Week 20
Date of preparing: 06/01/2016
Date of teaching: 10/01/2016 (4A, 4B); 11/01/2016 (4C)
Period 75: Unit 11: WHAT TIME IS IT?
Lesson 3 (1, 2, 3) I. Objectives:
1. Knowledge:
- By the end of this unit, Ps can:
* Pronounce the sounds of the letters oo in the words cook, book, noon and school respectively.
2. Skills:
- Develop Ss listening, reading and writing skills.
3. Language focus:
- Sentence Partners: Review - Vocabulary: Review
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
1. Class organization:
- Greeting
- Checking for the students' attendance.
2. Oral test:
- Have pupils greet.
3. New lesson:
Teacher’s actions Students’ actions
Warm up: (5’)
*Spend a few minutes revising the previous lesson by geting some pupils to play the game Pass the secret! You may also ask them to do a dictation, using some sentences learnt in the previous lessons (e.g. Mai gets up at six o’clock.
She has breakfast at 6.15. She goes to school at 6.30. In the evening, She watches TV at eight and goes to bed at 9.45.)
1. Listen and repeat: (8’)
*We are going to learn to practise saying the sounds of the letters oo in the words cook, book, noon and school respectively.
* Put the sounds oo on the board. Play the recording and ask pupils to repeat the sounds a few times. Then put the words cook, book, noon and school and the four sentences on the board.
Play the recording more than once, and ask pupils to say the words and the sentences , paying
Slap the board game using some sentences learnt in the previous lessons (e.g. Mai gets up at six o’clock. She has breakfast at 6.15. She goes to school at 6.30.
In the evening, She watches TV at eight and goes to bed at 9.45.)
Listen.
Look at the board, listen and repeat letters oo in the words cook, book, noon and school a few times. Say the words a few more times. Say the words and the sentences, paying attention
attention to the target sounds.
*Ask some pupils to do choral and individual repetition of the sounds, words and sentences.
* Ask some pupils to say the words and sentences in front of the class.
2. Listen and tick. Then write and say aloud:
(15’)
*We are going to listen to the recording and write the words in the blanks of the sentences.
*Ask pupils to read the sentences and guess the words to fill the blanks.
*Play the recording and ask pupils to listen and write the appropriate words in the blanks.
*Play the recording again and ask pupils to check their answers.
*Ask pupils to swap their answers.
*Ask pupils to read the sentences aloud.
Key:1 – book; 2 – school; 3 – cook; 4 – noon;
Audio script:
1. Look! The book is red.
2. They usually read books at school.
3. My big brother can cook.
4. The children usually play football at noon.
3. Let’s chant: (9’)
*We are going to say the chant. What time do you go to school?
*Ask pupils to read the chant and check comprehension.
*Play the recording and ask pupils to listen and do choral and individual repetition. Show pupils how to chant and do actions.
*Put the class into two groups to practise chanting and do actions. Each of the groups should sing one verse of the chant.
*Call two pairs to the front of the class to chant and do actions. The rest of the class claps along to the rhythm.
4. Consolidation: (2’)
*Asking Pupils to focus on the structure once again.
*Retell the content of the lesson.
5. Homework: (1’)
to the target sounds.
Do choral and individual repetition of the sounds, words and sentences.
Some pupils to say the words and sentences in front of the class.
Listen to the recording and write the words in the blanks of the sentences.
Read the sentences and guess the words to fill the blanks.
Listen and write the appropriate words in the blanks.
Listen again and check.
Swap their answers.
Read the sentences aloud.
Listen.
Read the chant and check comprehension.
Listen and do choral and individual repetition.
Two groups to practise chanting and do actions. Each of the groups should sing one verse of the chant.
Two pairs to the front of the class to chant and do actions.
The rest of the class claps along to the rhythm.
Do exercises in the workbook. Learn by heart the new words and structures.
Do exercises in the workbook.
Learn by heart the new words and structures.
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Week 20
Date of preparing: 06/01/2016
Date of teaching: 10/01/2016 (4A, 4B); 11/01/2016 (4C)
Period 76: Unit 11: WHAT TIME IS IT?
Lesson 3 (4, 5, 6) I. Objectives:
1. Knowledge:
- By the end of this unit, Ps can:
* Pronounce the sounds of the letters oo in the words cook, book, noon and school respectively.
2. Skills:
- Develop Ss listening, reading and writing skills.
3. Language focus:
- Sentence Partners: Review - Vocabulary: Review
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
1. Class organization:
- Greeting
- Checking for the students' attendance.
