils time to do the task. Go around to offer help, if necessary. - Get pupils to swap and check their answers before checking as a class. If there is enough time, let some pairs ask and answer the questions - Tell pupils that they are going to write a reply email to Mai, using the information from Activity 4. - Have them work in pairs or groups to discuss what they are going to write. Focus pupils on their names and ages, what they like and do not like doing and their email addresses. Remind pupils how to open and close an email. Check comprehension. - Give pupils time to do the task. Go around to offer help, if necessary. Language focus. Modes - Pair work - Whole class. - Words: penfriend - Structures: She likes (swimming). She doesn’t like (skipping).. - Whole class - Pairs - Groups - Individuals. Key: 1. nine 2. collecting stamps, taking photos 3. playing chess 4. penfriend - Words: - Individual penfriend - Pair work - Structures: She likes (swimming). She doesn’t like (skipping)..

(108) - Get pupils to swap and check their answers before checking as a class. - If there is time, ask one pupil to write the email on the board. Key: Pupils’ own answers 4. Project. - Tell pupils that they are going to collect things that they like, show them to their classmates and tell their hobbies (e.g. I like collecting stamps.) - Encourage them to collect different things. You may give them more suggestions (e.g. bookmarks, leaves, key chains). 5. Homelink: - Prepare the next period.. - Individuals - Whole class. - Whole class. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 12: Period 48: UNIT 8: WHAT SUBJECTS DO YOU HAVE TODAY? Lesson 1: (1, 2) I. Objectives: By the end of the lesson, students will be able to ask and answer questions about school subjects. II. Language focus: - Vocabulary: subject, IT(information technology), Maths, Music, Art, Science, Vietnamese. - Structures: What subjects do you have today? - I have ( Maths)..

(109) III. Resources: - Teacher’s: Pictures, CD, posters, puppets... - Students’: Book, notebook IV. Procedure:. Steps Learning activities 1. Warm up. - Spend a few minutes revising the previous unit by having the class sing the song I like doing thing. And do actions. 2. Look, -Tell pupils that they are going to listen and learn to read a story in which the repeat. characters ask and answer questions about school subjects. - Have them look at the four pictures to discuss the content in which the language is used. Ask them questions such as Who are they? Where are they? And What are they talking? - Play the CD a few times for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking - Play the CD again for them to listen and repeat. 3. Point and -Tell pupils that they are going to say practice asking and answering questions about school subjects. - Have them look at the pictures to understand the names of school subjects. Point to the first picture and do the task with one pupil, using the expressions in the bubbles and the words under the picture. Ask them to say the phrase chorally and individually. - Repeat the same procedure with the rest of the pictures. - Call a few pairs to act out the dialogue in front of the class. Check as a class and correct pronunciation, if necessary. * Work in - Tell pupils that they are going to pairs. Ask practice asking and answer your questions about their school partners subjects , using models. what - Ask them to work in pairs, one. Language focus. Modes - Whole class. - Whole class. - Individual - Whole class. Words: - Whole class subject, IT(information technology), Maths, Music, - Individua Art, Science, ls, Vietnamese. - Pair work Structures: What subjects do you have today? - - Whole class I have ( Maths).. - Individuals - Pair work - Groups.

(110) subjects they pupil asks the question, the other have today. answers, you can call one pupil to write the answer on the board. - Call some pairs to practise in front of the class 4. Homelink: Prepare the next period. - Whole class. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 13: Period 49:. UNIT 8: WHAT SUBJECTS DO YOU HAVE TODAY? Lesson 1: (3, 4, 5) I. Objectives: By the end of the lesson, students will be able to develope listenning and writing skills about shool subjects. II. Language focus: - Vocabulary and structures: Review III. Resources: - Teacher’s: Pictures, CD, posters, puppets... - Students’: Book, notebook.

(111) IV. Procedure:. Steps 1. Warm up.. Learning activities Spend a few minutes revising the previous lesson. Call a few pairs to the front of the class to ask and answer the questions about school subjects 2. Listen and - You are going to listen to three tick. dialogues and tick the correct pictures. - Have pupils look at the pictures to identify the similarities and differences by saying school subjects. Have them read aloud the names of the school subjects. Check understanding. - Play the CD a few times. Ask pupils to listen to the CD and tick the correct pictures. Tell them to focus on the names of the school subjects - Get pupils to swap their answers before you check as a class. Monitor the activity and offer help, if necessary 3. Look and -Tell pupils that they are going fill write. the gaps of the sentences - Give a few seconds for pupils to look at the pictures and find words to complete the sentences in each picture. If necessary, get them to work in pairs. Go around and offer help - Get pupils to swap their answers before checking as a class. If there is enough time, call a few pupils to read aloud complete sentences. 4. Let’s sing.. - Tell pupils that they are going to sing the song What day is it today?. Teach the song following the procedure in the Teaching the unit components in the Introduction Read the song and check comprehension. Give the meaning of unfamiliar vocabulary. Play the CD. Language focus Modes What subjects do - pairs you have today?- I have (Maths). Whole class. Individuals - Pairs Key: 1. b 3. a. 2. c. +Today is Whole (Monday). class +He/She has ( Art, Music, English). - Pairs Key: 1. Monday/ Individuals Vietnamese, Science, English. 2. Wednesday/ Maths, IT, Music. 3. Friday/ Maths, Science, Art. Whole class - Groups.

(112) 5. Home-link.. or sing the song all the way through. - Have choral and individual repetition of each line of the lyrics. When pupils are familiar with the tune, give a demonstration of the song and actions. - Get groups of pupils to sit face to face and practise singing and doing the actions. - Call a group of six to the front of the class. The group sings the first two lines in every stanza and the rest of the class sings the last - Have the whole class sing the song to reinforce learning. Prepare the next period. Whole class. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 13: Period 50:. UNIT 8: WHAT SUBJECTS DO YOU HAVE TODAY? Lesson 2: (1, 2, 3) I. Objectives: By the end of the lesson, students will be able to ask and answer questions about when someone has a subject. II. Language focus: - Vocabulary: review - Structures: When do you have Science?- I have it on (Monday and Thursday). III. Resources: - Teacher’s: Pictures, CD, posters... - Students’: Book, notebook IV. Procedure:. Steps. Learning activities. Language focus. Modes.

(113) 1. Warm up. 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 day is it today?. Have the class clap hands. 2. Look, -Tell pupils that they are going to listen and read a story in which pupils ask and repeat. answer questions about when someone has a subject. - Have them look at the three pictures and ask some questions such as Who are they? Where are they? and What are they saying?. - Play the CD a few times for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. - Play the CD again for them to listen and repeat. 3. Point and -Tell pupils that they are going to say practice asking and answering questions about when someone has a subject. - Have them look at the table to identify when someone has a subject. Check comprehension. Have pupils repeat each word a few times. - Point to the pictures and do an example with a pupil - Do choral and individual repetition and then practice asking and answering the questions in pairs. - Call a few pairs to act out the dialogue in front of the class. Check as a class and correct pronunciation, if necessary. 4. Let’s talk. - Tell pupils that they are going to revise what they have learnt in Lessons 1 and 2. Remind pupils of the questions, and how to respond to them. - Ask them to work in pairs and ask and answer the above two questions. Remind them to use the real dates of their birthdays. Go around offering help and correcting pronunciation, if necessary.. Whole class. Whole class - pairs - Individuals. Structures: Whole When do you class have Science? - I have it on( Mon day and Thursday).. - Individuals - Pairs What subjects do Individuals you have today?, Pairs When do you Groups have....? Who is your Maths teacher?.

(114) - Call on a few pairs to act out the dialogue in front of the class. 5. Homelink: - Prepare the next period.. Whole class. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 13: Period 51:. UNIT 8: WHAT SUBJECTS DO YOU HAVE TODAY? Lesson 2: (4, 5, 5) I. Objectives: By the end of the lesson, students will be able to develope the listenning and writing skills about school subjects. II. Language focus: - Vocabulary and structures: Review III. Resources: - Teacher’s: Pictures, CD, posters, puppets... - Students’: Book, notebook IV. Procedure: Steps Learning activities Language focus Modes 1. Warm up. Spend a few minutes revising the +What subjects Whole previous lesson by asking and do you have class answering qs about school today?I.

(115) subjects.. 2. Listen and -Tell pupils that they are going to number listen to four dialogues about when someone has PE. - Give them a few seconds to look at the pictures to identify the days in a week. Check understanding. - Play the CD more than once, if necessary, for pupils to listen and number the pictures. - Get pupils to swap their answers before you check as a class. 3. Look and -Tell pupils that they are going to write fill in the blank about school subjects. - Have them look at the passage and guess. Then have them to find the answers by using the picture cues. - Set a time limit for pupils to do the task independently. Go around offering help, if necessary. - Get pupils to swap their answers before checking as a class. 4. Let’s play.. 5. Home-link.. - Tell pupils that they are going to play the puzzle game - Ask Ss to write the names of the school subjects - Call some Ss to give answer. - Check the answer Prepare the next period.. have( Maths, English and Art). +When do you have Music?- I have it on (Monday). Whole class. - Individual - Pair work Key: a2 b4 c1 d3 Structures: – I have (Maths). – I have english on (Monday).. - Whole class. Key: 1. English 2. Wednesday 3. Wednesday. - Individual,. Key: 1: Science 2: Music 3: English 4: Vietnamese 5: Maths. Whole class. - Pair work. Group work Whole class. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .………….........................................................................................................................

(116) Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 13: Period 52:. UNIT 8: WHAT SUBJECTS DO YOU HAVE TODAY? Lesson 3: (1, 2, 3) I. Objectives: By the end of the lesson, students will be able to pronounce the sounds of the letters ct and cts in the words subject and subjects respectively. II. Language focus: - Vocabulary and structures: Review - Phonics: subject and subjects III. Resources: - Teacher’s: pictures, CD, posters.... - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities Language focus Spend a few minutes revising the previous lesson by singing the song What day is it today?. Modes Whole class.

(117) 2. Listen and -Tell pupils that they are going to Phonics: repeat. practise saying the sounds of the subject letters ct and cts in the words subjects subject and subjects respectively. - Put the letters ct and cts on the board. Play the CD and ask pupils to repeat a few times. Then put the words subject and subjects, the sentences English is my favorite subject and What subjects do you have today? on the board. Play the CD more than once, if necessary, and let pupils say the words and the sentences, paying attention to the target sounds. - Do choral and individual repetition of the sounds, words and sentences until pupils feel confident. - Get some pupils to say the sentences in front of the class. Correct the pronunciation, if necessary. 3. Listen and - Tell pupils that they are going to tick. Then listen to the CD and tick the write and say correct words to complete the aloud. sentences. - Give pupils a few seconds to read the sentences in silence and guess the words to fill the gaps. - Have pupils listen to the CD and tick the words. Have pupils swap their answers before checking as a class. Go around offering help, if necessary. - Get pupils to read the sentences aloud. Key: 1. subjects 2. subject 3. subjects 4. subject 4. Let’s chant - Tell pupils that they are going to say the chant What subjects do you have today?. - Have pupils read the chant and check comprehension. - Play the CD a few times for pupils to do choral and individual repetition. Show them how to. Whole class - Individuals - Pairs - Groups. Whole class. - Individuals - Pair work - Groups. Whole class. - Individuals.

(118) 5. Home-link.. 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 offering 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.. - Pair work. Prepare the next period.. Whole class. - Groups. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 14: Period 53:. UNIT 8: WHAT SUBJECTS DO YOU HAVE TODAY? Lesson 3: (4, 5, 6) I. Objectives: By the end of the lesson Ss will be able to read and write about their school subjects. II. Language focus: - Vocabulary and structures: Review III. Resources: - Teacher’s: Pictures - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities Language focus Spend a few minutes revising the previous lesson by getting two groups of three to go to the front of the class to chant What subjects do you have today? and do actions. The rest of the class craps to the rhythm or does actions.. Modes - Pair work - Whole class.

(119) 2. Read and - Tell pupils that they are going to complete. read the text about Nga and complete the timetable. - Get them to look at the timetable and guess the subjects they can use to fill the gaps.Then have them read the text to find the information they need to complete the task. If necessary, get them to work in pairs. - Give pupils time to do the task independently. Go around offering help, if necessary. - Get them to swap their answers before checking as a class. 3. Write - Tell pupils that they are going to about complete some sentences about their yourself. school subjects. - Have them work in pairs or groups to discuss what words they are going to fill the gaps with. Focus them on the name of their school, the school days, the school subjects, when they have English, and their favourite subject. - Give pupils time to do the task independently. Go around offering help, if necessary. - Get them to swap their answers before checking as a class. - If there is time, ask one pupil to write their answers on the board. 4. Project. - Tell pupils that they are going to interview a friend in another school about his/her timetable and tell the class about it. - Give each of them a small piece of paper and ask them to copy the table in the Pupil's Book on the paper. - Tell pupils to ask a friend in another school about his/her timetable during break time and tick the table. - Have them tell he class about their friends' timetables. Example: Here is my friend's timetable. Huang is a pupil of Quang Thing Primary School. She has. - Structures: - Whole class I have(Maths and Vietnamese). - Pairs - Groups - Individuals. Key: 1. Vietnamese 2. Maths 3. Science 4. Art - Individual - Pair work. Key: Pupils' own answers - Individuals - Whole class.

(120) Moths and Vietnamese on Mondays, Tuesdays, Wednesdays and Thursdays. She has Engl sh on Mondays, Wednesdays, Thursdays and Fridays. She has Science on Tuesdays and Thursdays. She has IT and Music on Wednesdays, and Art on Tuesdays. She has PE on Fridays. Thank you to listening. Key: Pupils' own answers 5. Homelink: - Prepare the next period. - Whole class *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 14: Period 54:. UNIT 9:WHAT ARE THEY DOING? Lesson 1: (1, 2) I. Objectives: By the end of this unit, pupils will be able to use the words and phrases related to the topic Classroom activities. Pupils can ask and answer questions about school subjects. II. Language focus: - Vocabulary: listen to music, read , write , watch, video, dictation. - Structures: What’s he/she doing? He’s/she’s (watching a video). III. Resources: - Teacher’s: Pictures, CD, posters, puppets... - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities Language focus -Ask pupils to play Bingo to revise verbs for learning activities in the classroom (e.g. read, ;foe, listen, talk). Follow the procedure in Games in Introduction.. Modes - Whole class.

(121) 2. Look, listen -Tell pupils that they are going and repeat. to learn to read a story in which pupils ask and answer questions about what someone is doing in the classroom. - Have them look at the four pictures to discuss the content in which the language is used. Ask them questions such as Who are they? Where are they? And What are they talking? - Play the CD a few times for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking - Play the CD again for them to listen and repeat. 3. Point and - Tell pupils that they are going say. to practice asking and answering questions about what someone is doing. - Have them look at the bubbles to understand how to use the language. Ask pupils to look at the four pictures to identify what the girl/boy is doing in each picture - Point to the first picture and model the task with one pupil, using the expressions in the bubbles and the phrases under the picture. Ask pupils to say the sentences chorally and individually. Repeat the same procedure with the rest of the pictures. -Ask pupils to practise in pairs, using the prompts in the bubbles and the pictures. - Select some pairs to role-play the dialogue in front of the class. * Work in -Tell pupils that they are going pairs. Tell your to practise asking and answering partners what questions about what one of you like doing. their classmates is doing in the classroom, using What's he/she. - Whole class. - Individual - Whole class. I. New words: - Whole class -listen to music: -read: -write a dictation: -watch a video: - Individu II. Model als, sentence: - Pair What’s he/she work doing? He’s/she’s (watching a video). - Whole class. - Individuals - Pair work - Groups.

(122) 4. Home-link.. doing? and He's/She's ... You may ask pupils to mime different activities (e.g. leading, listening to music, playing football . -Ask them to work in pairs: one pupil asks the question and the other gives the answer. - Select some pairs to role-play the dialogue. Prepare the next period. - Whole class. Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………........................................................................................................................ Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 14: Period 55:. UNIT 9:WHAT ARE THEY DOING? Lesson 1: (3, 4,5) I. Objectives: By the end of the lesson Ss will be able to listen to the CD , tick to the correct picture and using the structure :What’s he/she doing? He’s/she’s .... to complete the exercise . II. Language focus: - Vocabulary and structures: Review III. Resources: - Teacher’s: Pictures, CD, posters, puppets... - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. 2. Listen tick.. Learning activities Language focus - Spend a few minutes revising the question What’s he/she doing? and the answer He’s/She’s.....Get pairs to act out the questions and the answers in front of the class. and - Tell pupds that they are going to listen to three dialogues about what someone is doing and tick the correct pictures. -Ask them. Modes - pairs. Whole class.

(123) to look at the pictures to identify the similarities and differences among them (la. Linda is writing. lb. Linda is reading. lc. Linda is listening to music. 2a. Nam is listening to music. 2b. Nam is reading. 2c. Miss Hien is reading and Nam is writing. 3a. Peter is listening to music. 3b. Peter is reading. 3c. Peter is watching a video or playing a game.) Check understanding. - Play the CD more than once, if necessary, for pupils to listen and tick the correct pictures. - Play the CD again for pupils to check their answers. -Get pupils to swap their answers before you check as a class. 3. Look and - Tell pupils that they are going write. to answer the questions about what someone is doing, using the picture cues. - Ask them to look at the four pictures to identify what the character in each picture is doing. Then ask pupils to read the questions and write the answers. Get pupils to work in pairs, if necessary. - Give pupils time to do the task independently. Go around offering help, if necessary. - Get them to swap their answers before checking as a class. If there is enough time, invite some pupils to read the complete questions and answers aloud. 4. Let’s play. - Tell pupils that they are going to play Charades. Follow the procedure in Games in Introduction. - Divide them into groups of three. Pupil 1 mimes a classroom activity (e.g. reading a book, listening to music) without making any sounds or lip. Individuals - Pairs. Key: 1b 2c 3a He’s (reading). She’s (writing).. Whole class. - Pairs Individuals. Key: 1 He's reading a book. 2 She's writing a dictation. 3 He's listening to music. 4. She's watching TV/a video. Whole class - Groups.

(124) 5. Home-link.. movements. Pupil 2 points to Pupil 1 and asks What's he/she doing? Pupil 3 answers (e. g. He's/She's reading a book.) - The pupils in groups take turns asking and answering the questions. Monitor the activity and offer help, if necessary Prepare the next period. Whole class. Comments:…………………………………………………………………………... ………………………………………………………………………………………….. …………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 14: Period 56:. UNIT 9:WHAT ARE THEY DOING? Lesson 2: (1, 2, 3) I. Objectives: By the end of the lesson Ss will be able to ask and answer questions about what people are doing. II. Language focus: - Vocabulary: paint , mask , make , puppet , paper plane, draw picture. - Structures: What are they doing?They're (painting a mask). III. Resources: - Teacher’s: Pictures, CD, posters... - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities Language focus Spend a few minutes revising the previous lesson by calling some pupils to the hunt sd the %lass to ask and answer questions about activities happening In the classmom, using What’s he/she doing? He’s/she’s .... 2. Look, listen - Tell pupils that they are going to and repeat. read a story in which pupils ask and answer questions about what pupils are doing in the classroom, - Ask puplb to look at the pictures Who’s the. Modes - pairs. Whole class - pairs.

(125) to identity the context in which the boy/girl? language is used. Ask some Where are they? questions such as What are they - Play the CD more than once, if doing? necessary, for pupils to listen and repeat Do choral and individual repetition. pointing to the characters speaking. 3. Point and - Tell pupils that they are going to I. New words: say. practise asking and answering - paint : questions about what people are - a mask : doing. - make: - Have them look at the bubbles - a puppet: to understand how to ask and - a paper plane: answer questions about what -draw picture: people are doing. - Point to the first picture and II. Model model the task with one pupil, sentence: using the sentences In the bubbles S1 :What are they and the phrase under the picture. doing? (Teacher; What are they doing? S2: They're Pupil: They're painting masks). (painting a mask). Ask pupils to say the question and answer chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask pupils to practise in pairs, one asking the question and the other giving the answer, using the prompts in the bubbles and the pictures. - Select some pairs to demonstrate the task in front of the class. 4. Let’s talk. -Tell pupils that they are going to practise asking and answering questions about where their classmates are and what they are Where is he/she? doing, using What's he/she - Remind pupils how to use be + doing? verb-mg to ask and answer about Where are they? what people are doing at the What are they moment of speaking. doing? - Ask pupils to work in pairs, one pupil asking the questions and the other giving the answers. Individuals. Whole class. Individuals - Pairs. Individuals Pairs Groups.

(126) 5. Home-link.. about what their classmates are doing at the moment of speaking. Monitor the activity and offer help, if necessary. - Select some pairs to role-play in front of the class. - Prepare the next period.. Whole class. Comments:…………………………………………………………………………... ………………………………………………………………………………………….. …………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 15: Period 57:. UNIT 9:WHAT ARE THEY DOING? Lesson 2: (4, 5, 6) I. Objectives: By the end of the lesson Ss will be able to listen to the CD and number the pictures. Look at the pictures and write about the pictures. II. Language focus: - Vocabulary and structures: Review III. Resources: - Teacher’s: Pictures, CD, posters, puppets... - Students’: Book, notebook IV. Procedure: Steps Learning activities Language focus Modes 1. Warm up. Spend a few minutes revising the What are they Whole previous lesson by asking some doing? class pairs to ask and answer about what They're .... people are doing. 2. Listen and - Tell pupils that they are going to Whole number. listen to a text about what some class pupils are doing at break time and number the pictures. - Ask them to look at the pictures and identify what the characters in each picture are doing (In Picture - Individual a, they are playing badminton. In Picture b, they are making paper - Pair work planes. In Picture c, they are.

(127) making a kite. In Picture d, they are playing football.) Check understanding. - Play the CD for pupils to listen and number the pictures. - Play the CD again for pupils to check their answers. - Get them to swap their answers before you check as a class. Monitor the activity and offer help, if necessary. 3. Look and -Tell pupils that they are going to write answer the questions about what the children are doing, using the picture cues. -Ask them to look at the four pictures to identify what the characters in each picture are doing. Then ask them to read the questions and write the answers, using the picture cues. Get pupils to work in pairs, if necessary. - Give pupils time to do the task independently. Go around offering help, if necessary. - Get them to swap their answers before checking as a class. If there is enough time, invite some pairs to act out the dialogues.. Key: a2 b4 c3 dl. Structures: They are (making a kite).. - Whole class. - Individual,. Key: 1. They're - Pair work painting a mask. 2. They're making a kite. 3.They're making paper planes. 4 .They're making a paper house. 4. Let’s play. - Tell pupils that they are going to Whole sing the song What ate theydoing? class Teach the song. following the procedure in Teaching the unit Group components in Introduction. work - Have them read each line of the lyrics aloud. Check comprehension. - Divide the class into two groups: one sings the questions and the other sings the answers. The rest of the class sings the song together, clapping hands. 5. Home-link. Prepare the next period. Whole class *Comments:…………………………………………………………………………....

(128) …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 15: Period 58:. UNIT 9:WHAT ARE THEY DOING? Lesson 3: (1, 2, 3) I. Objectives: By the end of the lesson Ss will be able to pronounce the sounds of the letters sk and xk in the words mask, text respectively. II. Language focus: - Vocabulary and structures: Review - Phonics: mask and text III. Resources: - Teacher’s: pictures, CD, posters.... - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. 2. Listen repeat.. Learning activities Spend a few minutes revising the previous lesson by calling some pupils to the front of the class to sing the song What are they doing? Have the class listen and clap their hands. and - Tell pupils that they are going to practise saying the sounds of the letters sic and xt in the words mask and text respectively. - First, put the letters sk and xt on the board. Play the CD and ask pupils to repeat a few times. Then put the words mask and ten on the board, play the CD and ask pupils to repeat a few times. After that, write the sentences He's making a mask. and She's reading a text on the. Language focus. Modes Whole class. Phonics: Mask text. Whole class - Individuals - Pairs - Groups.

(129) board. Play the CD a few times and let pupils say the sentences, paying attention to the target sounds. - Do choral and individual repetition of the sounds, words and sentences until pupils feel confident. - Get some pupils to say the sentences in front of the class. Check as a class and correct the pronunciation, if necessary. 3. Listen and - Tell pupils that they are going Whole tick. Then write to listen to the four sentences class and say aloud. and tick the correct words. - Ask them to look at the sentences and guess the words to fill the gaps. - Individuals - Play the CD so they can listen and tick the words. Remind pupils to focus on the words - Pair work with the letters sk and xt while listening. - Groups - Play the CD again for pupils to check their answers. • Get them to swap their answers before you check as a class. Monitor the activity and offer help, if KEY: 1a 2a 3a necessary. 4b - Ask pupils to read aloud the sentences. 4. Let’s chant. - Tell pupils that they are going Whole to say the chant What subjects class do you have today?. - Have pupils read the chant and check comprehension. - Play the CD a few times for - Individuals pupils to do choral and individual repetition. Show them how to chant and do - Pair work actions. - Put the class into two groups to - Groups practice chanting and doing actions. Each of the groups should sing one verse of the chant. Go around offering help, if necessary..