2. Oral test:
- Have pupils greet.
3. New lesson:
Teacher’s actions Students’ actions
Warm up: (5’)
*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?
4. Read and complete: (10’)
*We are going to read the text about Phong’s daily routine and complete the sentences.
*Ask pupils to read the sentences, read the text and find the appropriate times/words to fill the gaps.
*Ask pupils to do the task independently.
Two pairs of pupils to go to the front of the class to say the chant What time do you go to school?
Listen.
Read the sentences, read the text and find the appropriate
times/words to fill the gaps.
Do the task independently.
* Ask pupils to swap their answers.
Key:
1. 7 a.m./seven 2. 5/five (o’clock) 3. has dinner 4. goes to bed
Language note: Draw pupils’attention to the third person singular forms of the verbs (e.g.
go → goes; watch → watches; have → has;
do → does)
5. Write about the pictures: (12’)
*We are going to write a short paragraph about Linda’s daily routine, using the picture cues.
*Ask pupils to work in pairs or groups to discuss what they are going to write and do the task independently.
*Ask pupils to swap their answers.
*If there is time ask one pupil to write the paragraph on the board.
Key: She has breakfast at six forty-five. She goes to school at seven. She watches TV at eight thirty. And she goes to bed at nine thirteen.
6. project: (10’)
*We are going to do a project about their daily routine.
*Give each pupil a card. Ask pupils copy the table from the book onto their cards.
*Ask pupils to write the information about themselves.
*Ask pupils to swap their cards in pairs.
*Call some pupils to the front of the class to tell the class about their partners.
4. Consolidation: (2’)
*Asking Pupils to focus on the structure once again.
*Retell the content of the lesson.
5. Homework: (1’)
Do exercises in the workbook. Learn by heart the new words and structures.
Swap their answers.
Listen
Listen.
Work in pairs or groups to disscuss what they are going to write and do the task
independently.
Swap their answers.
Listen and check.
Listen
Copy the table from the book onto their cards.
Write the information about themselves.
Swap their cards in pairs.
Some pupils to the front of the class to tell the class about their partners.
Do exercises in the workbook.
Learn by heart the new words and structures.
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Week 20
Date of preparing: 09/01/2016
Date of teaching: 12/01/2016 (4C); 13/01/2016 (4A); 14/01/2016 (4B) Period 77: Unit 12: WHAT DOES YOUR FATHER DO?
Lesson 1 (1, 2) I. Objectives:
1. Knowledge:
- By the end of this unit, Ps can:
* Use the words and phrases related to the topic Jobs.
* Ask and answer questions about someone’s job, using What does your ... do? He/
She’s a ...
2. Skills:
- Develop Ss speaking, listening skills.
3. Language focus:
- Sentence Partners: What does your ... do? He/She’s a ...
- Vocabulary: farmer, nurse, driver, factory, factory worker, student.
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
1. Class organization:
- Greeting.
- Checking for the students' attendance.
2. Oral test:
- Check pupils’ books, note books ……
3. New lesson:
Teacher’s actions Students’ actions
Warm up: (5’)
*Introduce the lesson by writing the title of the unit on the board and check
comprehension. Have pupils repeat the title twice. Then write the word Jobs on the board and ask pupils What do I do? What’s my job?
Prompt pupils to say You’re a teacher.
1. Look, listen and repeat: (10’)
*Ask pupils to look at the four pictures and read the story.
*Ask pupils to answer some questions such as Who’s in the picture a? What are they doing?
Do you know the word “interview”? Who’s interviewing whom in the Picture b? What does Mai’s father do? What does her mother do? What does her sister do? (The pupils are having an English class with Miss Hien. Nam and Mai are having an interview about
jobs.Nam is interviewing Mai. Mai’s father is
Listen and repeat.
Look at the four pictures and read the story.
Answer some questions.
a teacher. Her mother is a nurse. And her sister is a student.)
* Play the recording more than once and ask pupils to listen and repeat.
*Ask pupils to do choral and individual repetition, pointing to characters speaking.
*Play the recording again for pupils to listen and repeat.
*Language note:
We use What does he/she do? or What’s his/her job? To ask about jobs or
occupations.
An interview is a meeting in which soneone asks another person questions about themselves.
2. Point and say: (18’)
*We are going to practise ask and answer questions about someone’s job, using What does your ... do? He’s/She’s a + (name of job). Use the pictures to teach the words farmer, nurse, driver and factory worker.
*Ask pupils to work in pairs to practise asking and ansering the question, using the speech bubbles and the words under the pictures.