(130) 5. Home-link.. - Call two pairs to the front of the class to chant and do actions. The rest of the class claps along to the rhythm. Prepare the next period.. Whole class. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .………….........................................................................................................................

(131) Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 15: Period 59:. UNIT 9:WHAT ARE THEY DOING? Lesson 3: (4, 5, 6) I. Objectives: By the end of the lesson Ss will be able to read and write about their activities. II. Language focus: - Vocabulary and structures: Review III. Resources: - Teacher’s: Pictures - Students’: Book, notebook IV. Procedure: Steps Learning activities Language focus 1. Warm up. - Spend a few minutes revising the previous lesson. Get three groups of four to go to the front of the class to say the chant What's he doing? and do actions. Ask the rest of the class to listen and cup their hands. 2. Read and - Tell pupils that they are going to - Structures: tick. read the text about what the pupils They are (making are doing and tick T for true a kite). statements or F for false statements. - Ask them to look at the statements first and then read the text, focusing on the information they need to do the task (what the characters are doing). If necessary, get pupils to work in pairs or small groups. - Give pupils time to do the task independently. Go around offering help, if necessary.. Classroom. Modes - Pair work - Whole class. - Whole class - Pairs - Groups - Individuals.

(132) - Get them to swap their answers before checking as a class. Provide explanations to the answers, if necessary. 3. Write -Tell pupils that they are going to about the write a short paragraph to describe picture. what the pupils are doing in their Art lesson, using the picture and word cues. - Have them look at the given words and guess what they are going to write.Then ask them to look at the picture and find out what the teacher, the girls and the boys are doing. - Have pupils work in pairs or groups to discuss what they are going to write. Give them enough time to do the task independently. - Get them to swap their answers before checking as a class. If there is time, ask one pupil to unite the answer on the board. 4. Project.. -Tell pupils that they are going to choose a photo of their family and describe vehat each of the family members is doing in the photo. -Ask them to look at their photos and find out what each person is doing. Then they should think of the words needed to describe the picture and make notes, eg. mum - cooking. kitchen; dad - reading, living room:sister - learning English, living room. -Get some pupils to do a demonstration in front of the class as an example before starting the activity. 5. Homelink: - Prepare the next period.. Key: 1F 2F 3F 4T 5F - Individual - Pair work. Key: The teacher is drawing a mask on the board.The girls are making puppets and painting masks.The boys are making a kite and painting houses. - Individuals Example: My - Whole class mum is cooking in the kitchen. My dad is reading in the living room. My sister is learning English in the living room. Call some pupils to the front of the class to describe their photos. - Whole class. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .………….........................................................................................................................

(133) Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 15: Period 60: UNIT 10: WHERE WERE YOU YESTERDAY? Lesson 1: (1,2) I. Objectives: By the end of this unit, pupils will be able to use the words and phrases related to the topic past activities. Ask and answer questions about where someone was in the past. II. Language focus: - Vocabulary: at home, at the zoo, on the beach, at the cinema, in the school library - Structures: Where were you yesterday?I was... III. Resources: - Teacher’s: Pictures, CD, posters, puppets... - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities - Spend a few minutes revising the previous unit. Get some pupils to go to the front of the class to tell what their family members are possibly doing at the moment, 2. Look, - Tell pupils that they are going to listen and find out about how to ask and repeat. answer questions about where someone was yesterday. - Ask them to look at the four pictures to identify the context in which the language is used. Ask questions such as: - Help them to identify that Miss Hien asks the pupils where they were yesterday and they answer - Check comprehension. - Play the CD more than once, if necessary, for pupils to listen and repeat. Do choral and individual. Language focus Modes e.g. My mum is - Whole class working in the hospital. My dad is working on the farm. My sister is learning at school. - Whole class. Who are they? Where are they? - Individual What are they talking about? - Whole class.

(134) 3. Point and say.. * Work in pairs. Tell your partners what you like doing.. 3. Homelink:. repetition, pointing to the characters speaking. - Tell pupils that they are going I. New words: to practise asking and answering - at home: questions about where someone - at the zoo: was in the past. - on the beach: - Have them look at the bubbles - at the cinema: to understand how to use the - in the school language. library: - Ask them to look at the pictures - yesterday: to identify where the people were * Model sentence: yesterday. S1: Where were - Point to the first picture and you yesterday? model the task with one pupil, S2:I was (at home). using the question and the answer in the bubbles and the phrase under the picture - Ask pupils to say the question and the answer chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask pupils to practise in pairs, using the prompts in the bubbles and the phrases under the pictures. Monitor the activity and offer help, if necessary. - Select some pairs to demonstrate the task in front of the class. Check as a class. -Tell pupils that they are going to Where were you practise using: yesterday? - Ask them to work in pairs: one I was ... pupil asks the question and the other gives the answer about where they were yesterday. Monitor the activity and offer help, if necessary. - Select some pairs to role-play in front of the class. Prepare the next period. - Whole class. - Individu als, - Pair work - Whole class. - Individuals - Pair work - Groups. - Whole class. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .………….........................................................................................................................

(135) Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 16: Period 61: UNIT 10: WHERE WERE YOU YESTERDAY? Lesson 1: (3,4,5) I. Objectives: By the end of the lesson Ss will be able to listen to the CD , tick to the correct picture and using the structure : Where were you yesterday?I was... to complete the exercise . II. Language focus: - Vocabulary and structures: Review III. Resources: - Teacher’s: Pictures, CD, posters, puppets... - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities - Spend a few minutes revising the previous lesson. Get some pairs of pupils to go to the front of the class to ask and answer questions about. Language focus Modes where someone Individua was ls yesterday/yesterday morning/yesterday afternoon/last weekend. 2. Listen and - Tell pupils that they are going Whole tick. to listen to three dialogues about class where the characters were and tick the correct pictures. - Have them look at the pictures to identify the similarities and differences. Check understanding. - Play the CD more than once, if Individuals necessary, for pupils to listen and tick the correct pictures.Tell them that they should focus on where - Pairs each pupil was. - Get pupils to swap their answers before you check as a class. Monitor the activity and - Key: 1 c 2 b 3 a offer help, if necessary..

(136) 3. Look write.. and - Give them a few seconds to look at the questions and the incomplete answers and to identify the missing words they need to complete the answers. Then focus pupils on the pictures to identify where the characters were. If necessary, get pupils to work in pairs. - Give them time to do the task independently. Go around and offer help, if necessary. - Get pupils to swap their answers before checking as a class. If there is enough time, call some pairs to role-play the dialogues. 4. Let’s sing. - Tell pupils that they are going to sing the song Where were you yesterday? - Teach the song, following the procedure in Teaching the unit components in introduction. First, have pupils read each line of the lyrics aloud. - When pupils are familiar with the tune, ask two groups of pupils to the front of the class. One group sings the questions and the other sings the answers. Have the rest of the class sing together and clap hands. 5. Home-link. - Learn by heart the new words and model sentence. - Be ready for lesson 2. I was (at home).. Whole class. - Pairs Individuals Key: 1.at home/in the kitchen 2. in the library/at school 3. on the beach. Whole class - Groups Individuals. Whole class. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .………….........................................................................................................................

(137) Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 16: Period 62: UNIT 10: WHERE WERE YOU YESTERDAY? Lesson 2: (1,2,3) I. Objectives: By the end of the lesson Ss will be able to ask and answer questions about what someone did in the past. II. Language focus: - Vocabulary: (to) water, flower, yesterday. - Structures: What did you do yesterday?I played (table tennis). III. Resources: - Teacher’s: Pictures, CD, posters... - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities Spend a few minutes revising the previous lesson by calling some pupils to the front of the class to sing the song 2. Look, listen and - Tell pupils that they are repeat. going to read a story where pupils ask and answer questions about what they did in the past. - Ask them to look at the four pictures to identify the characters and the context in which the language is used. You may ask questions such as: - Check comprehension. - Play the CD more than once, if necessary, for pupils to listen and repeat the language. Do choral and individual repetition, pointing to the characters speaking. 3. Point and say. - Tell pupils that they are going to ask and answer. Language focus Modes Where were you - Individuals yesterday? - Whole class - pairs - Individuals Who are they? Where are they? What are they doing?. I. New words: - Whole class - (to) water : tưới.

(138) 4. Let’s talk.. 5. Home-link.. questions about what someone nước did in the past. - flower: bông - Ask pupils to look at the four hoa pictures to identify what the - yesterday: hôm pupils did yesterday. Teach qua the phrases played badminton, painted a picture and watered II. Model the flowers. sentence: - Point to the first picture and S1 :What did do the task with one pupil as a you do yesterday? model, using the question in S2: I watered the the first bubble and the phrase flowers. under the picture for the answer yesterday? - Ask pupils to say the question and the answer chorally and individually. Repeat the same procedure with the rest of the pictures. Ask them to practise in pairs: one asks file question and the other gives the answer, using the prompts in the bubbles and the picture cues. Then select some pairs of pupils to demonstrate the task in front of the class. Check as a class or correct pronunciation, if necessary. - Tell pupils that they are Where were you going to revise what they have yesterday? learnt in using: What did you - Ask them to work in pairs: do? one asks the questions and the other facts about themselves. - Select some pairs to roleplay in front of the class. - Learn by heart the new words and model sentence. - Be ready for lesson 2: 4,5,6. - Individuals - Pairs. Whole class Pairs Groups. - Whole class. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .………….........................................................................................................................

(139) Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 16: Period 63: UNIT 10: WHERE WERE YOU YESTERDAY? Lesson 2: (4,5,6) I. Objectives: By the end of the lesson Ss will be able to listen to the CD and number the pictures. Look at the pictures and write about the pictures. II. Language focus: - Vocabulary : Review - Structures: What are they doing? They're .... III. Resources: - Teacher’s: Pictures, CD, posters, puppets... - Students’: Book, notebook IV. Procedure: Steps Learning activities Language focus Modes 1. Warm up. -Spend a few minutes revising the e.g. watched TV, - Whole class previous lesson by playing Charades. played Follow the procedure in Games in badminton, Introduction. Ask pupils to mime watered the what they did yesterday flowers, painted a picture. 2. Listen and - Tell pupils that they are going to - Whole class number. listen to four dialogues about where Linda was and what she did, and number the pictures. Check understanding. - Play the CD more than once, if - Individual necessary, for pupils to listen and number the pictures. Ask them to - Pair work focus on where Linda was and what she did. - Get pupils to swap their answers before you check as a class. Monitor the activity and offer help, if Key:a 3 , b1 , necessary. c2 3. Look and - Tell pupils that they are going to Structures: - Whole write. complete the answers to the -What did you class questions about where the characters do yesterday? were and what they did, using the -I watered the picture cues. Ask them to look at the flowers..

(140) three pictures to identify where the characters were and what they did. Then ask pupils to read the incomplete answers and find appropriate words to fill the gaps. - Give pupils time to do the task independently. Go around and offer help, if necessary. - Get them to swap their answers before checking as a class. If there is enough time, call some pairs to act out the dialogues.. Key: - Individual, - 1 in the garden, watered the - Pair work flowers 2 in the bedroom, watched TV - 3 on the beach, played football 4. Let’s play. -Ask them to play in small groups. - Whole class Prepare two sets of cards for each group, one with activities in the - Group work present tense, and the other with the same activities in the past tense. -How to play: First, one player in each group shuffles the cards and lays them face down on the table. Each player in turn selects two cards and turns them over. If the cards show the same activity in the present and past tenses, that player wins the pair and goes on to turn over another pair of cards. If the cards show different activities, that player should turn them face down again and the next player has a turn. The game ends when all the cards are gone.The winner is the player with the most pairs. - Call on one group to act out the game in front of the class. 5. Homelink: - Learn by heart the new words and - Whole class model sentence. - Be ready for lesson 3 *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .………….........................................................................................................................

(141) Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 16: Period 64: UNIT 10: WHERE WERE YOU YESTERDAY? Lesson 3: (1,2,3) I. Objectives: By the end of the lesson Ss will be able to pronounce the sounds of the letters ed /d/in the word played , /t/in the word watched , /id/ in the word painted respectively. II. Language focus: - Vocabulary and structures: Review - Phonics: played, watched, painted III. Resources: - Teacher’s: pictures, CD, posters.... - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities Spend a few minutes revising the previous lesson by calling a group of three pupils to the front of the class to play the game Pelmanism with activities in the present and past tense. 2. Listen and - Tell pupils that they are going repeat. to practise saying the sounds of the letters ed in the words played, watched and painted respectively. First, put the letters ed with the three phonetic symbols and the words played, watched and painted on the board. Play the CD and ask pupils to repeat a few times. Draw their attention to the three different pronunciations of ed. Then put the three sentences on the board. Play the CD more than once and let pupils say the sentences. Do choral and individual repetition of the sounds, words and sentences until pupils feel confident. 3. Listen and - Tell pupils that they are going tick. Then write to listen to the CD and tick the. Language focus. Modes Whole class. Phonics: -ed in verbs ending with voiced sounds (e.g. tn, n, I) is pronounced /d/; -ed in verbs ending with voiceless sounds (e.g. s, x, sh, ch) is pronounced t -ed in verbs ending with t or d is pronounced /id/.. Whole class - Individuals - Pairs - Groups. Whole class.

(142) and say aloud.. 4. Let’s chant. 5. Home-link.. correct boxes. - Give them a few seconds to read the sentences in silence and guess how the verbs played, watched and painted are pronounced. - Play the CD more than once, if necessary, for pupils to listen and tick the correct boxes. Key: 1 /d/ - Have pupils swap their /t/ , 3 /Id/ answers before checking as a class. Then ask pupils to read the sentences aloud. - Tell pupils that they are going to say the chant What did he do yesterday? Follow the procedure in Teaching the unit components in introduction. - Have them read the chant and check comprehension. Play the CD more than once, if necessary, for pupils to do choral and individual repetition. Show pupils how to chant and do actions. Call one group to chant the questions and another to chant the answers. - Get pupils to sit opposite of each other and practise chanting and doing actions. Go around offering help, if necessary. - Call some groups to the front of the class to chant and do actions. The rest of the class claps along to the rhythm. - Learn by heart the new words and model sentence. - Be ready for lesson 3: 4,5,6 page 69.. - Individuals - Pair work , 2 - Groups. Whole class. - Individuals - Pair work - Groups. Whole class. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .………….........................................................................................................................

(143) Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 17: Period 65: UNIT 10: WHERE WERE YOU YESTERDAY? Lesson 3: (4,5,6) I. Objectives: By the end of the lesson Ss will be able to read and write about their Classroom activities. II. Language focus: - Vocabulary and structures: Review III. Resources: - Teacher’s: Pictures - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities -Spend a few minutes revising the previous lesson. Get two groups to go to the front of the class to say the chant What did he do yesterday? and do actions. 2. Read and - Tell pupils that they are complete. going to read the text and complete the sentences. - Give pupils time to do the task independently. Go around offering help, if necessary. - Get them to swap their answers before checking as a class. If there is enough time, let some pairs ask and answer the questions about what Linda did. 3. Write about - Tell pupils that they are the picture. going to write a short paragraph about themselves. - Have them work in pairs or groups to discuss what they did yesterday. Focus. Language focus. Modes - Pair work - Whole class. - Structures: - Whole class I watered the flowers in the garden. - Pairs - Groups - Individuals. Key: 1. watered the flowers in the garden 2. played chess with her father 3. watched TV - Individual - Pair work.

(144) pupils on what they did in the morning, afternoon and evening. Check comprehension. - Give pupils time to do the task independently. Go around offering help, if necessary. - Get them to swap their answers before checking as a class. - If there is time, ask some pupils to write their paragraphs on the board. 4. Project.. 5. Home-link.. - Tell pupils that they are going to do an interview with one of their classmates about where he/she was and what he/she did last weekend and report to the class. - Give each of them a piece of paper. Have pupils work in pairs and take turns asking : Where were you last weekend? What did you do there? - They should take notes during the interview. When pupils finish interviewing, ask them to report to the class about their partners' weekend. To make this activity more challenging, you may ask them not to look at the notes. Example: - Learn by heart the new words and model sentence. - Be ready for REVIEW 2. - Individuals - Whole class. Hello everyone. I interviewed Thu. Last weekend, Thu was on the beach. She played badminton with her friends. They went swimming in the sea. Then they had dinner in a restaurant. They were very happy.. *Comments:…………………………………………………………………………... ………………………………………………………………………………………….. …………......................................................................................................................... - Whole class.

(145) Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 17: Period 66:. REVIEW 2 I. Objectives: By the end of the lesson Ps will be able to perform their abilities in listening, speaking and writing related to the topics from units 6 -10, using the phonics, vocabulary and sentence patterns they have learnt. II. Language focus: - Vocabulary and structures: Review - Skills: Developing Ss reading, writing, speaking and listening skills III. Resources: - Teacher’s: Pictures, cassette. - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities Language focus -Spend a few minutes revising the previous lesson. Get two groups to go to the front of the class to say the chant What did he do yesterday? and do actions. 2. Listen and - Have pupils look at the pictures on tick page 70. Elicit the identification of the characters in the pictures and the characters’ words. Tell pupils that they are going to listen to the CD and tick the pictures they hear. - Open the tape and listen the sound of the words - Turn on the tape 2 times and ask Ss to listen and tick. - Ask some questions to ensure pupils’ comprehension of the listening text. - Answer keys: 1.c 2.b 3.a 4.b 3. Read and - Have pupils look at the paragraph circle on Page 70. T explains the situation and how to do the exercise - Tell Ss that they are going to read the paragraph and circle the best answer. - Ss read silently and do the task. - Ss trade their answers within pairs. Modes - Pair work - Whole class. - Whole class - Individuals - Pairs - Groups. - Individual - Pair work.

(146) or groups for correction - Ask Ss to read the answers aloud to the class. The others listen and give comments. - Make some questions to check Ss’ comprehension of the reading text. - Have the whole class read one by one the sentence chorally to reinforce their pronunciation. Answers: 1.a 2.b 3.a 4.c 4. Homelink: -Learn by heart the new words and model sentence. -Be ready for REVIEW 2(cont.). - Whole class. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B.

(147) Week 17: Period 67:. REVIEW 2 I. Objectives: By the end of the lesson Ps will be able to perform their abilities in listening, speaking and writing related to the topics from units 6 -10, using the phonics, vocabulary and sentence patterns they have learnt. II. Language focus: - Vocabulary and structures: Review - Skills: Developing Ss reading, writing, speaking and listening skills III. Resources: - Teacher’s: Pictures, cassette. - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities Sing an E song. Language focus. Modes - Whole class. 2. Read and - T introduces the topic “you match. are going to read the sentences to get the information in order to match the appropriate sentences”. - Ask Ss to read the sentences and do the task (match the sentences with a appropriate sentences.) - Monitor the activity and offer help when necessary - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers. Others listen and comment. - Make a few questions to check Ss’ comprehension of the sentences. - Have the whole class read Answers: 1 - d; 2 each sentence in chorus to e; 3 - a; 4 - b; 5 - c. reinforce their pronunciation. - Whole class - Individuals. 3. Look and - Have pupils look at 4 write. pictures on Page 71. Get Ss to identify the characters in the pictures. - Tell Ss that they are going. - Individual - Pair work. - Pairs - Groups.

(148) to look at the pictures and get information to fill the suitable words in the gaps. - Ss read silently and complete the dialogues. - Ss trade their answers Answer keys: within pairs or groups for 1.It’s in Binh correction Minh village - Ask Ss to read the answers 2.I have aloud to the class. The others English, Science, listen and give comments. Vietnamesen and - Make some questions to Maths check Ss’ comprehension of 3.playing the reading text. basketball/ - Have the whole class read listening to music each line of the dialogues 4.They were chorally to reinforce their on the beach/ They pronunciation. played football. 4. Let’s write.. 5. Home-link:. - Tell Ss that they are going to read the incomplete text and fill the gaps. - Give Ss a few seconds to look at the pictures and read the text in silence. Check comprehension and elicit the words to fill the gaps. - Give Ss time to do the task. - Get Ss to swap and check their answer before checking as a class. - Learn by heart the new words and model sentence. - Be ready for Short story. - Whole class - Individuals - Pairs. - Whole class. *Comments:…………………………………………………………………………... ………………………………………………………………………………………….. …………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 17: Period 68:. SHORT STORY.

(149) I. Objectives: By the end of the lesson Ps will be able to perform their abilities in listening, speaking and writing related to the topics from units 6 -10, using the phonics, vocabulary and sentence patterns they have learnt. II. Language focus: -Vocabulary and structures: Review - Skills: Developing Ss reading, writing, speaking and listening skills III. Resources: - Teacher’s: Pictures, cassette. - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities Sing an E song. 2. Read and Listen - This is the second of the four to the story. cartoons about Miu and Cat and Chit and Mouse. To help Ps get the idea of the story, simply let them read and listen to this episodes, the initial task will be more challenging. - Read and listen to the story 3. Complete the - Ask students to read the story conversation. in the book and fill the suitable words to complete the dialogue. Work in pairs to do the exercise then practice in pairs in front of the whole class. The rest listen to and give the remark. Correct the pronunciation. - Make a few questions to check pupils’ comprehension of the story 4. Work in pairs. - Have Ps work in pair. Use Answer the the guide in part 2 but use the questions. real information about themselves - Ask Ps to display in class, others comment 5. Write the - Have Ss turn their books to correct answers page 73. Tell pupils that they to Activity 3. are going to read the story to get the information in order to correct answers.. Language focus. Modes - Whole class - Whole class - Individuals - Pairs - Groups. - Individual - Pair work. Answer: 1.day 2.Monday 3. date 4.fifth 5.birthday 6.having a party - Whole class - Individuals - Pairs - Whole class - Individuals - Pairs.

(150) - Ss read the sentences individually and do the task. Monitor the activity and offer help when necessary. - Pair works. Have pupils trade their answers for correction. - Call on some pupils to report their answers. The rest of the class listen give comments. - Make a few questions to check pupils’ comprehension of the sentences. - Have the whole class read each sentence in chorus to reinforce their pronunciation. 5. Home-link.. Answer: 2. No, it isn’t. It’s red 3. No, they aren’t. They’re playing Blind Man’s Bluff. 4. No, they aren’t. Four cats 5. No, he isn’t. He is five.. - Learn by heart the new words and model sentences. - Be ready for Test. - Whole class. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 18: Period 69:. THE FINAL TEST I Question 1. Look and read. Put a tick (√) or a cross (x)(2p).

(151) 1. He’s painting a mask.. X. 2. Today is Saturday.. 3. Her hobby is playing with a yo-yo.. 4. They can dance.. 5. I have IT on Fridays.. Question 2. Look at the picture and the letters. Write the words.(2p). 1.. Jyarnua. January. 2.. msiw. _____________ ___. 3. njpaenas. _____________ ___. snicece. _____________.

(152) 4. ___. 5.. riding a ________. ekbi. Question 3. Choose a word from the box and write it next to numbers from 25(2p). Maths watching American taking photos swim Tom is from America. He’s (1) American. He is studying at Hanoi International School. He is in class 4A. His hobby is (2)_______________________. In his school, he likes (3)____________________ best. He can (4)________________________ and he likes (5)______________________ TV after school. Question 4: Read and tick Yes or No.(2p) This is my new friend. Her name is Linda. She is nine years old. She is from England. She is a pupil at Ha Noi International School. She likes music very much. She can play the guitar and sing many Vietnamese songs. She goes to the Music Club on Wednesdays. Yes No 1. Linda is nine years old.. √. 2. Linda is from Viet Nam. 3. Linda is a teacher. 4. Linda can play the guitar. 5. Linda goes to the Music Club on Wednesdays. 6. Question 5: Rearrange the words to compete the sentences.(2p).

(153) 1/milk? / you / Do / some / want ................................................................................................................................................ 2/ new / This / book ./ is / my ................................................................................................................................................ 3/ out? / I / go / May ................................................................................................................................................ 4/ an / This / is / eraser. ................................................................................................................................................ *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 18: Period 70:. CORRECTING THE TEST Answer key Question 1. Look at the picture and the letters. Write the words 1. X 2. √ 3. X.

(154) 4. √ 5. X Question 2. Look at the picture and the letters. Write the words 1. January 2. swim 3. Japanese 4. science 5. riding a bike Question 3. Choose a word from the box and write it next to numbers from 1-5 1. American 2. taking photos 3. Maths 4. swim 5. watching Question 4: Read and tick Yes or No 1. Yes 2. No 3. No 4. Yes 5. Yes Question 5: Rearrange the words to compete the sentences 1.Do you want some milk? 2.This is my new book. 3.May I go out? 4.This is an eraser. Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 19: Period 71:. UNIT 11:WHAT TIME IS IT? Lesson 1: (1,2) I.Objectives: By the end of this unit, pupils will be able to use words and phrases related to the topic Daily routines. • ask and answer questions about time. II. Language focus: - Vocabulary: breakfast, What time.... - Structures: What time is it? It’s......