*Call somes pairs to act out the dialogue.
Work in pairs. Ask your partners about the jobs of their family members.
*Remind pupils to use the questions What does your father/mother/brother/sister do? and What’s his/her job?
*Set a time limit for the activity and ask pupils to write notes for their interviews for a class report later.
*Invite a few pupils to report their interviews.
4.Consolidation: (2’)
*Asking Pupils to focus on the structure once again.
*Retell the content of the lesson.
5. Homework: (1’)
Do exercises in the workbook. Learn by heart the new words and structures.
Listen and repeat.
Do choral and individual repetition, pointong to characters speaking.
Listen and repeat again.
Practise ask and answer questions about someone’s job, using What does your ... do? He’s/She’s a + (name of job). Use the pictures to teach the words farmer, nurse, driver and factory worker.
Practise in pairs, using the prompts in the bubbles and the phrases under the pictures.
Somes pairs to act out the dialogue.
Listen
Write notes for their interviews for a class report later.
Report their interviews.
Do exercises in the workbook.
Week 20
Date of preparing: 09/01/2016
Date of teaching: 12/01/2016 (4C); 13/01/2016 (4A); 14/01/2016 (4B) Period 78: Unit 12: WHAT DOES YOUR FATHER DO?
Lesson 1 (3, 4, 5) I. Objectives:
1. Knowledge:
- By the end of this unit, Ps can:
* Use the words and phrases related to the topic Jobs.
* Ask and answer questions about someone’s job, using What does your ... do? He/
She’s a ...
2. Skills:
- Develop Ss speaking, listening skills.
3. Language focus:
- Sentence Partners: What does your ... do? He/She’s a ...
- Vocabulary: farmer, nurse, driver, factory, factory worker.
II. Teaching aids:
1. Teacher’s: student’s and teacher’s book, pictures, cassette.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
1. Class organization:
- Greeting.
- Checking for the students' attendance.
2. Oral test:
- Check pupils’ books, note books ……
3. New lesson:
Teacher’s actions Students’ actions
Warm up: (5’)
*Spend a few minutes revising the previous lesson by asking What do I do? What’s my job? Then invite a few pairs to act out the roles of Nam and Mai in the story in Activity 1.
3. Listen and tick: (8’)
*Introduce the activity and ask pupils what jobs are shown in the pictures. Poit to each character and ask What does he/she do? (From left to right: a factory worker, a farmer, a techer and a nurse). Tell pupils that they are going to listen to an interview between nam and Quan about Quan’s family and tick the correct boxes.
*Play the recording three times: once for pupils to listen all the way through, then for them to do the task and finally for them to check their answers.
Key:
Father √
asking What do I do? What’s my job? Then invite a few pairs to act out the roles of Nam and Mai in the story in Activity 1.
Listen.
Listen and tick the correct pictures.
Copy
Mother √ Brother
Sister √
Audio script:
Nam: What does your mother do, Quan?
Quan: She’s a teacher.
Nam: How about your father?
What does he do?
Quan: He’s a factory worker.
Nam: Do you have a brother?
Quan: No, I don’t. But I have a sister.
Nam: What does she do?
Quan: She’s a nurse.
Nam: OK. Thanhks for your time, Quan.
Quan: You’re welcome.
4. Look and write: (12’)
*Introduce the activity and ask pupils to identify the jobs shown in the pictures.
*Ask pupils to look at the sentences, identify the missing words and fill the gaps.
*Ask pupils to swap their answers.
*Invite six pupils to read the complete sentences aloud.
5. Let’s sing: (12’)
*We are going to sing the song My family.
*Ask pupils to read each line of the lyrics. Check comprehension.
*Play the recording all the way through. Ask pupils to do choral and individual repetition of the song line by line.
* Ask a group of four to the front of the class. One group sings the questions, and the other sings the answers.
*Ask the class to sing the song again and clap your hands to reinforce the activity.
4. Consolidation: (2’)
*Asking Pupils to focus on the structure once again.
*Retell the content of the lesson.
5. Homework: (1’)
Do exercises in the workbook. Learn by heart the new words and structures.
Look at the pictures and listen.
Look at the sentences, identify the missing words and fill the gaps.
Swap their answers.
Six pupils to read the complete sentences aloud.
Listen.
Read each line of the lyrics.
Do choral and individual repetition of the song line by line.
One group sings the questions, and the other sings the
answers.
The class to sing the song again and clap your hands to reinforce the activity.
Do exercises in the workbook.
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