(155) III. Resources: - Teacher’s: Posters, flashcards, puppets, CD player and projector - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities - To prepare pupils for this lesson, play a game with them using the numbers Then choose a pupil to say the next number (i.e. ten). That pupil then chooses another pupil to say the next number. Continue until fifty-five. 2. Look, listen - Tell the class that they are and repeat. going to learn to ask and answer questions about time. - Have pupils look at the four pictures and discuss the context in which the language is used. Ask questions such as - Check comprehension. - Play the CD more than once, if necessary, for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. - Play the CD again so the class can listen and repeat. 3. Point and - Tell pupils that they are going say. to practise asking and answering I. New words: questions about time. - Have them look at the bubbles to see how the question and the answer are used. Point to the first picture and have pupils say the word seven. Ask them: What time is it? and have them answer It’s seven o’clock. Do choral and individual repetition and then II. Model ask them to practise in pairs. sentences: - Repeat the same procedure with the rest of the pictures. - Call a few pairs to act out the dialogue in front of the class. - Is more 1 common in American English.. Language focus five, ten, fifteen, twenty, twentyfive, thirty, thirtyfive, forty, fortyfive, fifty and fifty-five. Say five.......... Modes Whole class - Individual. Whole class Who are they? Where are they? What are they talking about? - Individual Whole class. Whole class - breakfast: bữa sáng - lunch : bữa trưa - dinner : bữa tối. - Individ uals, - Pair work. - What time... : Mấy giờ Whole S1:What time is class it? S2:It’s seven fifteen . Language note: -American English: seven.

(156) fifteen, seven thirty, seven forty-five -British English:a quarter past seven, half past seven,a quarter to eight -Seven o'clock is more common in British English, while 7 a.m✓p.m. * Work in pairs. Tell your partners what you like doing.. -Tell pupils that they are going - Individuals to ask and answer questions - Pair work about time. - Groups - Tell them 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). - You may ask one pupil to write the answer on the board. Remind them to write the words rather than the numbers for the time. 4. Home-link. - Learn by heart the new words Individual and model sentence. - Be ready for lesson 1: 3,4,5 *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………........................................................................................................................ Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 19: Period 72:. UNIT 11:WHAT TIME IS IT? Lesson 1: (3,4,5) I. Objectives: By the end of the lesson Ss will be able to listen to the CD , tick to the correct picture and using the structure :What time is it? It’s + time to complete the exercise . II. Language focus: - Vocabulary and structures: Review III. Resources: - Teacher’s: Pictures, CD, posters, puppets....

(157) - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities - Spend a few minutes revising the previous lessons by getting pupils to play Bingo .Using the five time in Activity 2 , and seven twenty, seven thirty-five, seven forty, and seven fifty- five. 2. Listen and - Tell pupds that they are going to tick. listen to three dialogues about times and tick the correct pictures. - Ask them to look at the pictures to identify the time. - Have they say the times aloud. Check understanding. - Play the CD more than once, if necessary, for pupils to listen and tick the correct pictures. - Play the CD again for pupils to check their answers. - Get pupils to swap their answers before you check as a class. 3. Look and - Tel pupils that they are going to write. write the answers to the question what time is with the picture cues. - Give them a few seconds to look at the clock and the answer in 1. Then have them look at the other clocks and use the appropriate words tocompiete the answers. Check comprehension. If necessary, get pupils to work in pairs. - Give pupils time to do the task independently.Go around and offer help, if necessary. - Get them to swap their answers before checking as a class. If there is enough time, invite some pairs to act out the dialogues. 4. Let’s sing. - Tell pupils that they are going to sing the song What time is it? Teach the song, following the procedure In Teaching the unit components in Introduction. - Have them read each line of the. Language focus. Modes Individual. Whole class. Individuals - Pairs Key: 1b , 2b , 3a He’s (reading). She’s (writing).. Whole class. - Pairs Individuals. Key: 2. It's ten twenty. 3. It's ten thirty. 4. It’s eleven fifty.. Whole class - Groups.

(158) 5. Home-link.. lyrics. Check comprehension. - Play the CD all the way through. Ask pupils to do choral and individual repetition of the song line by line. - When Ps are familiar with the tune, ask two groups of two pupils to go to the front of the sings the questions, and the other sings the answers. - Have the class sing the song again and clap their hands to reinforce the activity. - Learn by heart the new words and model sentence. - Be ready for lesson 2. Individuals. Whole class Individuals. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 19: Period 73:. UNIT 11:WHAT TIME IS IT? Lesson 2: (1,2,3) I. Objectives: By the end of the lesson Ss will be able to ask and answer questions about daily routines. II. Language focus: - Vocabulary: get up, have breakfast, have dinner, go to bed. - Structures: What time do you ...?I ... at + (time). III. Resources: - Teacher’s: Pictures, CD, posters... - Students’: Book, notebook IV. Procedure:.

(159) Steps 1. Warm up.. Learning activities Language focus 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? 2. Look, listen and - Tell pupils that they are going repeat. to learn to ask and answer questions about daily routines. - Ask pupils to look at the pictures to identity the context in which the language is used. Focus the all the picture - Check comprehension, - Play the CD more than once, if necessary, for pupils to listen and repeat. Do choral and individual repetition. pointing to the characters speaking. - Play the CD again for pupils to listen and repeat 3. Point and say. - Tell pupils that they are I. New words: going to practise asking and get up answering questions about the : thức dậy time for daily activities. have - Have them look at the breakfast : ăn bubbles to understand how to sáng ask and answer questions have about what people are doing. dinner : ăn tối - Ask pupils to look at the four - go to bed pictures to identify what time : đi ngủ do the pupils do the activities in each picture. II. Model - Ask pupils to practise in sentence: pairs, one asking the question S1 :What time and the other giving the do you(get up)? answer, using the prompts in S2: I (get up)at the bubbles and the pictures. (six oclock) . -S elect some pairs to demonstrate the task in front of the class. Language note: We use o’clock to refer to an exact hour 4. Let’s talk. - Tell pupils that they are going to revise what they have. Modes - Individuals. Whole class - pairs - Individuals. Whole class. - Individuals - Pairs. Individuals Pairs.

(160) 5. Home-link.. learnt in Lesson 1 and Lesson Groups 2. What time is it? - Have them work in pairs: What time do one pupil asks the questions you _? and the other gives the answers. Then they swap roles. - Call on a few pairs to act out the dialogue in front of the class. Correct the pronunciation, if necessary. - 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... - Learn by heart the new words Individuals and model sentence.- Be ready for lesson 2: 4,5,6. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………........................................................................................................................ Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 19: Period 74:. UNIT 11:WHAT TIME IS IT? Lesson 2: (4,5,5) I. Objectives: By the end of the lesson Ss will be able to listen to the CD and number the pictures. Look at the pictures and write about the pictures. II. Language focus: - Vocabulary: Review - Structures: Review III. Resources: - Teacher’s: Pictures, CD, posters, puppets... - Students’: Book, notebook IV. Procedure: Steps Learning activities Language focus Modes 1. Warm up. - Spend a few minutes revising - Whole class.

(161) the previous lesson by asking some pupils to go to the front of the class and talk about their daily routines. 2. Listen and - Tell pupils that they are going number. 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 Torn 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. - Get them to swap their answers before you check as a class. Monitor the activity and offer help. if necessary. 3. Draw and - Tell pupils that they are going write the time . to draw the time and write about their daily routines. - First, ask them to look at the questions and identify what daily routines they are going to write about. Then have them draw the hands of the clocks to show the times they usually do these activities. Finally, get them to write the answers to the questions, using the clocks they have just drawn. Check understanding. - Set a time limit for pupils to do the task independently. Go around and offer help, if necessary. - Get them to swap their answers before checking as a class. 4. Let’s play. - Tell pupils that they are going to play the game Pass the secret! Follow the procedure in Games in Introduction. - Divide the class into groups of six or seven. Ask them to sit in circles. Pupil 1 in each circle. - Whole class. - Individual - Pair work. Key: b -7.30 c8.15 d 8.00 e 9,00 Structures: I get up at six o’clock.. - Whole class. - Individual, - Pair work. - Whole class - Group work.

(162) 5. Home-link.. 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. - Learn by heart the new words and model sentence. - Be ready for lesson 3. Individuals. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 20: Period 75:. UNIT 11:WHAT TIME IS IT? Lesson 3: (1,2,3) I. Objectives: By the end of the lesson Ss will be able to pronounce the sounds of the letters oo /u/ and oo /u:/ in the words cook, book, noon, school respectively. II. Language focus: - Vocabulary and structures: Review - Phonics: cook, book, noon, school III. Resources: - Teacher’s: pictures, CD, posters.... - Students’: Book, notebook IV. Procedure:. Steps. Learning activities. 1. Warm up.. -Spend a few minutes revising the previous lesson by getting some. Language focus. Modes - Whole class.

(163) pupils to play the ajrne Pass the secret! You may also ask them to do a dictation, using some sentences learnt in the :evious lessons (e.g. Mai gets up at six o'clock. She has breakfast at 6.15. She goes to school at 630.1n rreemning she watches TV ot eight and goes to bed at 9.45.). 2. Listen and - Tell pupils that they are going to repeat. practise saying the sounds of the letters oo in the words cook book noon and school respectively. - First, put the letters oo on the board. Play the CD and ask pupils to repeat the sounds a few times. Then write the words cook, book, noon and school and the four sentences on the board, Play the CD more than once, if necessary, and let pupils say the words and the sentences, paying attention to the target sounds. - Do choral and individual repetition of the sounds, words and sentences until pupils feel confident. - Get some pupils to saythe words and sentences.Check as a class and correct the pronunciation, if necessary. 3. Listen and - Tell pupils that they are going to write. Then say listen to the CD and write the aloud. words in the blanks of the sentences. - Give the class a few seconds to read the sentences in silence and guess the words to fill in the blanks. - Have pupils listen to the CD and write the appropriate words in the blanks. Play the CD more than once, if necessary. - Have them swap their answers before checking as a class. Then ask pupils to read the sentences aloud. Go around and offer help, if. Phonics: - Whole class cook, book, - Individuals noon, school - Pairs - Groups. - Whole class. - Individuals - Pair work - Groups Key: 1 book 2 school 3 cook 4 noon.

(164) necessary. 4. Let’s chant.. 5. Home-link.. -Tell pupils that they are going to say the chant. Follow the procedure in Teaching the unit Components in Introduction. - Put the class into two groups to practise 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. - Learn by heart the new words and model sentence. - Be ready for lesson 3: 4,5,6. - Whole class. - Individuals - Pair work - Groups. Individuals. *Comments:…………………………………………………………………………... ………………………………………………………………………………………….. …………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 20: Period 76:. UNIT 11:WHAT TIME IS IT? Lesson 3: (4,5,6) I. Objectives: By the end of the lesson Ss will be able to read and write about their Daily time activities. II. Language focus: - Vocabulary and structures: Review III. Resources: - Teacher’s: Pictures - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities Language focus -Spend a few minutes revising the previous lesson. Get two pairs of pupils to go to the front of the class to say the chant What time do you go to school? 2. Read and -Tell pupils that they are going to -Structures:. Modes Individuals. - Whole class.

(165) tick.. read the text about Phong's daily routine and complete the sentences. - 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 appropriate times/ words to fill the gaps. If necessary, get pupils to work in pairs or small groups. - Give pupils time to do the task independently. Go around and offer help, if necessary. - Get them to swap their answers before checking as a class. If there is enough time, have some pairs ask and answer questions about Phong's daily activities 3. Write about - Tell pupils that they are going to the picture. write a short paragraph 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 pupils on what activities Linda does and the time she does these activities by looking at the clock. Remind them to write the verbs i n the third person singular (e.g. has breakfast, goes to school, watches TV, goes to bed). Check comprehension. - Give pupils time to do the task independently. Go around and offer help, if necessary. - Get them to swap their answers before checking as a class. - If there is time, ask one pupil to write the paragraph on the board. 4. Project. - Tell the class that they are going to do a project about their daily routine. - Give each pupil a card. Have pupils copy the table from the. Language note: (e.g. go - goes; - Pairs watch - watches; - Groups have - has; do - - Individuals does) e.g. What time does he get up? What time does he go to school? What time does he go to bed?) Key: 1. 7 a.m./seven 2. 5/five (o'clock) 3. has dinner 4. goes to bed. - Individual - Pair work. 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. - Individuals - Whole class.

(166) 5. Home-link.. book onto their cards. - Give them time to write the information about themselves. - Get pupils to swap their cards in pairs. They should look at their partners' cards and describe their daily routines. - Call some pupils to the front of the class to tell the class about their partners. To make the activity more challenging, you may ask them not to look at the cards - Learn by heart the new words and model sentence. - Be ready for unit 12 -lesson 1 1,2. - Individuals. *Comments:…………………………………………………………………………... ………………………………………………………………………………………….. …………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 20: Period 77:. UNIT 12: WHAT DOES YOUR FATHER DO? Lesson 1: (1,2) I.Objectives: By the end of the lesson Ps will be able to ask and answer question about someone’s job. II. Language focus: - Vocabulary: teacher, nurse, student, farmer, nurse, uncle, driver, factory worker. - Structures: Where does your father do? - He’s a farmer. III. Resources: - Teacher’s: Posters, flashcards, puppets, CD player and projector - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities Play “jumbled letters” game. 2. Look, listen - Tell Ps that they are going to. Language focus. Modes - Whole class Individua l - Whole.

(167) and repeat.. learn to ask and answer questions about someone’s job. - Ask Ps to identify the characters in 4 pictures on page 12 and ask: - Open the tape and have the Ps listen the sound of the words. - Play the CD a few times for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. class + Who are they? + Where are they? + And What are they talking about? Individua l - Whole class. 3. Point and say.. * Work in pairs. Ask your partners about the jobs of their family members.. 4. Home-link.. - Tell Ps that they are going to practice asking and answering questions about someone’s job. + Teacher read first as a model and ask the Ps to repeat + Have the Ps repeat in groups and individuals - Instruct how to ask and answer questions about someone’s job. - T practices as a model and ask Ps to practice in choral, groups and pairs. Correct Ps’ error pronunciation - Tell Ps that they are going to ask and answer questions about time, using: - 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. - Learn by heart the new words and model sentence. - Be ready for lesson 1: 3,4,5. I. New words: farmer: nông dân nurse: y tá uncle: chú, bác driver: lái xe, tài xế factory worker: công nhân nhà máy II. Model sentences: S1. What does your father do? S2. He’s a farmer. What does your + member + do? He’s/ She’s a + name of job.. - Whole class. - Indiv idual s, - Pair work. Individua ls Pair work - Groups. Individual. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .………….........................................................................................................................

(168) Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 20: Period 78:. UNIT 12: WHAT DOES YOUR FATHER DO? Lesson 1: (3,4,5) I. Objectives: By the end of the lesson Ss will be able to listen to the CD then do the tasks. II. Language focus: - Vocabulary and structures: Review - Skill: listening III. Resources: - Teacher’s: Pictures, CD, posters, puppets... - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities Language focus Have Ss play the game: Slap the board. grandpa. grandmother. brother. sister father. father. mother. Modes Individual.

(169) 2. Listen and - Introduce the activity and ask tick. Ps what jobs are shown in the pictures. Point to each character and ask What does he/ she do? Tell Ps that they are going to listen to an interview between Nam and Quan about Quan’s family and tick the correct boxes. - Open the tape and have Ps listen the sound of the words - Turn on the tape 2 times and ask Ps to listen and tick. - Ask some questions to ensure pupils’ comprehension of the listening text. 3. Look and - Introduce the activity and ask write. Ps to identify the jobs shown in the pictures. - Ask Ps to look at the sentences and identify the missing words. Go around and offer 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. - Have the whole class read the sentences chorally to reinforce their pronunciation. 4. Let’s sing. - Tell Ps that they are going to sing the song “My family”. - Have Ps read each line of the lyrics. Check comprehension. - Open the tape and have the Ps 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. Whole class. Individuals - Answers: Father √ Mother Brother Sister. - Pairs √ √. My grandpa is a Whole farmer. class I am a pupil.. Answers: 1.family 2.farmer 3.is a nurse 4.is a driver 5.is a factory worker 6.a pupil. - Pairs Individuals. Whole class - Groups Individuals.

(170) 5. Home-link.. to reinforce their pronunciation. - Learn by heart the new words and model sentence. - Be ready for lesson 2. Whole class Individuals. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 21: Period 79:. UNIT 12: WHAT DOES YOUR FATHER DO? Lesson 2: (1,2,3) I. Objectives: - By the end of the lesson, Ps will be able to ask and answer questions about places to work. II. Language focus: - Vocabulary: doctor,work, hospital, well done, worker, factory, great, field, correct, clerk, office. - Structures: Where does (a doctor) work? - (A doctor) works in a hospital. III. Resources: - Teacher’s: Pictures, CD, posters... - Students’: Book, notebook IV. Procedure:. Steps Learning activities 1. Warm up. Sing the song “My family” 2. Look, listen - Tell pupils that they are going to and repeat. learn to ask and answer questions about places to work. - Ask pupils to look at the pictures to identity the context in which the language is used. Focus all the picture and ask qs: + And What are they talking. Language focus “My family”. Modes - Individuals - Whole class - pairs. + Who are they? + Where are - Individuals they?.

(171) about? - Play the CD more than once, if necessary, for pupils to listen and repeat. Do choral and individual repetition. pointing to the characters speaking. - Play the CD again for pupils to listen and repeat 3. Point and - Tell pupils that they are going to say. practise asking and answering questions about places of work - Have them look at the bubbles to understand how to ask and answer questions about where people work. - Ask pupils to look at the four pictures to identify where they work. - Point to the first picture and model the task with one pupil, using the sentences In the bubbles and the phrase under the picture. (T-P). Ask pupils to say the question and answer chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask pupils to practise in pairs, one asking the question and the other giving the answer, using the prompts in the bubbles and the pictures. - Select some pairs to demonstrate the task in front of the class. 4. Let’s talk. - Tell pupils that they are going to revise what they have learnt in Lesson 1 and Lesson 2. - Have them work in pairs: one pupil asks the questions and the other gives the answers. Then they change the roles. - Call on a few pairs to act out the dialogue in front of the class. Correct the pronunciation, if necessary. 5. Home-link. - Learn by heart the new words and model sentence.. I. New words: - Whole class doctor: bác sĩ hospital: bệnh viện work: làm việc worker: công nhân factory: nhà máy field: cánh đồng clerk: thư ký office: văn phòng II. Model sentence: - Individuals S1.Where does a doctor work? - Pairs S2. A doctor works in a hospital.. Individuals Pairs Groups What does your father do? He’s a teacher. Where does he work? He’s work in a school. Individuals.

(172) - Be ready for lesson 2: 4,5,6 *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 21: Period 80:. UNIT 12: WHAT DOES YOUR FATHER DO? Lesson 2: (4,5,6) I. Objectives: By the end of the lesson Ss will be able to listen to the CD and number the pictures. Look at the pictures and write about the pictures. II. Language focus: - Vocabulary: Review - Structures: Review - Skills: reading, writing and listening skills III. Resources: - Teacher’s: Pictures, CD, posters, puppets... - Students’: Book, notebook IV. Procedure: Steps Learning activities Language focus Modes 1. Warm up. -Spend a few minutes revising the - Whole class previous lesson by asking some - individials pupils to go to the front of the class and talk about place of work of someone. 2. Listen and - Introduce the activity to the class. - Whole class number Give Ps a few seconds to look at 4 pictures on page 15. Check What can you comprehension by eliciting pupil’s see? What does answers to questions such as: she/ he do? - Open the tape and listen the sound What’s her/ his - Individual.

(173) 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. 3. Look and - Introduce the activity to the class. write. Give Ps a few seconds to look at 2 pictures on page 15. Then check comprehension by asking: - 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. - Have the whole class read each sentence in chorus to reinforce their pronunciation 4. 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. 5. Homelink: - Learn by heart the new words and model sentence. - Be ready for lesson 3. job? Where does she/ he work? - Pair work Answer keys: 1.c 2.a 3.b 4.b Structures: A nurse works in a hospital. What’s her job? Where does she work? What’s his job? Where does he work?. - Whole class. Answers: 1.a - Individual, nurse/ in a hospital 2.a - Pair work farmer/ in a field - Whole class - Group work. Individuals. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .………….........................................................................................................................

(174) Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 21: Period 81:. UNIT 12: WHAT DOES YOUR FATHER DO? Lesson 3: (1,2,3) 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. II. Language focus: - Vocabulary and structures: Review - Phonics: field, piece, teacher, reading III. Resources: - Teacher’s: pictures, CD, posters.... - Students’: Book, notebook IV. Procedure:. Steps Learning activities 1. Warm up. Play game: Palmanism 2. Listen and - Tell pupils that they are going repeat. to practise saying the sounds of the letters ie and ea in the words field, piece, teacher and reading respectively. - First, put the letters ie and ea on the board. Play the CD and ask pupils to repeat the sounds a few times. Then write the words field, piece, teacher and reading and the four sentences on the board, Play the CD more than once, if necessary, and let pupils say the words and the sentences, paying. Language focus Phonics: field, teacher reading. Modes - Whole class - Whole class piece, - Individuals and - Pairs - Groups.

(175) 3. Listen and circle. Then say sentences with the circled words. 4. Let’s chant. 5. Home-link.. attention to the target sounds. - Do choral and individual repetition of the sounds, words and sentences until pupils feel confident. - Get some pupils to saythe words and sentences.Check as a class and correct the pronunciation, if necessary. - 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 CD again for Ps to Key: 1.b 2.b check their answers. - Call a few Ps to read aloud their sentences. -Tell pupils that they are going to say the chant “Jobs and places of work”. Follow the procedure in Teaching the unit Components in Introduction. - Have them read the chant and check comprehension. • Play the CD a few times for pupils to do choral and individual repetition. Show them how to chant and do actions. - Put the class into two groups to practise 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. - Learn by heart the new words and model sentence.. - Whole class. - Individuals - Pair work - Groups. - Whole class. - Individuals - Pair work - Groups. Individuals.

(176) - Be ready for lesson 3: 4,5,6 *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………........................................................................................................................ Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 21: Period 82:. UNIT 12: WHAT DOES YOUR FATHER DO? Lesson 3: (4,5,6) 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. II. Language focus: - Vocabulary and structures: Review III. Resources: - Teacher’s: Pictures - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities -Spend a few minutes revising the previous lesson. Get two pairs of pupils to go to the front of the class to say the chant “Jobs and places of work” . 2. Read and - Introduce the activity complete. 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: - Get Ps to read the paragraph. Tell them that they have to complete the table,. Language focus. Modes - Individuals Whole class. -Structures: Whole My father is a teacher in Le class Hong Phong Primary School. - Pairs - Groups - Individuals 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.

(177) using the text cues. - Monitor the activity and offer help when necessary - Have Ps trade the answers in pairs for correction - Call on some Ps to report their answers. Others listen and comment. - Have the whole class read each sentence of the paragraph in chorus to reinforce their pronunciation 3. 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 Ps to stick a photo of their family next to paragraph, or draw simple stick figures. - Ask Ps to read the answers aloud to the class. The others listen and give comments. 4. Project. - Tell the class about the project and how to carry it out by saying: - 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. - T gives comments. 5. Home-link. - Learn by heart the new. she work? Does he have a sister? What does his brother do? Where does he work? Answers: Job Place of word Father teache Le r Hong Phong Primary School Mother nurse Thanh Nhan Hospita l Brothe factory factory r car - Individual - Pair work. - Individuals Whole class. - Individuals.

(178) words and model sentence. -Be ready for unit 13 -lesson 1 1,2 *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………........................................................................................................................ Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 22: Period 83:. UNIT 13: WOULD YOU LIKE SOME MILK? Lesson 1: (1,2) I. Objectives: - By the end of the lesson, Ps will be able to ask and answer questions about favourite food and drink. II. Language focus: - Vocabulary: would like, milk, favourite, food, fish, chicken, drink, orange juice, beef, pork, water. - Structures: What is your favourite food/ drink? - It’s (chicken). III. Resources: - Teacher’s: Posters, flashcards, puppets, CD player and projector - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities Play “jumbled letters” game. 2. Look, listen - Tell Ps that they are going to and repeat. learn to ask and answer questions about favourite food and drink. - Ask Ps to identify the characters in 4 pictures on page 12 and ask: + And What are they talking about? - Open the tape and have the Ps listen the sound of the words. - Play the CD a few times for pupils to listen and repeat. Do choral and individual repetition,. Language focus. Modes - Whole class - Individual - Whole class. + Who are they? - Individual + Where are they? - Whole class.

(179) 3. Point say.. pointing to the characters speaking and - Tell Ps that they are going to practice asking and answering questions about favourite food and drink. + Teacher read first as a model and ask the Ps to repeat + Have the Ps repeat in groups and individuals - Instruct how to ask and answer questions about someone’s job. - T practices as a model and ask Ps to practice in choral, groups and pairs. Correct Ps’ error pronunciation. * Work in pairs. Ask your partners about the jobs of their family members.. 5. Home-link.. - Tell Ps that they are going to ask and answer questions about time, using - 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. - Learn by heart the new words and model sentence. - Be ready for lesson 1: 3,4,5. I. New words: would like: muốn milk: sữa favourite: yêu thích food: thức ăn fish: cá chicken: thịt gà drink: đồ uống orange juice: nước cam beef: thịt bò pork: thịt heo water: nước uống II. Model sentences: S1:What is your favourite food/ drink? S2:It’s (chicken). What is your favourite food/ drink? - It’s + name of food/ drink... - Whole class. - Individua ls, - Pair work. - Individuals - Pair work - Groups. Individual. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .………….........................................................................................................................

(180) Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 22: Period 84:. UNIT 13: WOULD YOU LIKE SOME MILK? Lesson 1: (3,4,5) I. Objectives: By the end of the lesson Ss will be able to listen to the CD then do the tasks. II. Language focus: - Vocabulary and structures: Review - Skill: listening III. Resources: - Teacher’s: Pictures, CD, posters, puppets... - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities Language focus Have Ss play the game: Slap the board. chicken. milk. pork. Modes Individual. fish. beef. food. 2. Listen and - Tell Ps that they are going to tick. 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. Check comprehension. - Open the tape and have Ps listen - Answers:. - Whole class. - Individuals - Pairs.

(181) the sound of the words - Turn on the tape 2 times and ask Ps to listen and tick. 3. Look and - Tell Ps that they are going to write. 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 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. - Have the whole class read the sentences chorally to reinforce their pronunciation. 4. 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 their pronunciation. 5. Home-link. - Learn by heart the new words and model sentence. - Be ready for lesson 2. 1b 2c 3a It’s chicken.. - Whole class. - Pairs - Individuals. Answers: 1. It’s chicken 2. It’s orange juice 3. It’s fish and water - Whole class - Groups Individuals. - Whole class Individuals. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .………….........................................................................................................................

(182) Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 22: Period 85:. UNIT 13: WOULD YOU LIKE SOME MILK? Lesson 2: (1,2,3) I. Objectives: By the end of the lesson, Ps will be able to offer someone food or drink and accept/ decline someone’s offer. II. Language focus: - Vocabulary: noodles ,lemonade , bread , rice ,vegetables - Structures: Would you like some ...? Yes, please./ No, thanks. III. Resources: - Teacher’s: Pictures, CD, posters... - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities Sing the song “My favourite food and drink”. 2. Look, listen Tell Ps that they are going to and repeat. read a story in which the characters offer food and drink. - Ask pupils to look at the pictures to identify the context in which the language is used. Focus all the picture and ask qs: + And What are they talking about? - Play the CD more than once, if necessary, for pupils to listen and repeat. Do choral and individual repetition. pointing to the characters speaking. - Play the CD again for pupils to listen and repeat 3. Point and say. - Tell pupils that they are going to practice offering someone food/ drinks and accepting or declining someone’s offer - Have them look at the bubbles to understand how to ask and answer questions about offering someone food/ drinks and accepting or declining. Language focus. Modes - Individuals - Whole class - pairs. + Who are they? + Where are - Individuals they?. I. New words: - Whole class noodles ,lemonade , bread , rice ,vegetables II. Model sentence: S1. Would you like some (bread)?.

(183) 4. Let’s talk.. 5. Home-link.. someone’s offer. - Ask pupils to look at the four pictures to identify the contents of pictures. - Point to the first picture and model the task with one pupil, using the sentences In the bubbles and the phrase under the picture. (T-P). Ask pupils to say the question and answer chorally and individually. Repeat the same procedure with the rest of the pictures. + Teacher read first as a model and ask the Ss to repeat + Have the Ps repeat in groups and individuals - Instruct how to offer someone food/ drinks and accept or decline someone’s offer. - Ask pupils to practise in pairs, one asking the question and the other giving the answer, using the prompts in the bubbles and the pictures. - Select some pairs to demonstrate the task in front of the class. - Tell pupils that they are going to revise what they have learnt in Lesson 1 and Lesson 2. - Have them work in pairs: one pupil asks the questions and the other gives the answers. Then they change the roles. - Call on a few pairs to act out the dialogue in front of the class. Correct the pronunciation, if necessary. - by heart the new words and model sentence. - Be ready for lesson 2: 4,5,6. S2. Yes, please./ No, thanks. - Individuals - Pairs. Individuals Pairs Groups What’s your favourite drink? - It’s milk. Would you like some bread? - No, thanks.. *Comments:…………………………………………………………………………... ………………………………………………………………………………………….. …………......................................................................................................................... Individuals.

(184) Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 22: Period 86:. UNIT 13: WOULD YOU LIKE SOME MILK? Lesson 2: (4,5,6) I. Objectives: By the end of the lesson Ss will be able to listen to the CD and number the pictures. Look at the pictures and write about the pictures. II. Language focus: Vocabulary: Review - Structures: Review - Skills: reading, writing and listening skills III. Resources: - Teacher’s: Pictures, CD, posters, puppets... - Students’: Book, notebook IV. Procedure: Steps Learning activities Language focus Modes 1. Warm up. - Spend a few minutes revising Whole the previous lesson by asking class some pupils to go on in front of - individials the class and talk about their favorite food and drink.. 2. Listen and - Tell the class that they are Whole number. going to listen 4 dialogues about class 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 - Individual sound of the words - Turn on the tape 2 times and - Pair work ask Ps to listen and number the pictures. Answer keys: 1.b - Ask some questions to ensure 2.c 3.a 4.d Ps’ comprehension of the listening text. 3. Look and - Tell Ps that they are going to Structures: - Whole write. complete the menu, using the Would you like class picture cues. some lemonade?. - 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 - Individual,.

(185) 4. Let’s play.. 5. Home-link.. pairs for correction - Call on some Ps to report their answers. Others listen and comment. - Have the whole class read each sentence in chorus to reinforce their pronunciation - 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. - Give comments. - Learn by heart the new words and model sentence. - Be ready for lesson 3. Answers: 1. Milk 2. Lemonade 3. Water 4. Fish 5. rice 6. Bread. - Pair work. Whole class Group work. Individuals. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B.

(186) Week 23: Period 87:. UNIT 13: WOULD YOU LIKE SOME MILK? Lesson 3: (1,2,3) I. Objectives: - By the end of the lesson, Ps will be able to pronounce the sounds of the letters “ sh ” and “f” in the words beef, leaf and fish, dish respectively. II. Language focus: - Vocabulary and structures: Review - Phonics: beef, leaf, fish, dish III. Resources: - Teacher’s: pictures, CD, posters.... - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities - Spend a few minutes revising the previous lesson by calling two pairs of pupils to the board to play the game Food or drink? 2. Listen and - Tell pupils that they are going repeat. to practise saying the sounds of the letters f and sh in the words beef, leaf, and fish,dish respectively. - First, put the letters f and sh on the board. Play the CD and ask pupils to repeat a few times. Then put the words beef, leaf, and fish,dish and the four sentences on the board. Play the CD more than once, if necessary and let pupils say the words and the sentences, paying attention to the target sounds. - Do choral individual repetition of the sounds, words and sentences until pupils feel confident. - Get some pupils to say the sentences in front of the class. Correct the pronunciation, if necessary. 3.Listen and - Tell pupils that they are going tick. Then write to listen to two sentences and and say aloud. circle the correct words.. Language focus. Modes Whole class. Phonics: Whole beef, leaf, fish, class dish Individuals - Pairs - Groups. Whole class.

(187) 4. Let’s chant.. 5. Home-link.. - Give them a few seconds to read the words in silence. - Play the CD once or twice for pupils to circle the words. Remind them to focus on the words with the sound ie/ea while listening. Check as a class. Then give pupils time to make sentences with the circled words. - Call a few pupils to read aloud Key: 1.a, their sentences and correct their 3.a, 4.b. pronunciation, if necessary. - Tell pupils that they are going to say the chant (You’re going to chant about favourite food and drink) - Follow the procedure in Teaching the unit Components in Introduction. - Have them read the chant and check comprehension. • Play the CD a few times for pupils to do choral and individual repetition. Show them how to chant and do actions. - Put the class into two groups to practise 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. - Learn by heart the new words and model sentence. - Be ready for lesson 3: 4,5,6. Individuals - Pair work - Groups 2.b, Whole class. Individuals - Pair work - Groups. Individuals. *Comments:…………………………………………………………………………... ………………………………………………………………………………………….. …………......................................................................................................................... Pr.date: September 6th 2016. Week 23:. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B.

(188) Period 88:. UNIT 13: WOULD YOU LIKE SOME MILK? Lesson 3: (4,5,6) I. Objectives: - By the end of the lesson, Ps will be able to use words and phrases related to the topic food and drink and do a project about food and drink. II. Language focus: - Vocabulary and structures: Review III. Resources: - Teacher’s: Pictures - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. 2. Read and complete.. 3. Write about your favourite food and drink:. Learning activities - Spend a few minutes revising the previous lesson. Get two pairs of pupils to go to the front of the class to say the chant (You’re going to chant about favourite food and drink) - Tell pupils that they are going to read the text and complete the table - Ask them to look at the text to find the information to fill the blanks. If necessary, get pupils to work in pairs or small groups. Check undersatnding. - Give pupils time to do the task independently. Go around offering help, if necessary. - Get them to swap their answers before checking as a class. Provide explanations to the answers, if necessary. - Tell pupils that they are going to write about their favourite food and drink. - Have pupils work in pairs or groups to discuss what they are going to write. Give them enough time to do the task independently. - Get them to swap their answers before checking as a class. If there is time, ask one pupil to write the answer on the board.. Language focus. Modes - Individuals - Whole class. - Structures:. - Whole class - Pairs - Groups - Individuals. Key: beef orange juice Chicken lemonade. - Individual - Pair work.

(189) 4. Project.. 5. Home-link.. - Tell pupils that they are going to interview their classmates about their favourite food and drink and then report the results to the class. - Give them time to interview three of their classmates and fill the gaps in the table. - Get some pupils to do a demonstration in front of the class + Example: Here are the results of my interviews. Tien's favourite food is fish and his favourite drink is orange juice...Thanks for listening. - Learn by heart the new words and model sentences. - Be ready for unit 14 -lesson 1 1,2. - Individuals - Whole class. - Individuals. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. Week 23: Period 89:. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B.

(190) UNIT 14: WHAT DOES HE LOOK LIKE? Lesson 1: (1,2) I.Objectives: - By the end of the lesson, Ps will be able to ask and answer questions about someone’s physical appearance. - Be interested in describing someone’s Physical appearance II. Language focus: - Vocabulary: look like, email, now, footballer, tall, short, slim, old, young - Structures: What does he/she look like?He’s/She’s (young). III. Resources: - Teacher’s: Posters, flashcards, puppets, CD player and projector - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities Play “jumbled letters” game. 2. Look, listen - Tell pupils that they are going and repeat. 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 CD three times for pupils to listen and repeat in choral, pointing to the characters speaking - Play the CD again for them to listen and repeat in lines - Call two Ps to role play - Listen and repeat in chorally, pointing to the characters speaking - Listen again and repeat in lines 3. Point and + Tell Ps that they are going to say. practice asking and answering questions about someone’s physical appearance + Teacher read first as a model and ask the Ps to repeat + Have the Ps repeat in groups and individuals + Instruct how to ask and answer questions about someone’s job.. Language focus. Modes Whole class - Individual Whole class. - Individual Whole class. I. New words: Whole tall, short, slim, old, class young II. Model sentences: S1: What does he/she look like? S2: He’s/She’s (young).. - Individ uals, - Pair work.

(191) * Work in pairs. Ask your partners about the jobs of their family members.. 4. Home-link:. +T practices as a model and ask Ps to practice in choral, groups and pairs. Correct Ps’ error pronunciation - Tell pupils that they are going to practise asking and answering about their classmate’s family member’s appearance - Model with one pupil: What does your father look like?- He’s tall. - Call two pupils to practise as model - Tell pupils to work in pairs in five minutes - Ask three pairs to role play. - Learn by heart the new words and model sentence. - Be ready for lesson 1: 3,4,5. Individuals - Pair work - Groups. Individual. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. Week 23: Period 90:. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B.

(192) UNIT 14: WHAT DOES HE LOOK LIKE? Lesson 1: (3,4,5) I. Objectives: By the end of the lesson Ss will be able to listen to the CD then do the tasks. II. Language focus: Vocabulary and structures: Review - Skill: listening III. Resources: - Teacher’s: Pictures, CD, posters, puppets... - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. 2. Listen tick.. 3. Look write.. Learning activities Language focus 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... and - 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 CD two times. Ask pupils to listen to the CD and tick the correct pictures - Have them give their answer - Play the CD the last time for them to check as a class Key: 1c 2c 3a and - Tell pupils that they are He’s tall. 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 necessary. - Get pupils to give their answer.. Key: 1. He’s tall/slim. 2. She’s short/young. 3. They’re old. 4. They’re. Modes Individual. - Whole class. - Individuals - Pairs. - Whole class. - Pairs - Individuals.

(193) 4. Let’s play.. 5. Home-link.. - Check young/tall. - 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. - Learn by heart the new words and model sentence. - Be ready for lesson 2. - Whole class - Groups Individuals. - Whole class Individuals. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 24: Period 91:. UNIT 14: WHAT DOES HE LOOK LIKE? Lesson 2: (1,2,3) I. Objectives: By the end of the lesson, Ps will be able to make comparisons . Be interested in making comparative in English..

(194) II. Language focus: - Vocabulary: elder brother, tall – taller, short-shorter, bigbigger, small-smaller, old-older, young-younger, slim-slimmer, strong-stronger - Structures: Who is the taller? The girl is taller. III. Resources: - Teacher’s: Pictures, CD, posters... - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities Sing the song “My favourite food and drink”. 2. Look, listen Tell Ps that they are going to read a and repeat. story in which the characters make comparative. - Ask pupils to look at the pictures to identify the context in which the language is used. Focus all the picture and ask qs: + And What are they talking about? - Play the CD more than once, if necessary, for pupils to listen and repeat. Do choral and individual repetition. pointing to the characters speaking. - Play the CD again for pupils to listen and repeat 3. Point and say. - Tell pupils that they are going to 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 - 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 4. Let’s talk. - Tell pupils that they are going to. Language focus Modes Individuals Whole class + Who are they? - pairs + Where are they? Individuals. I. New words: elder brother, tall – taller, shortshorter, bigbigger, smallsmaller, oldolder, youngyounger, slimslimmer, strongstronger II. Model sentence: S1:Who is taller? S2:The girl is taller.. Whole class. Individuals - Pairs. Individuals.

(195) 5. Home-link.. revise what they have learnt in Lesson 1 and Lesson 2. - Have them work in pairs: one pupil asks the questions and the other gives the answers. Then they change the roles. - Call on a few pairs to act out the dialogue in front of the class. Correct the pronunciation, if necessary. - Learn by heart the new words and model sentence. - Be ready for lesson 2: 4,5,6. What does Tu Pairs look like? Groups - He’s tall. What does Trung look like? - He’s tall. Who is taller? - Tu is taller. Individuals. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 24: Period 92:. UNIT 14: WHAT DOES HE LOOK LIKE? Lesson 2: (4,5,6) I. Objectives: By the end of the lesson Ss will be able to listen to the CD and circle the right answer.. Look at the pictures and write about the pictures. II. Language focus: Vocabulary: Review - Structures: Review.

(196) - Skills: reading, writing and listening skills III. Resources: - Teacher’s: Pictures, CD, posters, puppets... - Students’: Book, notebook IV. Procedure: Steps Learning activities Language focus 1. Warm up. Sing an E song. 2. Listen and circle.. 3. Look and write.. - Tell pupils that they are going to listen to Nam’s description of his family and circle the correct answers. - Ask Ps to look at the four incomplete sentences and guess the possible answers for each sentence - Play the CD three times for pupils to listen and circle the answers - Play the CD again for them to check their answers. - 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 in 5 minutes. Go around offering help, if necessary. - Get pupils to swap their answers before checking as a class. - Call 4 pairs of pupils to act out the completed dialogues. Modes Whole class - individials Whole class. - Individual - Pair work Key: 1a 4b. 2a. 3b. Structures: The brother is slimmer than the father.. - Whole class. - Individual, - Pair work Key: 1.The brother is slimmer than the father. 2.The mother is shorter than the father. 3.The sister is older than the brother. 4.The brother is stronger than the father..

(197) 4. Let’s sing.. 5. Home-link.. - Tell pupils that they are What do they Whole going to sing a song - Ask look like? class pupils to read the song chorally Group - Give the meaning of work unfamiliar words - Have them read each line of the lyrics aloud again in choral and individual - Play the CD all the way through - Ask them to do choral and individual repetition of the song line by line - Have them practise in groups - Call a group to sing in front of the class. - Learn by heart the new Individuals words and model sentence. - Be ready for lesson 3. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 24: Period 93:. UNIT 14: WHAT DOES HE LOOK LIKE? Lesson 3: (1,2,3) I. Objectives: - By the end of the lesson, Ps will be able to pronounce the sounds of the letters th in the words this, that and thin, thick respectively. II. Language focus: - Vocabulary and structures: Review - Phonics: this, that and thin, thick III. Resources: - Teacher’s: pictures, CD, posters.... - Students’: Book, notebook IV. Procedure:.

(198) Steps 1. Warm up.. Learning activities Sing the song What do they look like? 2. Listen and - Tell pupils that they are going repeat. to 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 CD and ask pupils to repeat three times - Put the words this, that, thin, thick and the four sentences on the board - Play the CD three times and let pupils say the sentences chorally and 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. Listen and - Tell pupils that they are going tick. Then write to listen to two sentences and and say aloud. circle the correct words. - Give them a few seconds to read the words in silence. - Play the CD once or twice for pupils to circle the words. Remind them to focus on the words with the sound ie/ea while listening. Check as a class. Then give pupils time to make sentences with the circled words. - Call a few pupils to read aloud their sentences and correct their pronunciation, if necessary. 4. Let’s chant. -Tell pupils that they are going to say the chant “This is my family”. - Follow the procedure in Teaching the unit Components in Introduction. - Have them read the chant and check comprehension. • Play the. Language focus Phonics: this, that thin, thick. Modes Whole class Whole and class - Individuals - Pairs - Groups. Whole class. - Individuals - Pair work - Groups Key: 1.a, 3.a, 4.b.. 2.b, Whole class. - Individuals.

(199) 5. Home-link.. CD a few times for pupils to do choral and individual repetition. Show them how to chant and do actions. - Put the class into two groups to practise 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. - Learn by heart the new words and model sentence. - Be ready for lesson 3: 4,5,6. - Pair work - Groups. Individuals. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 24: Period 94:. UNIT 14: WHAT DOES HE LOOK LIKE? Lesson 3: (4,5,6) I. Objectives: - By the end of the lesson, Ps will be able to use words and phrases related to the topic Physical appearance. Be interested in reading and writing about someone’s physical appearance. II. Language focus: - Vocabulary and structures: Review III. Resources: - Teacher’s: Pictures - Students’: Book, notebook IV. Procedure:. Steps 1. Warm up.. Learning activities Language focus - Spend a few minutes revising the previous lesson. Get two pairs of pupils to go to the front. Modes - Individuals - Whole class.

(200) 2. Read write.. 3. Write.. 4. Project.. of the class to say the chant “This is my family”. and - 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 answers, if necessary - 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 calling one pupil read aloud his/her writing - 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. - Structures: Her brother younger.. - Whole class is - Pairs - Groups - Individuals. Key: 1.He is a teacher. 2.He is tall and slim. 3.She is beautiful. 4.Her brother is younger. 5.Marie is shorter. - Individual - Pair work. - Individuals - Whole class.

(201) 5. Home-link.. note. Go around and offer help - Call three pupils to the front of the class to do the task. - Learn by heart the new words and model sentences. - Be ready for unit 15 -lesson 1 1,2. - Individuals. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 25: Period 95:. UNIT 15: WHEN’S CHILDREN’S DAY? Lesson 1: (1,2) I. Objectives: By the end of this unit, pupils can - Use the words and phrases related to the topic Festivals.. - Ask and answer questions about popular festivals, using When is + (festivals)? It’s on II. Language Focus: + Vocabulary: New Year, Children's Day, Teacher's Day, Christmas,Tet... + Sentence pattern: When's is Christmas? - It's onthe twenty fifth of December. III. Resources: Ss’ book, CD, computer, stereo, (projector), picture of festivals ... IV. Procedure: Steps Learning activities Language focus Modes 1. Warm-up. Spend a few minutes Spoken Interaction Whole class revising the previous (e.g. My mother’s unit. Get some pupils to name is Lien. She’s.

(202) go to the front of the class to talk about their family members 2. Look, listen and repeat.. - Tell the class that they are going to find out about - How to ask and answer questions about popular festivals. - Ask pupils to look at the four pictures to discuss - the context in which the language is used. - Ask questions such as ( In picture a, Mai looks smart because she is having a party. In picture b, Tom asks Mai about the party, using what party is it? And she answers It’s a party for Children’s Day, In Picture c, Tom asks When is it? And Mai answers It’s on the first of June. In Picture d, Mai invites Tom to join their party.) - - Play the CD more than once, if necessaary, for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. - Play the CD again so the class can listen and repeat. 3. Point and say. - Tell pupils that they are going to practice ask and answer questions about popular festivals. - Have them look at the. a nurse. She works in a hospital in the town. She’s slim and tall.) When is + (festivals)? It’s on…... Whole class. Individuals. Whole class Who are they? Where are they? And What are they talking about?. Answers. Individuals. New words and Structures/ function Children’s day New year Teachre’ day.

(203) bubbles to understand Christmas how the question and answer are used. Then ask them to look at the four pictures to identify the festicals. Teach the words and phrases under the pictures. - - Point to the first picture and do the task with one pupil as a model. Using the question and answer in the bubbles and the words under the picture. (Teacher: When is New Year? Pupil: It’s on the first of January.) Ask pupils to say the question and the answer chorally. Repeat the same procedure with the rest of the pictures. - Ask pupils to practise in pairs, using the prompts in the bubbles and the words/phrases under the pictures. Monitor the activity and offer help, if necessary. - Select some pairs to demonstrate the task in front of the class. Check as a class. Work in pairs. Ask your partners about holidays and festivals in Viet Nam and other countries. - Tell pupils that they are going to practise asking and answering questions about Popular festivals/holidays, When is …? It’s using on…. - Work in pairs: One pupil asks When is + (fetival/holiday)? And. Individuals. - Work in pair. Work in pairs..

(204) 4. Home-link.. the other answers it’s on … Monitor the activity and offer help, if necessary. - Select some pairs to role-play the dialogue in front of the class. The rest of the class observes. - Learn by heart the new words and model sentences. - Be ready for unit 15 -lesson 1 (3,4,5). Work in pairs.. Individuals. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………........................................................................................................................ Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 25: Period 96:. UNIT 15: WHEN’S CHILDREN’S DAY? Lesson 1: (3,4,5) I. Objectives: By the end of this unit, pupils can - Use the words and phrases related to the topic Festivals.. - Ask and answer questions about popular festivals, using When is + (festivals)? It’s on II. Language Focus: + Vocabulary: New Year, Children's Day, Teacher's Day, Christmas,Tet... + Sentence pattern: When's is Christmas? - It's onthe twenty fifth of December. III. Resources: Ss’ book, CD, computer, stereo, (projector), picture of festivals ... IV. Procedure: Steps Learning activities Language focus Modes 1. Warm-up Chant again This is my This is my family Whole class family 2. Listen and - Tell the class that they are a. Christmas Individuals th tick. going to listen to three (25 December). 1b. dialogues about some New popular festivals and tick Year (1st January)..

(205) the correct pictures. 1c. - Have pupils look at the Children’s Day (1st picture to identify the June). 2a. festivals. Teachers’Day where children dress as (20thNovember). 2b. ghosts and ask neighbours Christmas (25th for sweets. Check December). 2c. u udersatanding. New Year (1st - Play the CD more January). 3a. - Than oce, if necessary. Christmas (25th - Ask pupils to listen to December). 3b. the Halloween (31st - CD and tick the correct October). 3c. pictures. Tell them to Children’s Day (1st focus on the names of June). Explain that festivals. Halloween is - Get pupils to swap their celebrated on - answers before you 31stOctober, check as a class. Monitor Key: the activity and offer help, 1.b 2.a 3.c if necessary. 3. Look and - Tell pupils that they are write. going to complete the answers to the questions about popular festivals, using the picture cues. - Give them a few seconds to look at the answers and to guess the missing words they need to fill the gaps. Then focus their attention on the pictures. Check comprehension. Key: - Get them to swap their 1. the twenty-fifth ansers before checking as of December. a class. If there is enough 2. the twentieth of time, call some pairs of November pupils to act out the 3. the first of June dialogues. 4. Let’s sing: - Tell the class that they are going to sing the song Happy New Year. Teach the song, following the procedure in Teaching the unit components in Introduction.. - First, have pupils read. Individuals. Individuals. Individuals. Whole class. Whole class.

(206) each line of the lyrics aloud. Do choral and individual repetition. Check comprehension. Then play the CD all the way through. - When they are familiar with the tune, ask a group of four pupils to the front to sing the song. 5. Home-link. - Learn by heart the new words and model sentences. - Be ready for unit 15 -lesson 1 (3,4,5). Individuals Whole class. Individuals. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………........................................................................................................................ Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 25: Period 97:. UNIT 15: WHEN’S CHILDREN’S DAY? Lesson 2: (1,2,3) I. Objectives: - By the end of this unit, pupils will be able to ask and answer questions about what people do at a festival, using what do you do at/on + (festivals)? I… II. Language Focus: Spoken interaction, words and structures/ function. * Sentence Patterns: What do you do at Tet? - I wear nice clothes. * Vocabulary: make banh chung, decorate the house, watch firework displays, visit grandparents, wear nice clothes, get lucky money from ..., go to Tet markets... III. Resources: Ss’ book, CD, computer, stereo, (projector), poster, picture cards ... IV. Procedure: Steps Learning activities Language Focus Modes 1. Warm-up: Spend a few minutes revising Song Happy New Year! Whole class the previous lesson by calling some pupil to the front of the class to sing Happy New Year!.

(207) The class may sing the song together and clap hands or do actions. Tell the class that they are going to find out about how to ask and answer questions about what people usually do at a 2. Look, Listen festival. and repeat: Ask pupil to look at the four pictures to identify the characters and the context in which the language is used. Ask pupilquestions such as - In Picture a, Mai is decorating the house. In Pictures b to d, Linda asks Mai What do you do at Tet?and Mai answers I wear nice clothes.I eat a lot ofbanhchung and I get lucky money from my parents.) Check comprehension. Play the CD more than once, if necessary, for pupils to listen and repeat the language. Do choral and individual repetition, pointing to the character speaking. Play the CD again for pupils to listen and repeat. 3. Point and - Tell pupils that they are going say. to practice asking and answering question about what people do at Tet. Have them look at the bubbles to understand how the language is used. Then ask them to look at the pictures to identify what people do at Tet. Teach the phrases make banh chung, decorate the house, whatch firework displays and visit grandparents. Point to the first picture and model the task with one pupil , using the question in the first. Whole class. Spoken interaction Individuals. Individuals. Who are they? Where are they? What are they doing?. Whole class. New words and structures Say and Respond. Individuals.

(208) bubble and the phrase under the picture for the answer. (Teach: What do you do Tet? Pupil: I make banhchung). Ask pupils When is....? to say the question and the What do you do answer chorally and at/on...? individually. Repeat the same procedure with the rest of the pictures. Ask pupils to practise in pairs: one asks the question and the other gives the answer, using the prompts in the bubbles and the picture cues. Then select some pairs of pupils to roleplay the dialogue in front of the class. Check as a class or correct pronunciation, if necessary. 4. Let’s talk.. 5. Home-link.. - Tell pupils that they are going to revise what they have learnt in Lessons 1 and 2. Ask them to work in pairs, one asking the questions - And the other giving the answers. You may suggest more phrases for pupils to use Select some pairs to role-play the dialogue in front of the class.. Spoken interaction. Pairs. Work in pair. Whole class Individuals. When is + Pairs (festival)? And What doyou do Groups at/on + (festival)? (e.g. Tet, Teachers’Day, Children’s Day, New Year, Christmas, go shopping, buy food and drink, play sports and games, visit teachers and friends). - Practice singing:" What do Individuals they look like?" at home..

(209) *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 25: Period 98:. UNIT 15: WHEN’S CHILDREN’S DAY? Lesson 2: (4,5,6) I. Objectives: - By the end of this unit, pupils will be able to ask and answer questions about what people do at a festival, using what do you do at/on + (festivals)? I… II. Language Focus: Spoken interaction, words and structures/ function. * Sentence Patterns: What do you do at Tet? - I wear nice clothes. * Vocabulary: make banh chung, decorate the house, watch firework displays, visit grandparents, wear nice clothes, get lucky money from ..., go to Tet markets... III. Resources: Ss’ book, CD, computer, stereo, (projector), poster, picture cards ... IV. Procedure: Steps Learning activities Language Focus Modes Sing a song Happy New Year! Whole class 1. Warm-up Happy New Year! 2. Listen and - Tell the class that they are Listening going to listen to four dialogues Activities circle. Whole class.

(210) and circle the phrases to complete the answers to the question First, ask puplis to read the question. Then have them look at the each answer and guess what Phong and his family do at Tet. Play the CD more than once if necessary for them to listen and circle the answers. Get pupils to swap their answers before you check as a class. - Tell pupils that they are going to complete the sentences about what the characters do at Tet, using the picture cues. - Frist, ask them to look at the incomplete sentences and identify the missing in 3. Look and write. formation. Then have them look at the four pictures to identify where the characters are and and what they do at Tet. Have them find appropriate phrases to complete the sentences. - Give pupils time to do the task independently. Go around and offer help, if necessary. Get them to swap their answers before checking as a class.. 4. Let's play.. What do they do at Tet?. Key: 1a 4a. 2b. Individuals. 3b. Writing activities Whole class. Individuals Words and structures. Key: 1 go shpopping Individuals 2 decorate the/their house 3 make banhchung 4 visit their grandparents - Tell pupils that they are going Supportive -Whole class to play Physical line-up. Follow activities to the procedure in Games in reinforce learning Introduction. Groups Put pupils in groups. Write sentences about different festivals on large pieces of paper. Then cut each into two halves and put all the pieces into a box. The number of pieces in the box should be the same as the number of pupils in.

(211) 5. Home-link.. the group. Ask the pupils to each draw a Game piece of paper from the box. Each pupil should find the person with the other half of their sentence and together read the sentence aloud. Continue the game with another group of pupils. * Home link: - Practice singing:" What do they look like?" at home.. Groups. Whole class. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………........................................................................................................................ Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 26: Period 99:. UNIT 15: WHEN’S CHILDREN’S DAY? Lesson 3: (1,2,3) I. Objectives: - By the end of the lesson, pupils will be able to pronounce the sounds of the letters cl and fl in the words clothes, close, flowers and floor respectively. II. Language Focus: Spoken interaction, phonics. + cl clothes She wears new clothes at Tet. close Close the door. + fl flowers My mother buys lots of flowers for Tet. floor I clean the floor. III. Resources: Ss’ book, CD, computer, stereo, (projector), poster, sound cards ... IV. Procedure:. Steps 1. Warm-up.. Learning activities Language Focus Spend a few minutes Spoken Interaction. revising the previous lesson Song by calling a group of four pupils to the front of the class to play the game Physical line-up, using the sentence halves you. Modes Whole class.

(212) 2. Listen and repeat.. prepared for the last lesson. - Tell pupils that they are going to practisepronouncing the sounds of the letters cl and Phonics fl in the words clothes, - Cl clothes close, flowers and floor close respectively. - Fl floor First, put the letters cl and flowers fl on the words clothes, close, flowers and floor on the board. Play the CD and ask pupils to repeat a few times. Then write the four sentences on the board. Play the CD more than once, if necessary and let pupils say the sentence. Do choral individual repetition of the sounds, words and sentences until pupils feel confident. Get some pupils to say the sounds, words and sentences in front of the class. Check as a class and correct the pronunciation, if necessary.. Whole class. Individuals. Whole class. Individuals Whole class.

(213) 3. Listen write.. 3. Let’s chant.. and Then write and say aloud: - Tell pupils that they are going to listen to the CD and complete the sentences. Give them a few seconds to read the sentences in silence and guess the words to fill the gaps. Have pupils listen to the CD and write the words to complete the sentences.Play the CD more than once, if necessary. Go around and offer help. Have them swap their answers before checking as a class. Ask pupils to read the sentences alous. Check as a class or correct pronunciation, if necessary.. Phonics Individuals. Key: 1 flowers 2 Close 3 clothes 4 floor. - Tell pupils that they are Spoken interaction going to say the chant Follow the procedure in Teaching the unit components in Introduction. Have them read the chant What do you do at and check comprehension. Tet? Play the CD more than once, if necessary, for pupils to do choral and individual repetition. Show them how to chant and do actions. Call one group of four to give a demonstration. Get groups to sit opposite of each other and practice chanting and doing actions. Go around and offer help, if necessary. Call some groups to the front of the class to chant and do actions. The rest of. Whole class. Whole class. Pairs/ groups. Whole class Individuals Groups.

(214) 4. Home-link.. the class claps along to the rhythm. - Learn by heart the chant, review all the contents of Unit 11,12,13,14,15.. *Comments:…………………………………………………………………………... …………………………………………………………………………………………. .…………......................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 26: Period 100:. UNIT 15: WHEN’S CHILDREN’S DAY? Lesson 3: (4,5,6) I. Objectives: - By the end of the lesson, pupils will be able to pronounce the sounds of the letters cl and fl in the words clothes, close, flowers and floor respectively. II. Language Focus: Spoken interaction, phonics..

(215) + cl clothes She wears new clothes at Tet. close Close the door. + fl flowers My mother buys lots of flowers for Tet. floor I clean the floor. III. Resources: Ss’ book, CD, computer, stereo, (projector), poster, sound cards ... IV. Procedure:. Steps 1. Warm-up.. 2. Read write.. Learning activities Spend a few minutes revising the previous lesson by calling a group of four pupils to the front of the class to play the game Physical line-up, using the sentence halves you prepared for the last lesson.. Tell pupils that they are going to read the text about Tet and complete the sentences. and First, have them read the incomplete sentences under the text and elicit what words they need to fill the gap. Focus pupils on the activities children do at Tet. Then ask them to read the text to find appropriate information to complete the sentences. Give pupils time to do the task independently. Go around offering help, if necessary. Get them to swap their answers before checking as a class. If there is enough time, let some pairs ask and answer questions about the text.. Language Focus Modes Spoken Whole class Interaction. Song. Reading activities Whole class Individuals Pairs Groups. (e.g. What festival is it soon? What does Mai’s family buy? What do they decorate, make and watch? Who do they visit?). Key: 1 Tet 2 flowers 3 their house, banh chung 4 the firework displays 5 their grandparents, teachers, friends 3. Write about Tell pupils that they are going Supportive your Tet. to write a short paragraph activities to Whole class.

(216) 4. Project.. 5. Home-link.. about Tet. They may use the information from Activity 4. Have pupils work in pairs or groups to discuss what they do at Tet. Focus pupils on the things they do before Tet and during Tet. Check comprehension. Give pupils time to do the task independently. Go around and offer help, if necessary. Get pupils to swap their answers. If there is time, ask one pupil to write the paragraph on the board or read it aloud. - Tell the class that they are going to make greeting cards for Tet and write wishes to their friends. Explain the task and check understanding. - Give each pupil a small card and some colour pencils. Ask them to draw a card for Tet. - After decorating the cards, they should copy the text from the Pupil’s Book and fill in the information. Give them time to do the task during the lesson or ask them to do it as homework. Get pupils to swap their cards in pairs. Call some of them to the front of the class and read aloud what their partners have written.. - Learn by heart the chant, review all the contents of Unit 11,12,13,14,15.. reinforce learning. Individuals Pairs Groups. Writing Activities Key: Pupils’own answers Supportive Whole class activities to reinforce learning Individual. Individual Example: To: QuocAnh Wishes: Happy New Year! Have fun at Tet From: Kim Ngan Key:Pupils’own answer Whole class.

(217) *Comments: ………………………………………………………………………….... …………………………………………………………………………………………. .…………........................................................................................................................ Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 26: Period 101:. REVIEW 3 I. Objective: Ss will be able to : - Listen and identify specific information. - Read and identify specific information. - Read and identify general ideas..

(218) - Read, listen and understand a short story II. Language focus: Sentence Partners: Revisions. - Vocabulary: Revisions. III. Resources: Tape, textbook, flashcards, pictures. IV. Procedure: Steps Learning activities Language focus 1. Warm-up. Chant again What do you do What do you do at Tet? at Tet? 2. Listen and - Tell Ss that they are going to number. listen and number the correct boxes. - Give Ss a few seconds to look at the pictures. - Check comprehension and elicit information in the pictures and give feedback Key: - Play the CD three times for 1.b Ss to listen, do the task and 2.a check their answers. 3.d - Get Ss to swap and check 4.e their answers before checking 5.c as a class. 3. Read and complete.. Tell the sts that they are going to read the text and complete the text. Give the sts time to read the text and the words in silence. Check understanding. Give them time to do Ask the sts to swap the book before checking as a class. Check some books. Modes Whole class Whole class Individual. Pairs. Whole class Individual Pairs Whole class - Answers. Keys: 1thirty, 2family, 3 drinking, 4orange juice 5seven 4. Home-link.. Prepare part 3, 4, 5. Individual. *Comments: ………………………………………………………………………….....

(219) …………………………………………………………………………………………. .…………........................................................................................................................ Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 26: Period 102:. REVIEW 3 I. Objective: Ss will be able to : - Listen and identify specific information. - Read and identify specific information..

(220) - Read and identify general ideas. - Read, listen and understand a short story II. Language focus: Sentence Partners: Revisions. - Vocabulary: Revisions. III. Resources: Tape, textbook, flashcards, pictures. IV. Procedure: Steps Learning activities Language focus 1. Warm-up. Chant again What do you do What do you do at Tet? at Tet? 2. Read and - Tell Ss that they are going to match. read the sentences on the left and pair them with those on the right by drawing a line between them. - Give 4 mins for Ss to do the task in pairs. - Go around to offer help if necessary. - Get Ss to swap and check their answers before checking as a class. Key: - Call a few open pairs to read 1e, 2 c, 3 d, 4 b, Mark some books 5a 3. Look and - Tell Ss that they are going to write. look at the picture and write the full sentences base on the pictures and the words given - Give a few seconds for Ss to look at the pictures and to get information - Get Ss to works in pairs. - Go around to offer help if necessary. Keys: - Call a few sts to say 1. seven thirty, 2. factory worker 3. childrens’day 4. orange juice 4. write about Tell the sts that they are going Keys: your father or to complete a paragraph about mother. father/mother base on the words given, Ask them to look at the incomplete text, and identify the information to fill in the gaps Give the sts time to do. Get the sts to swap their book. Modes Whole class Whole class. - Work in pairs. - Work in pairs. Whole class. - Work in pairs - Work in pairs.

(221) 5. Home-link.. before checking as a class Check and mark some writing Prepare short story. Whole class. *Comments: ………………………………………………………………………….... …………………………………………………………………………………………. .…………........................................................................................................................ Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 27: Period 103:. SHORT STORY: CAT AND MOUSE 3 I. Objective: Ss will be able to read, listen and understand a short story. II. Language focus: Sentence Partners: Revisions. - Vocabulary: Revisions. III. Resources: Tape, textbook, flashcards, pictures. IV. Procedure:.

(222) Steps 1.Warm-up. 2. Read and listen to the story. Then fill the gaps.. 3. Work in pair.Complete the conversation with information about you.. 4. Number the sentences.. 5. Find words in the story to complete the sentences 5’. Learning activities - Have Ss sing songs: - Tell Ss that they are going to read and listen the short story. - Remind the characters of the story. Ask the sts to read the story in silence - Play the tape 3 times and ask Ss to listen and read the story carefully.. Language focus Happy new year New words: Cook, musician, band. Modes Whole class. Keys: 1. Works 2. plays 3. Taller 4. do 5. beach. Individual. Whole class. - Tell Ss that they are going to read and fill the gaps. - Give 2 mins for Ss to read the questions in silence. - Check their comprehension. - Give 3 mins for Ss to fill the gaps in pairs - Go around to offer help if necessary. - Get Ss to swap and check their answers before checking as a class. - Call some Ss to write their Key: answers on the board. - Read loud and check with whole class. - Give feedback and comments. - Tell Ss that they are going to 1, 6, 3, 2, 8, 7, 4, read and number the sentences. 5. Ask the sts to look at the story again Ask them to sit opposite of each other and practice. - Give 4 mins for Ss to do the task in pairs. - Go around to offer help if necessary. - Call a few open pairs to give the answers. Individual. Tell the sts that they are going to complete the sentence Do the 1st as an example Give sts time to do the task. Whole class. Keys: 1.cook 2.beach 3.taller. - Work in pairs. Individual. Individual. - Work in pairs. Individual.

(223) 6. Home-link.. Ask the sts to swap the book 4.musician before checking as a class Ask some sts to read aloud the correct words/whole sentences - Ask Ss to practice the story in pairs, using their own names at home. - Model with one student.. Pair individual Individual. *Comments: ………………………………………………………………………….... …………………………………………………………………………………………. .…………........................................................................................................................ Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 27: Period 104:. TEST 1. Listen and repeat What time isit?It’s ten o’clock.. 2. Point, ask and answer.

(224) What time do you go to school? I go to school at seven o’clock. What does your father do? He’s a …. What’s your favourite food/drink? It’s…… Would you like some..? Yes, please/ No, thanks What does she look like? She’s…. Who’s taller?He’s… When is Tet?/ What do you do at Tet? It’s on …./ I…... 3. Listen and comment. 4. Interview What time is it? What time do you go to school? What does your father do? What’s your favourite food/drink? Would you like some….?.

(225) What does she look like? Who’s taller? Question 5: Circle the correct answer ( 1 point). 1. What time do you get up? I get up ………6 o’clock. a. on. b. at. c. in. d. of. c. watching. d.watchs. c. Yes, please.. d. Yes, I am.. d. She looks thin. d. she strong.. 2. Nam …….TV everyday. a. watches. b. watch. 3. Would you like some coffee? a. Yes, I like.. b. Yes, I do.. 4. What does your mother look like? a. She’s kind.. b. She is nice.. 5. …….does your father work? He works in a factory. a. who. b. what. c. when. d. where. Question 6: Circle the odd one out ( 1 point). 1. a. thin. b. fat. c. big. d. kind. 2. a. milk. b. bread. c. noodles. d. cake. 3. a. lantern. b. mooncake. c. festival. d. moon. 4. a. hospital. b. nurse. c. market. d. company. 5. a. teacher b. doctor c. beef d.worker Question 7: Read and answer the questions (1 points) Hung is a pupil at Lai Vu Primary school. Hung is tall and thin. He looks weak .Everyday, he gets up at 6 o’clock. He has breakfast at six fifteen. His favoutite food and drink are bread and milk. He goes to school at 7 o’clock. He come back home from school at four thirty. 1. Where does Hung study? … ………………………………………………. 2. What does Hung look like? .......................................................................... 3. What does Hung like to eat and drink for his breakfast? ……………………………………………………… 4. What time does Hung go to school? ……………………………………………………….. Question 8. Reoder the words to make a correct sentence.( 2 points) 1. get/ I/ at/ up/ six/o’ clock. I get up at six o’clock. 2. time/ What/ you/ bed/ go/ do/ to/ ? …………………………………………………….

(226) 3. his/ is/ What/ job? …………………………………………………… 4. going/ visit/ my/ am/ grandparents/ I/ to. …………………………………………………… 5.festival/ is/ big/ Tet/ a/ my/ in/ country. ………………………………………………… *Comments: ………………………………………………………………………….... …………………………………………………………………………………………. .…………........................................................................................................................ Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 27: Period 105:. CORRETING THE TEST 6 ( 1 points) 2 a, 3 c, 4 b, 5 c Question 7 ( 1 points) 1. He studies at Lai vu primary school/ Lai vu Primary school. 2. He is / looks tall and thin./ tall and thin 3. He likes eat and drink bread and milk. /Bread and milk..

(227) 4. He goes to school at seven o’clock. / at seven o’clock. Question 8 ( 2 points) 1. I get up at six o’clock. 2. 3. 4. 5.. 2. What time do you go to bed? 3. What is his job? 4. I am going to visit my parents. 5. Tet is a big festival in my country.. *Comments: ………………………………………………………………………….... …………………………………………………………………………………………. .…………........................................................................................................................ Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 27: Period 106:. UNIT 16: LET'S GO TO THE BOOKSHOP Lesson 1: (1, 2) I. Objectives: By the end of this unit, pupils can - Use the words and phrases related to the topic The neighbourhood. - Make and respond to suggestions to go somewhere, using Let’s go to the… and Great idea!/ Sorry, I’m busy.

(228) II. Language Focus: + Vocabulary: bakery/ buy some bread, pharmacy/... medicine; supermarket/ ...food; sweet shop/ .... chocolate, bookshop/ ...books. + Sentence pattern: Let's go to the bookshop. I want to buy some books. III. Resources: Ss’ book, CD, computer, stereo, (projector), pictures of places and things... IV. Procedure:. Steps 1. Warm-up.. Learning activities - Prepare pupils for the unit by asking them to say the names of some places in the neigbourhoodin Vietnamese. Then teach them the English words. - Tell the class that they are going to learn about making suggestions to go somewhere and 2. Look, listen responding to the suggestions. and repeat. - Have pupils read the story to understand how the language is used. Ask questions such as (In Picture a, Mai asks W Phong where he is going and W he answers he is going to the bookshop. In Picture b, Phong makes a suggestion to go to the bookshop, using Let’s go to the bookshop together. In Pictures c and d, Phong and Mai go to the bookshop together.) Check comprehension. Play the CD again so they can listen and repeat. Do choral and individual repetition, pointing to the characters speaking. Play the CD again for pupils to listen and repeat. 3. Point and say. Tell pupils that they are going to practice making suggestions to go somewhere and responding to the suggestions. Have them look at the pictures and the words and phrases under them. Point to the first picture and ask them to say bakery and buy some. Language Focus Modes Spoken Whole class Interaction (e.g. bookshop, supermarket, bakery). Whole class Spoken Interaction Individuals Who are they? Where are they going? What are they Talking about?. Whole class. Whole class Language note: Let’s = Let us New words and structures/ Individuals function Let’s go to the bakery. I want to buy some bread. Great -. Work. in.

(229) bread. Ask pupils to work in pairs idea!/Sorry,I’m and do the task. They should busy. respond with Great idea! Or Sorry, I’mbusy, depending on whether they want to go to the place. Call a few pairs to act out the dialogue in front of the class. Check as a class or correct pronunciation, if necessary. Language note: Bread, medicine, food and chocolate are uncountable nouns. Work in pairs. Suggest some places to go and say why. Tell pupils that they are going t 4. Home-link.. - learnt by heart words on places. Practice making and responding to suggestions to go somewhere. pairs. - Work pairs. Individuals. *Comments: ………………………………………………………………………….... …………………………………………………………………………………………. .…………....................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 28: Period 107:. UNIT 16: LET'S GO TO THE BOOKSHOP Lesson 1: (3,4,5) I. Objectives: By the end of this unit, pupils can - Use the words and phrases related to the topic The neighbourhood. - Make and respond to suggestions to go somewhere, using Let’s go to the… and Great idea!/ Sorry, I’m busy II. Language Focus: + Vocabulary: bakery/ buy some bread, pharmacy/... medicine; supermarket/ ...food; sweet shop/ .... chocolate, bookshop/ ...books.. in.

(230) + Sentence pattern: Let's go to the bookshop. I want to buy some books. III. Resources: Ss’ book, CD, computer, stereo, (projector), pictures of places and things... IV. Procedure: Steps Learning activities Language Focus Modes 1. Warm-up. - Prepare pupils for the unit by Spoken Whole class asking them to say the names Interaction of some places in the (e.g. bookshop, neigbourhoodin Vietnamese. supermarket, Then teach them the English bakery). words. - Tell the class that they are Listening Whole class going to listen to two Activities dialogues and tick the correct 2. Listen and pictures. tick. Have pupils look at the Individuals pictures to identify the shops and objects. (1a. A sweet shop. 1b. A bookshop. 2a. Some books. 2b. Some pens. 3a. A supermarket. 3b. A bakery. 4a. Some vegetables. 4b. Some drinks.) Check understanding. Then ask them to read the questions and guess the answers. Play the CD more than once, if Individuals necessary. Ask pupil to listen to the CD and tick the pictures. Tell them that they should focus on the places the characters go and why they want to go there. Get pupils to swap their answers before you check as a class. Monitor the activity and Key: 1b 2a offer help, if necessary. 3a 4b 3. Look and - Tell pupils that they are Writing activities Individuals write. going to complete the sentences, using the picture cues. Give them a few seconds to Individuals look at the first picture and the Words and worked example. Have them structures look at the pictures and think Key: about the appropriate places To the bakery, and suitable reasons to buy some.

(231) 4. Let’s play.. 5. Home-link.. complete the sentences. Check comprehension. If necessary, get pupils to work in pairs. - Get them to swap their answers before checking as a class. If there is enough time, invite some of them to read aloud the complete sentences. - Tell pupils that they are going to sing the song Let’s go… Teach the song, following the procedure in Teaching the unit components in Introduction. - Have them read each line of the lyrics. Check comprehension. When pupils are familiar with the tune, ask a group to go to the front of the class to sing the song line by line.. cakes/bread To the sweet shop, buy some sweets To the pharmacy, buy some medicine Whole class. Game. - learnt by heart words on places. practice making and responding to suggestions to go somewhere.. Whole class. Whole class. *Comments:……………………………………………………………....................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 28: Period 108:. UNIT 16: LET'S GO TO THE BOOKSHOP Lesson 2: (1,2,3) I. Objectives: By the end of this unit, pupils will be able to ask for and give reasons for going somewhere, using Why do you want to go to the…? Because I want to… II. Language Focus: Spoken interaction, words and structures/ function. * Sentence Patterns: Who's taller? - my brother's taller than my father. * Vocabulary: taller, shorter, bigger, smaller, older, younger... III. Resources: Ss’ book, CD, computer, stereo, (projector), poster, picture cards ....

(232) IV. Procedure: Steps 1. Warm-up.. 1. Look, listen and repeat.. Learning activities Spend a few minutes revising the previous lesson. Call some pupil to the front of the class to sing the song Let’s go… The class may sing the song together, clapping hands or do actions. Tell the class that they are going to learn to ask for and give a reason Have pupils look at the four pictures to understand the context in which the language is used. (In Pictures a and b, Tony makes a suggestion to go to the zoo, Linda declines, saying and Mai accepts, saying Yes, I’d like to. Then Mai makes another suggestion, asking In Picture c, Tony asks Play the CD more than once, pupils to listen and repeat.. Language Focus Modes Spoken Whole Interaction. class. Spoken interaction. Whole class Individual s. Can we go to thesupermarket first? Sorry, I can’t,. Individual s Whole class - Read in pairs - Listen and repeat. 3. Point say.. and Tell pupils that they are going New words and to practice asking for and structures giving reasons. Have them Say and Respond look at the bubbles to understand how the language is used. Draw their attention to the bubbles to understand how the language is used. Ask them to look at the pictures and teach the words and phrases Zoo/see the animals, cinema/see a film, bakery/buy somebread and swimming pool/swim. Check comprehension. Why do you want Point to the first picture and to go to the zoo? get one pupil to ask. Because I want to Ask them to work in pairs, see the animals.. Individual s. Pairs. Groups. P1.... P2....

(233) 4. Let’s talk. 5. Home-link.. pointing to the pictures and speaking. Call a few pairs to act out the dialogues in front of the class. Check as a class and correct pronunciation, if necessary. - Tell pupils that they are going to revise what they have learnt in Lessons 1 and 2. Have them work in pairs, one pupil makes a suggestion to go somewhere using Let’s go to the…and the other asks for a reason, using Why do you want to go to the…? Let a few pairs act out the dialogue in front of the class. Correct the pronunciation, if necessary. You may ask them to shorten the question - Practice asking :" Why do you want to go ...?" and answering : "Because...". - Pair work P1.... P2.... Spoken interaction. Whole class. Why do you want to go to the…? Because…… (e.g. A: Let’s go to the bookshop. B: Why? A: Because I want to buy some books.). - Work in pairs. Whole class. *Comments:……………………………………………………………....................... ........................................................................................................................................ Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 28: Period 109:. UNIT 16: LET'S GO TO THE BOOKSHOP Lesson 2: (4,5,6) I. Objectives: By the end of this unit, pupils will be able to ask for and give reasons for going somewhere, using Why do you want to go to the…? Because I want to… II. Language Focus: Spoken interaction, words and structures/ function. * Sentence Patterns: Who's taller? - my brother's taller than my father. * Vocabulary: taller, shorter, bigger, smaller, older, younger... III. Resources: Ss’ book, CD, computer, stereo, (projector), poster, picture cards ... IV. Procedure:.

(234) Steps 1. Warm-up.. 2. Listen and number.. Learning activities Spend a few minutes revising the previous lesson. Call some pupil to the front of the class to sing the song Let’s go… The class may sing the song together, clapping hands or do actions.. Language Focus Modes Spoken Whole class Interaction.. Tell the class that they are going to listen to four dialogues and circle the correct words. Have pupils read each of the incomplete sentences and guess the word to fill the gap. Check understanding. Play the CD three times. Ask pupils to listen to the CD and circle the words. Tell them that they should focus on where the characters want to go and what they want to buy. Get pupils to swap their answers before you check as a class. Monitor the activity and offer help, if necessary.. Listening Activities. Whole class Individuals Individuals. Key: 1a 3b. - Answers 2c 4d.

(235) 3. Look and Write.. 4. Let's play:. 5. Home-link.. - Tell pupils that they are going to look at the pictures and write the questions. Frist, ask them to look at the questionsand identify the places they want to go. Then have them look at the pictures and write why they want to go to the places. They should mention the things in both pictures for each answer. Check understanding. Set a time limit for pupils to do the task independently. Go around and offer help, if necessary. Get them to swap their answers before checking as a class.. Whole class Writing activities. Individuals Individuals. Words and structures Key: 2she wants to buy some pens and books 3 they want to play football and badminton. Individuals. Individuals. Tell pupils that they are Supportive -Whole class going to play the activities to gameWhere and why to reinforce learning practice suggesting places to go and giving reasons. Prepare pieces of paper with names of places and put - Individual them into a box. Divide the class into groups of three. Ask two group to go to the Game front. - Practice asking :" Why do you want to go ...?" and Whole class answering : "Because...". *Comments:……………………………………………………………....................... ........................................................................................................................................ Pr.date: September 6th 2016. Week 28:. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B.

(236) Period 110:. UNIT 16: LET'S GO TO THE BOOKSHOP Lesson 3: (1,2,3) I. Objectives: By the end of the lesson, pupils will be able to understand what a syllable is and how to divide words into syllables. II. Language Focus: Spoken interaction, phonics. + book I want to buy a book. + bookshop Let's go to the bookshop. + bakery The bread in this bakery is delicious. + supermarket Let's go to the supermarket. III. Resources: Ss’ book, CD, computer, stereo, (projector), poster, sound cards IV. Procedure:. Steps. Learning activities - Spend a few minutes 1. Warm-up. revising the previous lesson. Get two groups of pupils to play the game Where and why. - Tell the class that they are 2. Listen and going to practise saying repeat. words with one, two, three and four syllable First, explain to pupils what a syllable is. (A syllable is a word or part of a word that contains only one vowel sound. For pupils at this level, you may focus on the vowel and, for some words, also y.) Then put the four target words on the board, using vertical lines to divide the syllables. Play the CD and ask pupils to repeat the words a few times. To reinforce learning, ask them to clap at each syllable as they say the words. 3. Listen , - Tell pupils that they are going to listen to the CD, circle and write.Then say circle the correct options and write the answer to complete aloud: the sentences.. Language Focus Spoken Interaction. Game. Modes Whole class. Whole class Phonics book, bookshop, bakery and supermarket Individuals Letters a, e, i, o, u Whole class e.g. book|shop: clapclap. - to|ge|ther, good, go, want, part|ner, ci|ne| Individuals ma, a|ni|mal, film, be| cause, bread, gym, Whole class mo|ther, fa|ther. Phonics Individuals Individuals.

(237) 4. Let’s chant.. 5. Home-link.. Give them a few seconds to read each of the sentences in silence and guess the words to fill the gap. Give them time to write the words independently. Have them swap their answers before checking as a class. Go around and offer help, if necessary. Ask pupils to say the sentences aloud. - Tell pupils that they are going to say the chant Why do you want to…? Follow the procedure in Teaching the unit components in Introduction. 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. - Learn by heart the chant, review all the contents of Unit 16.. Pairs/ groups Key: 1 a 3a. 2b 4b. Spoken interaction Chant (Why do you want to.....). Whole class Individuals Pairs. Groups. Individuals. *Comments:……………………………………………………………....................... ......................................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 29: Period 111:. UNIT 16: LET'S GO TO THE BOOKSHOP Lesson 3: (4,5,6).

(238) I. Objectives: By the end of the lesson, pupils will be able to understand what a syllable is and how to divide words into syllables. II. Language Focus: Spoken interaction, phonics. + book I want to buy a book. + bookshop Let's go to the bookshop. + bakery The bread in this bakery is delicious. + supermarket Let's go to the supermarket. III. Resources: Ss’ book, CD, computer, stereo, (projector), poster, sound cards IV. Procedure: Steps Learning activities Language Focus Modes Whole class 1. Warm-up. - Spend a few minutes Spoken Interaction. revising the previous lesson. Game Get two groups of pupils to play the game Where and why. - Tell the class that they are Reading activities Whole class going to read the text and number the pictures. Get pupils to look at the 2. Read and Individuals pictures and describe them. number: (In Picture a, Phong and Mai are the zoo. Phong is looking at the tiger. In Picture b, they are buying bread/cakes at the bakery. In Picture c, they are Individuals at the pharmacy. In Picture d, they are reading at the bookshop.) After that, have them read the text and put the pictures in the correct order. work in pairs If necessary, get them to work in pairs or small groups. or small Teach them the groups. words/phrases first, then, after that and finally, using the Language note below. Give them to do the task independently. Go around offering help, if necessary. Get them to swap their Key:a3 b4 c2 Individuals answers before checking as a d1 class. 3. Look and write.. - Tell pupils that they are going to write sentences about where the characters. Supportive activities to reinforce learning. Whole class.

(239) want to go and why they want to go there. Have them work in pairs or groups to discuss what they are going to write. Ask them to look at the first picture and the give sentence as an example. Then they should identify the places in the pictures and think of the reasons for going there. Check comprehension. Get them to swap their answers before checking as a class. 4. Project.. 5. Home-link.. - Tell pupils that they are going to interview their classmates about where they want to go on Sunday and why they want to go there. Ask them to copy the table from the Pupil’s Book onto their cards. - Learn by heart the chant, review all the contents of Unit 16.. Individuals. Writing Activities Key: 2.swimming pool, he wants to swim 3. pharmacy, she wants to buy some medicine 4. cinema, they want to see a film Supportive activities to reinforce learning Where do you want to go? Why do you want to go there?. work in pairs or groups. Individuals. Whole class Individual Pairs Groups Individual Whole class. *Comments:……………………………………………………………....................... ......................................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 29: Period 112:. UNIT 17: HOW MUCH IS THE T-SHIRT? Lesson 1: (1,2) I. Objectives: By the end of this unit, pupils can - Use the words and phrases related to the topic Prices of clothes..

(240) - Ask and answer questions about prices of clothes (singular), using How much is the…? It’s… II. Language Focus: + Vocabulary: a T-shirt, a blouse, a scarf, a jacket, a skirt, a jumper... 1,000 dong: thousand dong (10,000 dong, 70,000 dong, 60,000 dong..) or VND.+ Sentence pattern: How much is the T-shirt? - It's 70,000 dong. III. Resources: Ss’ book, CD, computer, stereo, (projector), pictures of clothes and prices... IV. Procedure:. Steps 1. Warm-up.. Learning activities Prepare pupils for this unit by teaching them the names of some clothing items (e.g. Tshirt, blouse,scarf and skirt.) You may refer to what pupils are wearing when teaching the vocabulary - Introduce the lesson by saying Look at the pictures and guess what the story is about. - Give a few minutes for pupils to look at the four 2. Look, listen pictures and suggest what and repeat. the story may be about. Then have them read the story in silence. Ask a few questions to check their comprehension: Play the CD a few time for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. - Teach them how to say numbers with five digits, using the Language notes below. +We say Excuse me when we want to get someone’s attention and ask for information, and say thanks/thankyou after we get the information. - We use thousand when we say numbers. Language Focus Spoken Interaction. Spoken Interaction. Modes Whole class. Whole class Individuals. Whole class. Whole class Language note: five digits (e.g. 2,000 dong = two thousand dong, 35,000 dong = thirty-five thousand Whole class dong). - Listen and repeat.

(241) 3. Point and say.. 5. Home-link.. - Tell pupils that they are New words and going to ask and answer structures/ function questions about prices, using How much isthe…? - Teach the words scarf, It’s… blouse, jacket, skirt and jumper and have pupils repeat each word twice. - Write the price of the five items in words on the board and get pupils to read the words twice. - Do an example with a pupil using Picture a. Then have pupils work in pairs before inviting one or two pairs to role-play the dialogue. How much isthe…? Work in pairs. Ask your It’s… partners the prices of the clothes above. - Tell pupils that they are going to work in pairs and ask and answer questions about pricesof the clothes above. Invite one or two pairs to act out the exchanges. - learnt by heart words on clothes. - practice asking and answering about the prices of casual clothes.. Individuals. Pairs. - Work in groups. - Work in pair Whole class. *Comments:……………………………………………………………....................... .......................................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 29: Period 113:. UNIT 17: HOW MUCH IS THE T-SHIRT? Lesson 1: (3,4,5) I. Objectives: By the end of this unit, pupils can - Use the words and phrases related to the topic Prices of clothes..

(242) - Ask and answer questions about prices of clothes (singular), using How much is the…? It’s… II. Language Focus: + Vocabulary: a T-shirt, a blouse, a scarf, a jacket, a skirt, a jumper... 1,000 dong: thousand dong (10,000 dong, 70,000 dong, 60,000 dong..) or VND.+ Sentence pattern: How much is the T-shirt? - It's 70,000 dong. III. Resources: Ss’ book, CD, computer, stereo, (projector), pictures of clothes and prices... IV. Procedure: Steps Learning activities Language Focus Modes 1. Warm-up. Prepare pupils for this unit by Spoken Interaction Whole class teaching them the names of some clothing items (e.g. Tshirt, blouse,scarf and skirt.) You may refer to what pupils are wearing when teaching the vocabulary - Introduce the activity by Listening Activities Whole class 2. Listen and saying You are going to listen tick. to three conversations and tick the correct box under each picture. Individuals - Give a few seconds for pupils to look at the four pictures and read the prices. Ask them to say the prices Whole class aloud. - Play the CD three times: once for pupils to listen all Whole class the way through, a second time for them to do the task and finally for them to check the answers. Ask them to Whole class focus on the price of each item. - Get pupils to swap their Key: a 3 b 1 c 2 - Listen and answers before you check as repeat a class. 3. Look and - Tell pupils that they are Writing activities write. going to look at the clothes Words and structures Individuals and write the price for each item. - Go through every picture Individuals with pupils and ask them to identify the names of the clothing items and their prices. Then have them look.

(243) 4. Let’s play.. 5. Home-link.. at the worked example and write the answers for the other pictures. Remind them to mention the colour of each item. - Set a time limit for them to fill the gaps. - Call some pupils to read aloud their sentences and check the answers as a class. - Prepare some cards with images of clothing items and the matching words for the items. Put pupils in groups of six. Give each group a set of cards Each group should distribute the cards on the table, face down. A pupil turn over another pair of cards. If the cards do not match, they should be turned face down again and the next pupil should have a go. The pupil with most cards at the end of the game is the winner. - Set a time limit for pupils to play the game in pairs.. Key: 2 yellow jumper, forty thousand dong 3 red jacket, sixty thousand dong Individuals 4 green skirt, seventy thousand dong 5 purple/pink blouse, fifty thousand dong Whole class - Work in groups. Game (e.g. What is this? It’s a red jacket.). - learnt by heart words on clothes.. - Work in pair. Whole class. *Comments:……………………………………………………………....................... ......................................................................................................................................... Pr.date: September 6th 2016 T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B Week 29: Period 114:. UNIT 17: HOW MUCH IS THE T-SHIRT? Lesson 2: (1,2,3) I. Objectives: By the end of this unit, pupils will be able to ask and answer questions about prices of clothes (plural), using How much are the…? They’re… II. Language Focus: Spoken interaction, words and structures/ function. * Sentence Patterns: How much are the trousers? - They're 98,000 dong..

(244) * Vocabulary: jeans, shoes, trousers, sandals... III. Resources: Ss’ book, CD, computer, stereo, (projector), poster, picture cards ... IV. Procedure: Steps Learning activities Language Focus Modes 1. Warm-up. Play Pelmanism. Spoken Whole class - Prepare six questions and Interaction. six answers about clothes on 12 pieces of paper respectively and put them into a box. Each pupil draws a slip of paper and looks for the pupil with the matching question or answer. The quickest pair to say the question and answer aloud is the winner. - Introduce the story by Spoken interaction saying Look at the pictures Whole class and find out what Mai wants 2. Look, listen to buy in thesupermarket. (A and repeat. pair of yellow trousers.) Where are Mai - Give pupils a few seconds and Hoa? What Individuals to read the story and check does Mai want to their comprehension by buy? What does asking questions such as. she ask? How (Mai and Hoa are in the much is it? supermarket/clothes shop. Mai wants to buy a pair of yellow trousers. She asks for Individuals the price of the trousers, using The sales assistant answers. Whole class - Play the CD more than once, if necessary, for pupils - Listen and to listen and repeat the repeat language. Do choral and How much are - Work in pairs individual repetition, pointing these trousers? to the character speaking. They’re 99,000dong.) 3. Point and - Tell pupils that they are New words and say. going to ask and answer structures Individuals questions about the prices of Say and Respond the clothes with Check Howmuch are understanding of the activity. the…? They’re… - Teach the words jeans, shoes, trousers and sandals. Pairs Give explanations of the.

(245) 4. Let’s talk.. 5. Home-link.. plural forms of these nouns, using the Language notes below. Have pupils repeat each word and price twice. * Language notes: - When a pair of + (noun) is the subject of a sentence, is it followed by a singular verb. - Introduce the activity and check comprehension. Then spend a few seconds revising the use of that and those and the nouns that follow them (e.g. that skirt, those skirts). - Get pupils to work in pairs to ask and answer question about clothes. They may take turns to play the role of a customer and a sales assistant and point at other classmates’ clothes and ask and answer about the prices. - Call a few pairs to act out their exchanges. - Practice asking:. Groups (e.g. trousers/a pair of trousers). - Work in pair Shoes and sandals Spoken interaction. Whole class. - Work in pair Group. How much are the Whole class jeans?" Individuals How much is a pair of jeans? They're... or It's .... *Comments:……………………………………………………………....................... ......................................................................................................................................... Pr.date: September 6th 2016 T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B Week 30: Period 115:. UNIT 17: HOW MUCH IS THE T-SHIRT? Lesson 2: (4,5,6) I. Objectives: By the end of this unit, pupils will be able to ask and answer questions about prices of clothes (plural), using How much are the…? They’re… II. Language Focus: Spoken interaction, words and structures/ function. * Sentence Patterns: How much are the trousers? - They're 98,000 dong. * Vocabulary: jeans, shoes, trousers, sandals....

(246) III. Resources: Ss’ book, CD, computer, stereo, (projector), poster, picture cards ... IV. Procedure: Steps Learning activities Language Focus Modes 1. Warm-up. Play Pelmanism. Spoken Whole class - Prepare six questions and Interaction. six answers about clothes on 12 pieces of paper respectively and put them into a box. Each pupil draws a slip of paper and looks for the pupil with the matching question or answer. The quickest pair to say the question and answer aloud is the winner. - Tell pupils that they are Listening Whole class going to listen to four Activities 2. Listen and dialogues about clothes and write the write the price. prices. - Give a few seconds for them Individuals to look at the pictures and identify the clothing items (sandals,jeans, shoes and trousers). - Play the CD three times. Ask pupils to listen to the CD and write the price. - Get them to swap their (e.g. Look at this answers before you check as picture. The - Answers a class. sandals are 90,000 - When the listening activity dong) is over, have four pupils tell Key: a 90,000 the class the prices of the four dongb 73,000 dong - Answers clothing items c 80,000 dongd 95,000 dong.

(247) 3. Look and write.. - Tell pupils that they are going to look at the pictures and write the name of each clothing item and its price. - Give them a few seconds to look at the pictures and read the text. - Set a time limit for the task. Remind pupils to write the words for the prices. - Check answers as a class and call one or two pupils to read aloud the completed text.. Whole class Writing activiti Words and Individuals structures Key: 2 brown sandals, seventy-two Individuals thousand dong 3 the pair of blue jeans is eightyeight thousand dong 4 The pair of black and white shoes is eighty thousand dong. 4. Let's sing.. - Tell pupils that they are - Whole class going to sing the song Buying clothes. Follow the procedure Supportive in Teachingthe unit activities to components in Introduction. reinforce learning - Have them look at the pictures and read the lyrics. - Individual Then check their Song comprehension. - Play the CD for pupils to do choral and individual repetition. Then divide the class into two halves, one half singing the first four lines and the other half singing the last four lines. 5. Home-link. - Practice asking :" How Whole class much are the jeans?" or "How much is a pair of jeans?" and answering : "They're..." or "It's ....." *Comments:……………………………………………………………....................... ......................................................................................................................................... Pr.date: September 6th 2016 T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B Week 30: Period 116:.

(248) UNIT 17: HOW MUCH IS THE T-SHIRT? Lesson 3: (1,2,3) I. Objectives: By the end of the lesson, pupils will be able to pronounce two-syllable words with the stress on the first syllable: ‘sandals, ‘trousers, ‘jumper and ‘jacket. II. Language Focus: Spoken interaction, phonics. + 'sandal I like these 'sandal. + 'trousers I don't like those 'trousers. + 'jumper How much is that 'jumper ? + 'jacket The 'jacket is fifty- three thousand dong. III. Resources: Ss’ book, CD, computer, stereo, (projector), poster, sound cards. IV. Procedure:. Steps. Learning activities - Spend a few minutes 1. Warm-up. revising the previous lesson by having the class sing the song Buying clothes, one half singing the questions and the other half singing the answers. 2. Listen and - Tell pupils that they are repeat. going to pronounce the following words: ‘ Explain to pupils what word stress is, in Vietnamese, if necessary. (Word stress is the emphasis that you put on a syllable by saying it more loudly.) Tell them that we use the stress mark (‘) to indicate word stress. Play the CD of the sentences and have pupils repeat them, paying attention to the target words and stress. Do choral and individual repetition of the words and sentences until pupils feel confident.. Language Focus Spoken Interaction. Song Revision. Phonics sandals, ‘trousers, ‘jumper ‘jacket.. Modes Whole class. Whole class Individuals. Whole class.

(249) 3. Look at the sentences and the stress marks (‘). Then listen and say the sentences aloud.. ’. 4. Let s chant.. 5. Home-link.. - Tell pupils that they are going to look at the sentences, listen to the CD and repeat the sentences. Play the CD twice for pupils to repeat after. Ask them to pay attention to the underlined words and clap at the stressed syllables. Invite a few pupils to read aloud the sentences, while the rest of the class clap at the stressed syllables. Correct their pronunciation, if necessary.. Phonics Word Stress. Individuals. (2 syllabled words) Audio script 1. How much is this jacket? 2. The yellow jumper is very Pairs/ groups nice. 3. How much are these brown trousers? 4. The sandals are one hundred thousand dong.. - Tell pupils that they are Spoken interaction going to say the chant How much is/are…? Follow the procedure in Teaching the unit components in Introduction. Divide the class into two halves: one half says the questions and the other half says the answers. The two halves swap their roles after the first round. If time allows, ask pupils to point at each clothing item and ask and answer in pairs about the price. - Learn by heart the chant, review all the contents of Unit 17. Whole class. Individuals. Pairs Groups. Individuals. *Comments:……………………………………………………………....................... .......................................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B.

(250) Week 30: Period 117:. UNIT 17: HOW MUCH IS THE T-SHIRT? Lesson 3: (4,5,6) I. Objectives: By the end of the lesson, pupils will be able to pronounce two-syllable words with the stress on the first syllable: ‘sandals, ‘trousers, ‘jumper and ‘jacket. II. Language Focus: Spoken interaction, phonics. + 'sandal I like these 'sandal. + 'trousers I don't like those 'trousers. + 'jumper How much is that 'jumper ? + 'jacket The 'jacket is fifty- three thousand dong. III. Resources: Ss’ book, CD, computer, stereo, (projector), poster, sound cards. IV. Procedure:. Steps 1. Warm-up.. Learning activities - Spend a few minutes revising the previous lesson by having the class sing the song Buying clothes, one half singing the questions and the other half singing the answers. 2. Read and Spend a few minutes having complete. pupils play the game Bang! Write these words on separate pieces of paper: Fold them in half and put them in a box. Add a few pieces that say BANG! Pupils take turns picking pieces of paper. If they read the words aloud correctly, they will get to keep the paper. If they draw a BANG! Card, they will yell BANG! And then return all their cards (except the BANG! Card) to the box. The pupil who has the most cards at the end of the game is the winner. Introduce the task. Set a time limit for pupils to read the text and complete the table. Circulate to monitor and offer help, if necessary. Get pupils to swap and. Language Focus Spoken Interaction. Song Revision. Modes Whole class. Reading activities Whole class a blouse, a short skirt, a red scarf, a pair of sandals, a jacket, a jumper, a long skirt, a pair of socks, a pair of trousers and a pair of slippers. Individuals. - Answers.

(251) 3. Draw three clothing items and write their prices.. 4. Project.. 5. Home-link.. correct their answers before checking as a class. - Introduce the activity by saying Now it’s time for you to draw your three favourite clothing items and write their prices. - Draw a few sketches of clothes on the board as examples. - Set a time limit for them to do the task in silence. - When time is up, get two or three pupils to show their drawings and read aloud their writing. - Tell pupils that they are going to make four flashcards of clothes. - Give each pupilfour cards, and also some crayons and colour pencils for drawing. They should draw a clothing item on one side of each card and write the word for it on the other side. Then they should show the flashcards to the class and talk about them. Check understanding. Tell pupils that you will invite a few of them to give a presentation of their work in the next class. - Learn by heart the chant, review all the contents of Unit 17.. Supportive activities to Whole class reinforce learning Writing Activities ( + Drawing) Individuals. Key: Pupils’ own answers. Supportive Whole class activities to reinforce learning Individual. Pairs. Individual Key: Pupils’ own answers Whole class. *Comments:……………………………………………………………....................... .......................................................................................................................................... Pr.date: September 6th 2016. Week 30: Period upload.123doc.net:. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B.

(252) UNIT 18: WHAT'S YOUR PHONE NUMBER? Lesson 1: (1,2) I. Objectives: By the end of this unit, pupils can use the words and phrases related to the topic Phone numbers and Outdoor activities. - Ask and answer questions about phone numbers, using What’s …‘s phone number? It’s … II. Language Focus: + Vocabulary: numbers: 0: oh. + Sentence pattern: What's Linda's phone number? It's 0912 158 657 III. Resources: Ss’ book, CD, computer, stereo, (projector), pictures of phone numbers... IV. Procedure:. Steps 1. Warm-up.. Learning activities Prepare pupils for this unit by revising numbers from zero to nine. Write the numbers randomly on the board. Point at each of them and have pupils say the number. Point at a quicker pace to make it more challenging. Tell the class that they are going to read a story in which the 2. Look, listen characters ask and answer and repeat. questions about phone numbers, using. Have pupils look at the four pictures to discuss the context in which the language is used. Ask them questions such as (Nam and Linda are at school. In Pictures a, b and c, they are talking about Linda’s new mobile phone. In Picture d, Nam asks Linda for her phone number, using Check comprehension. Play the CD so they can listen and repeat. Do choral and individual repetition, pointing to the characters speaking. Play the CD again for pupils to listen and repeat.. Language Focus Modes Spoken Interaction Whole class. Spoken Interaction What’s…’s phone number? It’s …. Who are they? Where are they? What are they talking about?. Whole class. Individuals. Whole class. What’s your phone number? And Linda answers It’s 0912158657.) - Listen and repeat.

(253) 3. Point and say.. 5. Home-link.. - Tell pupils that they are going to practice asking and answering questions about phone numbers, using - Have them look at the phone numbers in the pictures and the names under them. Point to Picture a and have them say the phone number. Do choral and individual repetition. Then tell the class to work in pairs and practice asking and answering questions about phone numbers, using the text in the bubbles and the picture cues. - Call a few pairs to act out the dialogue in front of the class. Check as a class or correct pronunciation, if necessary. *Language note: We usually say a phone number in single digits: one-one-five (115). When 0 is in a phone number, is it pronounced oh Work in pairs. Ask your partners’ phone number. Have them work in pairs, one asking and the other giving the answer. Call on a few pairs to act out the dialogue in front of the class. Correct the pronunciation, if necessary. - learnt by heart words on numbers. - practice asking and answering about phone numbers.. New words and structures/ function Individuals. What’s…’s phone number? It’s… Pairs. Groups. (e.g. 0904355600 = oh- nineoh-four, three-five, six-ohoh). What’s…’s phone number? It’s…. - Work in pair P1..... P2.... Individuals. *Comments:……………………………………………………………....................... ......................................................................................................................................... Pr.date: September 6th 2016 T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B Week 31: Period 119:.

(254) UNIT 18: WHAT'S YOUR PHONE NUMBER? Lesson 1: (3,4,5) I. Objectives: By the end of this unit, pupils can use the words and phrases related to the topic Phone numbers and Outdoor activities. - Ask and answer questions about phone numbers, using What’s …‘s phone number? It’s … II. Language Focus: + Vocabulary: numbers: 0: oh. + Sentence pattern: What's Linda's phone number? It's 0912 158 657 III. Resources: Ss’ book, CD, computer, stereo, (projector), pictures of phone numbers... IV. Procedure: Steps 1. Warm-up.. 2. Listen and tick.. 3. Look and write.. Learning activities Prepare pupils for this unit by revising numbers from zero to nine. Write the numbers randomly on the board. Point at each of them and have pupils say the number. Point at a quicker pace to make it more challenging. Tell the class that they are going to listen to three dialogues about phone numbers and tick the correct pictures. Have pupils look at the pictures to identify that each picture shows one phone number. Ask them how these phone numbers are said in English. Have them point to each of the pictures and say aloud the phone number in English. Play the CD more than once, if necessary. Ask pupils to listen to the CD and tick the correct pictures. Tell them to focus on the phone numbers. Get pupils to swap their answers before you check as a class.. Language Focus Modes Spoken Interaction Whole class. Tell pupils that they are going to write phone numbers. Have them look at the pictures to identify the phone numbers. Ask them how these phone numbers. Writing activities Words and structures. Individuals. Listening Activities. Key: 1 b 3a. Key:. 2c. - Answers. Individuals.

(255) are said in English. Give pupils time to do the task independently. Remind them to write the words for the numbers. Get them to swap their answers before checking as a class.. 4. Let’s sing.. 5. Home-link.. 2 It’s oh-nineeight-five, oh-nineseven, oh-ninenine. 3 It’s oh-nine-onetwo, two-eightthree, eight-ohfour.. Tell pupils that they are going to What’s your phone sing the song Teach the song, number? following the procedure in Teaching the unit components in Introduction. Have them read each line of the lyrics aloud. Check comprehension. Play the CD all the way through. Ask pupils to do choral and individual repetition of the song line by line. When pupils are familiar with the tune, ask a pair to the front of the class. Each of them sings one line of the song. Then the class sing the song together and claps hands.. Whole class. - Learnt by heart words on numbers. - Practice asking and answering about phone numbers.. Whole class. - Work in pair. *Comments:……………………………………………………………....................... .......................................................................................................................................... Pr.date: September 6th 2016. Week 31: Period 120:. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B.

(256) UNIT 18: WHAT'S YOUR PHONE NUMBER? Lesson 2: (1,2,3) I. Objectives: By the end of this unit, pupils will be able to accept and decline an invitation, using Would you like to …? I’d love to./Sorry, I can’t. II. Language Focus: Spoken interaction, words and structures/ function. * Sentence Patterns: Would you like to go for a picnic? I'd love to. Sorry, I can't. * Vocabulary: go for a walk, go for a picnic, go skating, go fishing III. Resources: Ss’ book, CD, computer, stereo, (projector), poster, picture cards ... IV. Procedure: Steps Learning activities Language Focus Modes Ask some pupils to go to the 1. Warm-up. front of the class to sing the song Spoken Whole class What’s your phone number? The Interaction. rest of the class sing along and clap hands. 2. Look, listen - Tell the class that they are Spoken and repeat. going to read a story in which interaction the characters accept and decline an invitation, using - Have pupils look at the three Would you like to - Pictures to understand how the …? language is used. Ask questions I’d love to./Sorry, such as Who are they? Where I can’t. are they?and What are they saying? (In Picture a, Peter is calling Mai from his home, asking May I speak to Mai, please? and Mai replies Speaking. Who is it? Then Peter asks Would you like to go for a picnic? And Mai answers Yes, I’d love to.)Check comprehension. Play the CD again for pupils to listen and repeat. Language notes: I’d love to is the contracted from of I would love to. 3. Point and Tell pupils that they are going to New words and say. practice making and structures accepting/declining an invitation, Say and Respond using Would you like to Look at the pictures to …? I’d love. Whole class. Individuals. Individuals Whole class. - Listen and repeat. Individuals.

(257) understand the collocations go for a walk, go for a picnic, go fishing and go skating. Point to Picture a and have them repeat the words under it. Do choral and individual repetition. Then tell the class to practice making an invitation and accepting or declining it in pairs. Repeat the same procedure with the rest of the pictures. All a few pairs to act out the dialogue in front of the class. Check as a class or correct pronunciation, if necessary. - Tell pupils that they are going 4. Let’s talk - To revise what they have learnt in Lessons 1 and 2. Remind them of the questions And how to respond to these questions. - - Ask themto work in pairs: one pupil asks the question and the other gives the answers. Remind them to use facts about themselves. Go around offering help.Correct pronunciation, if necessary.. 5. Homelink.. to./Sorry, I can’t.. Groups - Work in pair. - Work in pair Whole class. Spoken interaction May I speak to Individuals …? Would you like to …? What’s Pairs your phone number? Groups. - Practice the sentence pattern and word phrases.. Individuals. *Comments:……………………………………………………………....................... ......................................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 31: Period 121:. UNIT 18: WHAT'S YOUR PHONE NUMBER? Lesson 2: (4,5,6).

(258) I. Objectives: By the end of this unit, pupils will be able to accept and decline an invitation, using Would you like to …? I’d love to./Sorry, I can’t. II. Language Focus: Spoken interaction, words and structures/ function. * Sentence Patterns: Would you like to go for a picnic? I'd love to. Sorry, I can't. * Vocabulary: go for a walk, go for a picnic, go skating, go fishing III. Resources: Ss’ book, CD, computer, stereo, (projector), poster, picture cards ... IV. Procedure: Steps Learning activities Language Focus Modes 1. Warm-up. Ask some pupils to go to the front of the class to sing the Spoken Whole class song What’s your phone Interaction. number? The rest of the class sing along and clap hands. 2. Listen and circle:. - Tell the class that they are going to listen to four dialogues and circle the correct words or phone numbers to complete the sentences. - Give pupils a few seconds to read the incomplete sentences in silence and guess the answers to fill the gaps. - Play the CD more than once, if necessary, for pupils to listen and circle the answers. Get them to swap their - Answers before you check as a class. Monitor the activity and offer help, if necessary. 3. Look and - Tell pupils that they are going write. towrite questions, using the given answers and the picture cues. - Have them read the answers and the incomplete question. -- Then ask them to look at the picture above each question and guess the words to complete the questions. - Set a time limit for pupils to do the task independently. Go around offering help, if necessary. - Get them to swap their. Listening Activities. Whole class. Individuals. Individuals. Key: - Answers 1a 2b 3a 4b Writing activities Words and structures. Whole class Individuals. Key: 1 to go swimming 2 Would you like - Answers to go for a picnic? 3 your phone number ? 4 May I speak to.

(259) 4. Let's play.. 5. Home-link.. Answers before checking as a class. - Tell pupils that they are goingto play the game Find the phonenumbers. - Prepare 30 small pieces of paper. On each of them, write a number from 0 to 9 so that there are in total three instances of each number. Put the pieces of paper in a box. - Ask two pairs of pupils to come out and stand next to the box. Say a phone number. The pair that is quicker to find the correct numbers from the box and put them in the correct order gets a point and continues to play the game with another pair. The pair that gets the most points at the end of the game is the winner.. - Whole class Supportive activities to reinforce learning Song. - Practice the sentence pattern and word phrases.. - Individual - Work in pair. - Work in pair. Individuals. *Comments:……………………………………………………………....................... .......................................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 31: Period 122:. UNIT 18: WHAT'S YOUR PHONE NUMBER? Lesson 3: (1,2,3) I. Objectives: By the end of the lesson, pupils will be able to pronounce two-syllable words with the stress on the second syllable: re’peat, en’joy, in’viteand com’plete. II. Language Focus: Spoken interaction, phonics..

(260) + re'peat Can you re'peat that? + en'joy She en'joys the party.sers. + in'vite They in'vite me to go for a picnic. + com'plete We have to com'plete the sentences. III. Resources: Ss’ book, CD, computer, stereo, (projector), poster, word cards (with word stress) ... IV. Procedure:. Steps 1. Warm-up.. Learning activities Language Focus - Spend a few minutes revising Spoken Interaction. the previous lesson. Have Game Say the pupils play the game phone numbers again. - Tell pupils that they are going Phonics 2. Listen and to practice pronouncing the re’peat, following words: repeat. en’joy, First, put the words re’peat, in’viteand en’joy, in’viteand com’pleteon the board, with the stress marks. com’plete. - Write ‘sandals, ‘jumper and ‘jacket with the stress marks on the board. Play the CD and have pupils repeat these words, using a louder voice for the first syllables. To reinforce learning, ask pupils to clap at the stressed syllables as they say the words. - Do choral and individual repetition of the words and sentences until pupils feel confident. - Get some pupils to say the sentences, while the rest of the class claps at the stressed syllables of the target words. Correct the pronunciation, if necessary.. Modes Whole class. Whole class. Individuals. Whole class.

(261) 3. Listen and circle. Then say the sentences aloud.. 4. Let’s chant.. 5. Home-link.. - Tell pupils that they are going to listen to the CD and circle the correct answers. - Give them a few seconds to read the sentences in silence and guess the words to fill the gaps. Have pupils listen to the CD and circle the answers. - Go around offering help, if necessary. - Have them swap their answers before checking as a class. Then ask them to read aloud the key.. Phonics Word Stress (2 syllabled words). Pairs/ groups Key: 3b. 1a 4a. 2b. Tell pupils that they are going to say the chant I’d like to invite Spoken interaction you to my party. Follow the procedure in Teaching the unit components in Introduction. Have them read the chant and check comprehension. Play the CD a few times for pupils to do choral and individual repetition. Show them how to chant and do actions. Call two groups to give a demonstration. Get groups to sit opposite of each other and practice chanting and doing actions. Go around offering help, if necessary. Call two groups to the front of the class to chant and do actions. The rest of the class claps along to the rhythm. -Learn by heart the chant, review all the contents of Unit 18.. Individuals. Whole class Individuals Pairs Groups. Whole class. *Comments:……………………………………………………………....................... ......................................................................................................................................... Pr.date: September 6th 2016 T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B Week 32:.

(262) Period 123:. UNIT 18: WHAT'S YOUR PHONE NUMBER? Lesson 3: (4,5,6) I. Objectives: By the end of the lesson, pupils will be able to pronounce two-syllable words with the stress on the second syllable: re’peat, en’joy, in’viteand com’plete. II. Language Focus: Spoken interaction, phonics. + re'peat Can you re'peat that? + en'joy She en'joys the party.sers. + in'vite They in'vite me to go for a picnic. + com'plete We have to com'plete the sentences. III. Resources: Ss’ book, CD, computer, stereo, (projector), poster, word cards (with word stress) ... IV. Procedure:. Steps 1. Warm-up.. Learning activities - Spend a few minutes revising the previous lesson. Have pupils play the game Say the phone numbers again.. Language Focus Spoken Interaction. Game. Modes Whole class. 2. Read and tick.. - Tell pupils that they are going to read the text about Tom’s picnic with his family, decide whether the five statements are true or false and tick the correct answers. - You may get pupils to read the sentences under the text and guess which sentence is true and which one is false. - Give them time to do the task independently. Go around offering help, if necessary. Get pupils to swap their answers before checking as a class. If time allows, ask them more questions about the text. Reading activities. Whole class. 3. write.. Let’s Tell pupils that they are going to complete a short paragraph about themselves. Have them work in pairs or groups to discuss what they are. Individuals. (e.g. Where does Tom have picnics with his family? What does Tom like doing?) Key: 1 False 2 True 3 False 4 True 5 True. - Read group. in. Answers. Supportive activities Whole class to reinforce learning Writing Activities ( + Drawing).

(263) 4. Project.. 5. Home-link.. going to write in the gaps of the sentences. Focus them on where they usually go on Sundays and what they want to do there. Give pupils time to do the task independently. Go around offering help, if necessary. Get them to swap their answers before checking as a class. - Tell pupils that they are going to ask four classmates for their phone numbers, and then report the results to the class. - Give each pupila card and ask them to copy the table from the Pupil’s Book on their cards. - Give pupils time to do ask their classmates for their phone numbers and write them down. - Have pupils look at the table and tell the class their classmates’ phone numbers. You may ask them to assume that they are reading from a phone book. Example: - Learn by heart the chant, review all the contents of Unit 18.. Individuals Key: Pupils’ own answers. Supportive activities Whole class to reinforce learning Individual. Pairs. Nam Mai. 012... 098.... Individual. Whole class. *Comments:……………………………………………………………....................... .......................................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 32: Period 124:. UNIT 19: WHAT ANIMAL DO YOU WANT TO SEE?.

(264) Lesson 1: (1,2) I. Objectives: By the end of this unit, pupils can use the words and phrases related to the topic Zoo animals. - ask and answer questions about someone’s desire,using What animal do you want to see? I want to see… II. Language Focus: + Vocabulary: kangazoos, crocodiles, tigers, elephants, monkeys, bears, zebras... + Sentence pattern: What animal do you want to see? I want to see monkeys III. Resources: Ss’ book, CD, computer, stereo, (projector), pictures of zoo animals... IV. Procedure:. Steps 1. Warm-up.. Learning activities Prepare pupils for this unit by asking them to say the names of five animals they know in English. Then ask them if those animals can be found at the zoo. - Tell the class that they are 2. Look, listen going to read a story in which and repeat. Mai and Nam visit the zoo. - Ask pupils to look at the four pictures to identify the characters and the context in which the language is used. - Ask them questions such as (In Picture a, Mai and Nam are standing in the street and they want to go to the zoo. - Play the CD more than once, if necessary, for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. - Play the CD again for pupils to listen and repeat. If time allows, ask pupils to role-play the story in pairs. 3. Point and - Tell pupils that they are say. going to practice asking and answering questions about what animal someone wants to see, using Have them look at the bubbles to understand how to. Language Focus Modes Spoken Interaction Whole class. Spoken Interaction Whole class Individuals Where are they? What are they doing?. Whole class. New words and Individuals structures/ function What animal do you want to see? I want to see ….

(265) 5. Home-link.. use the language. Ask them to look at the four pictures to identify the zoo animals. Teach the names. Point to the first picture and model the task with one pupil, using the expressions in the bubbles and the word under each picture. (Teacher: What animal do you want to see? Pupil: I want to see kangaroos.) Ask pupils to say the sentences chorally and individually. Repeat the same procedure with the rest of the pictures. Ask them to practuse in pairs, using the prompts in the bubbles and the words under the pictures. Select some pairs to role-play the dialogue in front of the class. - Learnt by heart words on zoo animals. - Practice asking and answering about zoo animals.. Pairs kangaroo(s), crocodile(s), tiger(s) elephant(s). Groups P1.... P2....... - Work in pair. Individuals. *Comments:……………………………………………………………....................... .......................................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 32: Period 125:. UNIT 19: WHAT ANIMAL DO YOU WANT TO SEE? Lesson 1: (3,4,5).

(266) I. Objectives: By the end of this unit, pupils can use the words and phrases related to the topic Zoo animals. - ask and answer questions about someone’s desire,using What animal do you want to see? I want to see… II. Language Focus: + Vocabulary: kangazoos, crocodiles, tigers, elephants, monkeys, bears, zebras... + Sentence pattern: What animal do you want to see? I want to see monkeys III. Resources: Ss’ book, CD, computer, stereo, (projector), pictures of zoo animals... IV. Procedure: Language Time Learning activities Modes Focus 1. Warm-up. Prepare pupils for this unit by Spoken Whole class asking them to say the names of Interaction five animals they know in English. Then ask them if those animals can be found at the zoo. 2. Listen and - Tell the class that they are going Listening Individuals match. to listen to three dialogues about Activities what animals Tony, Tom and Linda want to see and match each character to the correct picture. - Ask pupils to look at the pictures to identify the characters (1. Tony. 2. Tom. 3. Linda) and the zoo animals (a. Crocodiles. B. Tigers. C. Monkeys.) Check understanding. - Play the CD more than once, if necessary, for pupils to listen and match the pictures. Get pupils to swap their answers before you check as a class. Individuals Monitor the activity and offer Key: help, if necessary. 1c 2a 3b 3. Look and Tell pupils that they are going to Writing write. write what the children want to activities see, using the picture cues. Words and Ask them to look at the four structures pictures to identify what animal the children want to see in each picture. (1. Crocodiles. 2. Monkeys. 3. Kangaroos. 4. Tigers.) Then ask them to read the.

(267) questions. Draw their attention to the different pronouns he, she and theyin the questions. After that, have them write the answers in complete sentences. Get pupils to work in pairs, if necessary. Give pupils time to do the task independently. Go around offering help, if necessary. Get them to swap their answers before checking as a class. If there is enough time, invite some of them to read the answers aloud.. 4. Let’s play.. 5. Home-link.. Key: 1He wants to see crocodiles 2 She wants to see monkeys. They want to see kangaroos. 4 They want to see tigers.. Tell pupils that they are going to play the game Charades. Follow the procedure in Games in Introduction. Show a pupil the name of a zoo animal. That pupil must act out the animal for the rest of the class Game to guess. The quickest pupil to say the name of the animal gets a point. Then select another pupil to mime another pupil to mime another animal. The pupil who gets the most points at the end of the game is the winner. - learnt by heart words on zoo animals. - practice asking and answering about zoo animals.. Whole class. *Comments:……………………………………………………………....................... ....................................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 32: Period 126:. UNIT 19: WHAT ANIMAL DO YOU WANT TO SEE? Lesson 2: (1,2,3).

(268) I. Objectives: By the end of this unit, pupils will be able to express reasons, using I like… because …/I don’t like … because … II. Language Focus: Spoken interaction, words and structures/ function. * Sentence Patterns: I like monkeys because they're funny. I don't like tigers because they're scary. * Vocabulary: funny, scary, beautiful, fast, big, smart, ... III. Resources: Ss’ book, CD, computer, stereo, (projector), poster, picture cards ... IV. Procedure: Steps Learning activities Language Focus Modes 1. Warm-up. Spend a few minutes revising the Spoken Whole class previous lesson by playing Interaction. Charades with the words for zoo animals. 2. Look, listen - Tell the class that they are going to read a conversation in which and repeat. Linda and Nam ask and answer questions about zoo animals. - Ask pupils to look at the pictures to identify thecontext in which the language is used. Ask them questions such as They are looking at different animals. - Play the CD more than once, if necessary, for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. Play the CD again for pupils to listen and repeat. 3. Point and - Tell pupils that they are going to practice expressing reasons why say. they like/do not like some animals, using I like/don’t like … because …. - Have them look at the bubbles to identify the language used to express reasons. Teach the adjectives under the pictures: scary, big, beautiful and fast. - Ask themto practise in pairs to express reasons why they like or do not like the animals, using the prompts in the bubbles and the words under the pictures - Select some pairs to role-play. Spoken interaction Whole class. Individuals who are they? Where are they? What are they doing? (Linda and Nam are at the zoo.. New words and structures Say and Respond. Individuals Whole class - Listen and repeat Individuals. Pairs. Groups.

(269) the dialogue in front of the class.Monitor the activity and offer help, if necessary. 4. Let’s talk. - Tell pupils that they are going to revise what they have learnt in Lessons 1 and 2, using facts about themselves. - Model the task with one pupil. Put the sentences on the board and do choral and individual repetition. - Ask themto work in pairs, one pupil asking the question and the other giving. Monitor the activity and offer help, if necessary. - Select some pairs to role-play the dialogue in front of the class. 5. Home-link.. - Practice the sentence pattern and word phrases about animal preference.. Spoken interaction e.g. What animal do you want to see? I want to see zebras. I like zebras because they’re beautiful.I don’t like crocodiles because they’re scary.). Whole class Individuals Pairs Groups P1..... P2.... Individuals. *Comments:……………………………………………………………....................... .......................................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 33: Period 127:. UNIT 19: WHAT ANIMAL DO YOU WANT TO SEE? Lesson 2: (4,5,6) I. Objectives: By the end of this unit, pupils will be able to express reasons, using I like… because …/I don’t like … because … II. Language Focus: Spoken interaction, words and structures/ function. * Sentence Patterns: I like monkeys because they're funny..

(270) I don't like tigers because they're scary. * Vocabulary: funny, scary, beautiful, fast, big, smart, ... III. Resources: Ss’ book, CD, computer, stereo, (projector), poster, picture cards ... IV. Procedure: Steps Learning activities Language Focus Modes 1. Warm-up. Spend a few minutes revising Spoken Interaction. Whole class the previous lesson by playing Charades with the words for zoo animals. 2. Listen and write.. 3. Look and write.. - Tell the class that they are going to listen to four dialogues and complete the sentences about Linda, Peter, Mai and Nam. - Askpupils to look at the four - incomplete sentences and guess the possible reasons. - Play the CD three times for pupils to listen, complete the sentences and check their answers. - Get pupils to swap their answers before you check as a class.. Listening Activities. Individuals. Key: 1 big 2 fast 3 funny 4 scary. Answers. - Tell pupils that they are going to complete the sentences about animals, using the picture cues. - Ask them to look at the four pi ctures to identify the zoo animals and the possible adjectives to express the reasons. (1. Then ask them to read the sentences and complete them. If necessary, get pupils to work in pairs. - Give pupils time limit for pupils to do the task independently. Go around offering help, if necessary. - Get them to swap their answers before checking as a class. If there is enough time, invite some of them to read. Writing activities Whole class Words and structures. 1. Zebras/beautiful. 2. Crocodiles/scary. 3. Bears/big. 4. Kangaroos/fast.). Individuals. Key: Individuals 1. zebras, they are beautiful 2. crocodiles, they are scary 3. bears, they are big 4. kangaroos, they are fast.

(271) the sentences aloud. 4. Let's sing. - Tell pupils that they are going to sing the song Why or why not? T each the song, following the procedure in Teaching the unit components in Introduction. - Have them read each line of the lyrics aloud. Check comprehension. - Play the CD all the way through. Ask pupils to do choral and individual repetition of the song line by line. - Play the CD again and get pupils to sing along. - Divide the class into two groups: one sings the questions and the other sings the answers. - Practice the sentence pattern 5. Home-link. and word phrases about animal preference.. Supportive activities Individuals to reinforce learning Sing or song Why or why not?. Individuals. - Sing in group. *Comments:……………………………………………………………....................... ......................................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 33: Period 128:. UNIT 19: WHAT ANIMAL DO YOU WANT TO SEE? Lesson 3: (1,2,3) I. Objectives: By the end of the lesson, pupils will be able to pronounce threesyllable words with the stress on the second syllable: ‘crocodile, ‘elephant, ‘beautiful, ‘wonderful. II. Language Focus: Spoken interaction, phonics. + 'crocodile I want to see 'crocodile. + 'elephant 'Elephants are enormous. + 'wonderful The weather's 'wonderful. + 'beautiful Some zoo animals are 'beautiful..

(272) III. Resources: Ss’ book, CD, computer, stereo, (projector), poster, word cards (with word stress) ... IV. Procedure:. Steps 1. Warm-up.. 2. Listen and repeat.. 3. Listen and circle. Then say the sentences aloud.. Learning activities - Spend a few minutes revising the previous lesson by calling some pupils to the front of the class to sing the song Why or why not? Have the class listen and clap their hands. - Tell the class that they are going to practice saying these words:‘crocodile, ‘elephant, ‘wonderful and ‘beautiful. - First, put the words on the board. Play the CD and ask pupils to repeat a few times. Then write the four sentences on the board. Play the CD a few times and let pupils say the sentences, playing attention to the stress of the words. If time allows, ask them to make sentences with the words and say them aloud. - Tell pupils that they are going to listen to four sentences and circle the correct words. - Ask them to look at the sentences and guess the words to fill the gaps. - Play the CD for pupils to listen and circle the answers. - Play the CD again so they can check their answers. - Ask pupils to say the sentences aloud.. 4. Let’s chant. - Tell pupils that they are going to say the chant I want to go to the zoo.Follow the procedure in Teaching the unit components in Introduction. - Have pupils read the chant. Language Focus Spoken Interaction. Game. Phonics ‘crocodile, ‘elephant, ‘wonderful and ‘beautiful. Modes Whole class. Whole class Individuals. Whole class - Read aloud. Phonics Word Stress (2 syllabled words). Individuals. Key: 1b 2b 3a 4b. Pairs/ groups. Spoken interaction. Whole class. Individuals.

(273) 5. Home-link.. and check comprehension. - Play the CD more than one, if necessary, for pupils to do choral and individual repetition until they get familiarized with the pronunciation, the stress, the rhythm and the intonation of the chant. Show them how to chant and do actions. Show them how to chant and do actions. Divide the class into three grous, each group singing one verse of the chant. Call three pairs to the front of the class to chant and do actions. The rest of the class claps along to the rhythm. - Learn by heart the chant, review all the contents of Unit 19.. Chant in group Groups. *Comments:……………………………………………………………....................... ......................................................................................................................................... Pr.date: September 6th 2016 T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B Week 33: Period 129:. UNIT 19: WHAT ANIMAL DO YOU WANT TO SEE? Lesson 3: (4,5,6) I. Objectives: By the end of the lesson, pupils will be able to pronounce threesyllable words with the stress on the second syllable: ‘crocodile, ‘elephant, ‘beautiful, ‘wonderful. II. Language Focus: Spoken interaction, phonics. + 'crocodile I want to see 'crocodile. + 'elephant 'Elephants are enormous. + 'wonderful The weather's 'wonderful. + 'beautiful Some zoo animals are 'beautiful. III. Resources: Ss’ book, CD, computer, stereo, (projector), poster, word cards (with word stress) ... IV. Procedure:. Steps. Learning activities. Language Focus. Modes.

(274) - Spend a few minutes revising the previous lesson by calling some pupils to the front of the class to sing the song Why or why not? Have the class listen and clap their hands. - Tell the class that they are 2. Read and going to read the email about complete. Mai and Nam’s visit to the zoo and complete the paragraph. Explain the meaning of the new words perhaps and dangerous. Tell pupils to read the incomplete paragraph first. Then let them read the email and focus on the information needed to fill the gaps (what can be found at the zoo, description of the animals, and the reason for liking and disliking the animals). If necessary, get pupils to work in pairs or groups. Give them time to do the task independently. Go around offering help, if necessary. Get pupils to swap their answers before checking as a class. 3. Let’s write. Tell pupils that they are going to write a short paragraph about why they want to go to the zoo, what animal(s) they like and do not like, and the reasons. Remind them to use the guided questions and the words in the box. Have them work in pairs or groups to discuss what they are going to write. Then give them enough time to do the task independently. Get pupils to swap their answers. If three is time, ask one pupil to write the answer 1. Warm-up.. Spoken Interaction. Game. Whole class. Reading activities Whole class Individuals. Pairs. Groups Key: animals 2beautiful/friendly/ scary 3 big/dangerous 4 monkeys 5 funny Supportive activities to reinforce learning Writing Activities ( + Drawing). Whole class. Individuals. Key: Pupils’ own.

(275) on the board. 4. Project.. 5. Home-link.. answers. - Tell pupils that they are going to draw and colour their favourite animal(s), and tell the class why they like Supportive it/them. activities to - Give them enough time to reinforce learning do the drawing. Go around offering help, if necessary. If there is not enough time, you Key: Pupils’ own may ask pupils to do the task answers as homework. - Ask pupils to work in pairs or groups to brainstorm possible sentences to describe their favourite animal(s). - Learn by heart the chant, review all the contents of Unit 19.. Whole class Individual. Pairs Individual - Work in pair Whole class. *Comments:……………………………………………………………....................... .......................................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 33: Period 130:. UNIT 20. WHAT ARE YOU GOING TO DO THIS SUMMER? Lesson 1: (1,2) I. Objectives: By the end of the lesson, students will be able to: + Use the words and phrases related to the topic Places of Interest. + Ask and answer questions about locations of places, using Where’s + (place)? – It’s in + (location) II. Language focus: - Vocabulary: north, central, south - Sentence pattern: using Where’s…? – It’s in north Viet Nam. III. Resources: Student book, pictures, speakers, sticky balls, etc. - Ss may not pronounce the ending sounds correctly: It’s, Where’s, North, south -> Solutions: T may explain and let Ss practice more. IV. Procedure: Steps Teacher’s activities Language focus Modes 1. Warm-up. - Let Ss play a game to revive - Enjoy the the vocabulary and the game..

(276) sentence patterns they’ve learnt in the last lesson. 2. Look, listen - Tell the Ss that they are and repeat. going to practise asking and answering questions about one’s action in progress. - Show the pictures and have Ss identify the characters and discuss the situation. - Explain the situation again. - Play the tape for Ss listen and repeat several times - Let Ss practice in chorus, in group and in pair. - Call on some pairs to read aloud the speech bubbles. - Give extra comments and correct the pronunciation if necessary. - Elicit the model sentences from Ss. - Show the model sentences on the screen - Check Ss’ understanding of the meaning of the sentence pattern. - Let Ss read aloud the model sentence to reinforce their pronunciation in chorus, in group, in pair and individually. - Lead in the next part and write the title on the board 3. Point and - Teach new vocabulary by say. many techniques: - Have Ss practice the new words in chorus, in group and individually - Use “Shoot the goal” to check the vocabulary. - Tell Ss that they are going to practice saying - Make a model for Ss first and elicit the word to fill the gap. - Have Ss practice in pair, in group and individually. Go around and offer help if necessary.. Structures: Where’s…? – It’s in north Viet. - Listen - Listen. - Listen to the tape and repeat - Practice work in pair Where’s…? – It’s in north Viet - Listen and do as required. - Read aloud the model sentence - Listen and write down. * Vocabulary: North, south, central,. * Point and say: Where’s…? – It’s in north Viet Nam.. - Listen. - Practice the new words. - Play the game to consolidate the vocabulary. - Practice in pair.

(277) 5. Home-link.. - Call on some pairs to perform at the front of the class. - Give extra comments and correct the pronunciation if necessary. - Consolidate the model sentence and lead in the next part - Consolidate the meaning, use and pronunciation of the model sentence. - Give Ss some homework. - Listen and practice. *Comments:……………………………………………………………....................... .......................................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 34: Period 131:. UNIT 20. WHAT ARE YOU GOING TO DO THIS SUMMER? Lesson 1: (3,4,5) I. Objectives: By the end of the lesson, students will be able to: + Use the words and phrases related to the topic Places of Interest. + Ask and answer questions about locations of places, using Where’s + (place)? – It’s in + (location) II. Language focus: - Vocabulary: north, central, south - Sentence pattern: using Where’s…? – It’s in north Viet Nam. III. Resources: Student book, pictures, speakers, sticky balls, etc. - Ss may not pronounce the ending sounds correctly: It’s, Where’s, North, south -> Solutions: T may explain and let Ss practice more. IV. Procedure: Steps Teacher’s activities Language focus Modes 1. Warm-up. - Let Ss play a game to - Enjoy the revive the vocabulary and game. the sentence patterns they’ve learnt in the last lesson. 2. Listen and - Tell the class they are What is in the - Look at the.

(278) tick.. 3. Look and write.. 4. Let’s sing.. 5. Home-link.. going to listen to these pictures? conversation about the places characters are going and stick on the correct picture - Play the CD three times - Tell them that they should focus on place the charaters are going to - Give them to swap their answers before you check as a class Key: Key: 1c 2a 3b - Tell Ps that they are going to write the answers to the qs about where they are going, using the picture cues - Give them afew second to look at the qs and answers And then focus their attention on the pictures to indentify the places. - Give the answers and then call some Ps work in pair Key: Key: 1. I’m going to Da Nang 2. He’s going to Hoi An 3. They are going to Hue - Tell Ss they are going to You are happy in sing a song : you are happy summer holiday! in summer holiday! - Teach the song - Have them read each line of the lyrics aloud then play the CD all the way though - Sing and do the action - Whole class sing again ang clap their hands and do action of reinforce learning - Consolidate the meaning, use and pronunciation of the model sentence. - Give Ss some homework. picture and say aloud. - Listen and stick the correct picture. - Answers Individual. Individual. - Answers Work in pair. - Listen. Read each line - Sing and do the action Individual.

(279) *Comments:……………………………………………………………....................... .......................................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 34: Period 132: UNIT 20. WHAT ARE YOU GOING TO DO THIS SUMMER? Lesson 2: (1,2,3) I. Objectives: By the end of the lesson, students will be able to: + Use the words and phrases related to the topic Places of interest. + Ask and answer questions about distance, using where are you going? I’m going.. II. Language focus: - Vocabulary: - Sentence pattern: where are you going? I’m going.. III. Resources: Student book, pictures, speakers, laptop, presenter, etc. V. Procedure:. Steps 1. Warm-up.. 2. Look, listen and repeat.. Teacher’s activities - Let Ss play a game to revive the vocabulary and the sentence patterns they’ve learnt in the previous lesson. - Tell the Ss that they are going to practise asking and answering questions about distance. - Show the pictures and have Ss identify the. Language focus. Repeat structure What are you going.....? I’m going..... Modes - Enjoy the game.. - Listen to the teacher.. - Listen.

(280) 3. Point and say.. 4. Let’s talk.. characters and discuss the situation. - Explain the situation again. - Play the tape for Ss listen and repeat several times - Let Ss practice in chorus, in group and in pair. - Call on some pairs to read aloud the speech bubbles. - Elicit the model sentences from Ss. - Show the model sentences on the screen - Let Ss read aloud the model sentence to reinforce their pronunciation in chorus, in group, in pair and individually. - Review vocabulary by many techniques: near, far - Have Ss practice the new words in chorus, in group and individually - Use “slap the board” to check the vocabulary. - Tell Ss that they are going to practice saying - Have Ss practice in pair, in group and individually. Go around and offer help if necessary. - Call on some pairs to perform at the front of the class. - Tell Ss that they will practice more with their friends.. - Listen - Listen to the tape and repeat - Work in pair - Comment on their friends’ performances. What are you going.....? I’m going..... - Correct the pronunciation if any. - Give the model sentences - Look at the screen - Listen and repeat again. * Vocabulary: Stay ien a hotel - Listen to the Eat seafool teacher and Build sandcastles write down Go on a boat cruis - Practice the new words. * Point and say: - Play the game What are you to consolidate going.....? the vocabulary. I’m going.... - Listen to the teacher and work in pair. - Listen to the teacher..

(281) 5. Home-link.. - Get Ss to practice in group of - Call on some pairs to perform at the front of the class with a game. - Give extra comments and correct the pronunciation if necessary. - Give Ss some homework. - work in group - work in pair P1:....... P2:.......... Individual. *Comments:……………………………………………………………....................... .......................................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 34: Period 133: UNIT 20. WHAT ARE YOU GOING TO DO THIS SUMMER? Lesson 2: (4,5,6) I. Objectives: By the end of the lesson, students will be able to: + Use the words and phrases related to the topic Places of interest. + Ask and answer questions about distance, using where are you going? I’m going.. II. Language focus: - Vocabulary: - Sentence pattern: where are you going? I’m going.. III. Resources: Student book, pictures, speakers, laptop, presenter, etc. V. Procedure: Steps Teacher’s activities Language focus Modes 1. Warm-up. - Let Ss play a game to - Enjoy the revive the vocabulary and game. the sentence patterns they’ve learnt in the previous lesson. 2. Listen, tick - Tell the class that they Structure - Listen and write. are going to four What are you conversations about Phong /they going.....? and circle the correct I’m/they are picture going.... - Ss read all sentences then - Listen and do have they look the picture and guess what Phong is.

(282) going to do in summer check understanding - Play the CD three times for Ss listen and circle the picture. - Get them to swap their answers you check as a class.. 3. Look and write.. 4. Let’s play.. Key: 1a 2b 3a 4a. - Listen and give the answers. - Tell Ps that they are going to write the answers To the qs what are you going to...? using the picture cues - Ss to look at the in complete sentences And identify the missing information they need in fill in - Have them find appropriate phrases to complete the sentences - Give the answers.. Structure What are you /they going.....? I’m/they are going..... Individual. - Divide the class in to three group and stick the map on the board G1 ask where are going this summer holiday? G2 answers name of a place the G withe the most. What are you /they going.....? I’m/they are going..... - Listen. Individual - Listen and do Key: 1. is going to Phu Quoc 2. is going to swim in the sea 3. is going in Sa Pa 4. are going to play football. - Answers. - Work in group. - Work in group.

(283) 5. Home-link.. points is the winner - Give Ss some homework. Individual. *Comments:……………………………………………………………....................... .......................................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 34: Period 134: UNIT 20. WHAT ARE YOU GOING TO DO THIS SUMMER? Lesson 3: (1,2,3) I. Objectives: By the end of this lesson, Ss will be able to pronounce the sounds of the de’licious. e’normous. No’vember. De’cember + listen, understand and write to complete the sentences. + read a chant “Where are you going?”. II. Language focus: - Phonics: de’licious. e’normous. No’vember. De’cember III. Resources: Textbook, blackboard, audio devices, sticky balls, etc. IV. Procedure: Steps Teacher’s Activities Language Modes focus 1. Warm-up - Get Ss to play a game to revise - Listen and do the old lesson and lead in the new as required lesson. 2. Listen and - Tell Ss that they are going to phonics - Listen to the repeat. practice saying the letters, words de’licious. teacher. and sentences in the book. e’normous. - Put the phonics de’licious. No’vember. e’normous. No’vember. De’cember - Look at the De’cember on the board. board. - Ask Ss to repeat several times after the tape. - Repeat the - Prompt Ss to say the words and sounds sentences, paying attention to the target phonics letters. - Do choral repetition of the - Repeat the words and sentences until Ss feel phonics if.

(284) 3. Listen circle and write.. 4. Let’chant.. 5. Hom-link.. confident. - Call on some Ss to read aloud - Give extra comments if necessary. -Tell Ss that they are going to do a dictation. - Let Ss read the text in silence first. - Play the tape for Ss to do the dictation. - Have pupils swap and check the answers. - Collect some writings to check as a class. - Write the correct answers on the board for pupils to copy down into their notebooks. - Get pupils to work in pairs and practice saying the sentences to reinforce their pronunciation Key: - Tell Ss that they are going to say the chant. - Read the chant and check comprehension. - Play the CD a few times for Ss to do choral and individual repetition. - Show Ss how to chant and do the actions. - Call some groups of four to give a demonstration. - Get Groups of pupils to sit face to face and practise chanting and doing the actions. - Go around to offer help, if ncessary. - Call 2 groups to the front of the class to chant and do the actions. The rest of the class claps along to the rhythm of the chant. - Consolidate the lesson.. necessary. - Listen to the teacher - Read the text in silence - Check the answers for each other.. Key: 1 b 2b 3a 4a Chant. Where are you going?. - Practice the sentences to reinforce their pronunciation. - Listen to the teacher. - Read the chant and do as required. - Repeat the chant. - Do the actions as chanting - Comment on their friends’ performances. - Practice chanting and doing the actions. - Listen to the teacher.. *Comments:……………………………………………………………....................... ..........................................................................................................................................

(285) Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 34: Period 135: UNIT 20. WHAT ARE YOU GOING TO DO THIS SUMMER? Lesson 3: (4,5,6) I. Objectives: By the end of this lesson, Ss will be able to pronounce the sounds of the de’licious. e’normous. No’vember. De’cember + listen, understand and write to complete the sentences. + read a chant “Where are you going?”. II. Language focus: - Phonics: de’licious. e’normous. No’vember. De’cember III. Resources: Textbook, blackboard, audio devices, sticky balls, etc. IV. Procedure: Steps Teacher’s Activities Language Modes focus 1. Warm-up - Get Ss to play a game to revise the - Listen and do old lesson and lead in the new as required lesson. 2. Read and - T ell the Ss they are going to read Individual complete. the text about summer holiday and complete the sentences Individual - Have Ss read the incomplete sentences under the text and guess What words they need to fill the gaps. Focus them on the future plans - Ss get to work in pair or in group - Work in pair - Ss give the answers Key: or in group Key: 1. HL Bay 2. a nice hotel 3. swin 4. a boat cruise 5. delicious 3. Write - Tell the Ps that they are going to Individual.

(286) about the plan for your family holiday.. 4. Project.. write a short a paragraph about the plan for their summer holiday - Have them work in pair or in group to dicuss what they are going to write - Get them to swap their answers before checking as a class Key: Ps’s own answers.. - Work in pair or in group. Key: Ps’s own answers.. - Tell the Ps that they are going to Work in pair . Ask your partners about their plans for the summer holidays. Then tell the class about them - Using the qs asking Him/Her and then reporting his/her plans to the class - Eg: Eg: Good marning I’d like to tell you about Mai plans......... 5. Hom-link. - Consolidate the lesson. - Prepare review 4. Whole class - Work in pair. Individual. - Listen to the teacher.. *Comments:……………………………………………………………....................... ..........................................................................................................................................

(287) Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 35: Period 136:. REVIEW 4. I. Objectives - Help students to review all the structure from unit 16 to unit 20. - Review the words, do exercises in the book. Develop: 4 skills. - Ss look after , solve problems and study themselves. - Studious and obedient students and love their friends. II. Language focus: - Vocabulary: unit 16-20 - Sentence patterns: unit 16-20 III. Resources: - Techniques: Ask and answer (say individually);Work in pairs/ groups; Discuss. - CD, tape and pictures, student’s book , Workbook IV. Procedure: Steps Teacher’s activities Language focus Modes 1. Warm-up. Net work game. Zoo Are Clothe - Check some - Work in group animal a s groups. of 5. s - Ss find the words and put in to the right groups. 1. Listen and tick. - Ss look at the - Listen whole pictures in part - Repeat all grammar unit class 1(p70) to identify 16-20 the similarities and differences among them, guess the answer to tick. - Listen and tick - Listen three times and tick the answer that they hear. Then write the words that they heard. Check.

(288) their guess. Compare the answer with the partner - 4 Ss respond the answer. Others give comment. Key: - Listen again and 1b 2a check. Ss retell what 4a 5c they have heard. 2. Read and circle.. - Give the answers. 3c. - Read the text and the sentencesin silence and do the - Repeat all grammar unit task independently. 16-20 - Give them afew - Review all structure second to read the qs - Get them to the swap their answers before checking as a class - Compare the answer with the partner Key:. 5. home-link. - Have ss review the lesson and prepare the test.. Key: 1a 2c. 3a. - Whole class Individual. - Answer. - Compare with your friend. 4c - Do at home.. *Comments:……………………………………………………………....................... ..........................................................................................................................................

(289) Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 35: Period 137:. REVIEW 4. I. Objectives - Help students to review all the structure from unit 16 to unit 20. - Review the words, do exercises in the book. Develop: 4 skills. - Ss look after , solve problems and study themselves. - Studious and obedient students and love their friends. II. Language focus: - Vocabulary: unit 16-20 - Sentence patterns: unit 16-20 III. Resources: - Techniques: Ask and answer (say individually);Work in pairs/ groups; Discuss. - CD, tape and pictures, student’s book , Workbook IV. Procedure:. Steps 1. Warm-up. 2. Read and match.. 3. Write the answers.. Learning activities Slap the board. - Check some groups. - Ss read the questions on the left and pair them with the answers on the right by drawing a line between them independently. - Compare the answer with the partner. - A few pairs act out the dialogues. Others give comment - Check and correct.. Language focus. Review structure. Modes - Work in group. Individuals - Work in pair. Key: 1d 2e 4b 5c. - Answers 3a. - Read the questions, Review structure look at the pictures and write the answers. - Do the task independently.. - Read the dialogue again. Individuals. - Work in pair.

(290) - Compare the answer with the partner. - Some pairs to act out converrsations in front of class. The rest of class give comments. - Select some pairs to act out the conversations in front of the class. Key:. 4. Look and write.. 5. Home.link.. - Work in pair. - Work in pair. Key: 1. It’s fouty_five thousand dong 2. They are ninety-one thousand dong 3. It’s 0912559786 4. They are going to play football. - Read the text and look at the pictures (p71). Then guess possible words or phrases to complete the sentences. - Complete the excercise in individually. - Ss check each other for correction. - 3 Ss write the answers on the board, 6-7 Ss read aloud the sentences they have written.The rest of the class listen & give Key: comments. 1. friends 2. badminton 3. swimming 4. talking 5. lunch. - Answers - Read the dialogue again. - Whole class. Individuals. Individuals. - Do at home..

(291) - Have ss review the lesson and prepare the test. *Comments:……………………………………………………………....................... .......................................................................................................................................... Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 35: Period 138:. SHORT STORY: CAT AND MOUSE 4 I. Objectives: - By the end of this lesson, students will be able to PRACTICE all the knowledge they have learn. Develop speaking, reading and writing skills. - Ss look after , solve problems and study themselves. - Studious and obedient students and love their friends. II. Languages focus:  Vocabulary: about Cat and Mouse III. Resources: - Teacher’s aids: student’s and teacher’s book, word cards, pictures, puppets. - Students’ aids: books, notebooks, workbooks. IV. Procedure: Steps Learning activities Language focus Modes 1. Warm-up. Warm up: Chatting about Chatting about - Respond. what did people do. what did people do. 2. Read and listen to story.. 3. Work in pair.. - Ss look at the picture and read the story in individual. - Read the text and guess the words to replace the red words. - Ss look at the picture carefully & listen to the tape and correct the words. - Read in group ( Ss role play among the class) . Others give comments - Call some Ss read the story again. Individuals. - Tell that they are going to. Individuals. Individuals. - Work in group. - Read the story again.

(292) put the words in the correct order and practice the conversation with a partner - Give them time to do the task. Ask them to write the sentences. - Ask Ss to answers before as a class. - Some pair read again.. 4. Unscramble these words from the story.. - Work in group Key: A: What animal do you want to see B: I want to see tigers A: Why do you want to see them? B: Because they are scary A: They are not scary . They are friendly.. - They are going to put the letters in the correct order to makes words and that they can find the words in the story - Ask a few pair to read aloud the correct words. Key:. - Answers. Individuals. - Work in group Key: 1. friendly 2. elephant 3. animal 4. really 5. goodbye 6. lions. 5. Home-link. - Prepare do a test. - Listen. *Comments:……………………………………………………………....................... ..........................................................................................................................................

(293) Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 36: Period 139:. TEST.

(294) Pr.date: September 6th 2016. T.date: September 8th 2016. Class.4A T.date: September 10th 2016. Class.4B. Week 36: Period 140:. CORRECT THE TEST..

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