Bài giảng Lớp 4 - Môn Tiếng Anh - Tuần 1 - Bài 1 - Unit 1: Good morning. How are you

ffer help and correct Ss’mistakes when necessary.
Call on some pairs of Ss to demonstrate the tasks in front of the class.
** Suggested answers: 
1. A: Where is Van Khe Primary School?
 B: It’s in Van Khe Village. 
2. A: What lessons/subjects have you got today?
 B: I’ve got Maths, English, Vietnamese and Science.
3. A: How many desks/benches are there in the classroom?
 B: There are fifteen. 
4. A: What does she/he look like?
 B: She’s/He’s tall.
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Week: 
Period: 
UNIT 11
MY DAILY ACTIVITIES
 Lesson 1
I. Aims: Ss will be able to ask and answer questions about time.
II. Objectives:
By the end of this lesson, students will be able to ask and answer questions about time.
Develop writing, reading skill.
III.Teaching method:
Communicative method.
Techniques:
Ask and answer.
Work in pairs and individually.
Work in groups, discuss.
IV.Teaching aids:
Teacher’s aids: Student Book, pictures, tape.
Students’ aids: book, notebook, workbook.
V. Languages focus:
*Vocabulary: breakfast, lunch, dinner, watch, start, finish, get up, late, in, on, at 
*Sentence patterns: - What time is it? à It’s seven (o’clock).
VI. Procedures:
Time
Steps/Activities
Work
arrangement
1’
 8’
 8’
 8’
 7’
 2’
 1’
I. Warm up: Ss look at the clock and tell about time related to daily activities.
II. New lesson:
 1. Look, listen and repeat.
Ask Ss to open their Student’s Book on Page 6 and look at the picture. Help them to identify that Tom and his father are at home. Tell them that they are going to listen to the recording and repeat the dialogue between Tom and his father. Explain the phrase go for a walk. 
Set the scence “You are going to look at the dialogue in their Student’s Book, listen to the recording and and repeat the dialogue between Nam and Linda”. 
Play the recording through or read the dialogue aloud for Ss to listen as they follow the dialogue.
Play the recording again, pausing after each line for Ss to repeat. 
Divide the class into two groups. Ask one group to repeat Tom’s part and the other his dad’s part. Repeat the step, but this time ask the groups to swap their roles. 
Check to make sure Ss can repeat and understand the dialogue.
2. Look and say 
Have Ss look at the pictures a, b, c, d, e and f on Page 6. Tell them that they are going to practise asking and answering questions about time.
Tell Ss to look at the pictures and say the words seven, seven fifteen, seven twenty-five, seven thirty, seven forty-five and seven fifty.
Use the first picture to do the task as a model, e.g. What time is it? and give the answer It’s ________., using the words under the pictures. Monitor the activity and offer help when necessary.
Select some pairs to demonstrate the task in front of the class.
 3. Talk.
Get Ss to look at the picture a, b, c, d on page 7. Tell them that they are going to practise asking and answering questions about time. Help them to identify the time(e.g. Picture a: six(o’clock); Picture b: six thirty- five; Picture c: seven ten; Picture d: nine forty-five).
Use the first picture to do the task and answer questions about time, using What time is it? It’s _________.and the picture cues.
Ask Ss to work in pairs, one student asks the question and the other gives the answer, using What time is it? It’s ________.and the picture cues.
Ask Ss to role play, asking and answering questions about time, using a paper clock. 
Select some pairs of Ss to role play in front of the class.
 4. Listen and number.
Ask Ss to look at the pictures on Page 7. Tell them that they are going to listen to the recording about different time of the day and number the correct pictures. Help them to identify the time in the pictures.(Picture a: six thirty; Picture b: six forty-five; Picture c: seven fifteen; and Picture d: seven fifty). 
Play the recording through for Ss to listen.
Play the recording again for Ss to do the task.
Play the recording once more for Ss to check their answers. 
Ask Ss to exchange their answers with their partners before reporting them to the class.
Read out the answers to the class. Provide explaination(s) when necessary.
* Transcript: 1. A: What time is it?
 B:It’s seven fifteen.
 2. A:What time is it?.
 B: It’s seven fifty.
 3. A: What time is it? 
 B: It’s six forty-five.
 4. A: What time is it?
 B: It’s six thirty.
* Answer: a. 4; b. 3; c. 1; d. 2
** Follow-up: Ask Ss to work in pairs to ask and answer questions about the real time.
III. Summary: In this lesson, Ss have learnt:
to ask and answer questions about time, using What time is it? and It’s _________; and
to listen for specific information.
IV. Home- link:
Ss draw an alarm clock and write the time.
T-WC
Pair- work
T – whole class
T 
T-WC
Pair- work
T- whole class
T- whole class
T- whole class
Group work
 Individually.
Group work
T- whole class
T- whole class
T- whole class
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Week: 0 
Period: 0 
UNIT 11
MY DAILY ACTIVITIES
Lesson 2
I. Aims: Ss will be able to pronounce correctly the sound of the letters ee and that of the letter y; and to listen and to read for specific information.
II. Objectives: Ss will be able to pronounce correctly the sounds of the letter i and that of the letter a ; and to listen and to read for specific information.
Develop listening and reading the specific information.
III.Teaching methods:
Communicative method.
Techniques: + Work in pairs and individually 
 + Ask and answer.
 + Work in groups, discuss.
IV. Teaching aids:
Teacher’s aids: Student Book, pictures, tape.
Student’s aids: book, notebook, workbook. 
V. Language focus:
- Structures: - What time do you get up?
 à I get up at six fifteen.
Phonics: fifteen fifty 
VI. Procedures:
Time
Steps/Activities
Work
arrangement
1’
 4’
 10’
 7’
 10’
 2’
 1’ 
I. Class organization:
II. New lesson:
*Warm up: Ask Ss to describe their family members’ appearance.
Listen and repeat.
fifteen fifty
It’s nine fifteen
Peter’s thirsty.
It’s nine fifty.
Peter’s hungry.
It’s ten fifteen.
Linda’s thirsty.
It’s ten fifty.
Linda’s happy.
Ask Ss to open their Student’s Book on Page 8. Tell them that they are going to listen to the chant and pronounce correctly the sound of the letters ee as in fifteen and that of the letter y as in fifty.
Stick the large – sized sheet of paper with the chant on the board and tell Ss to look at the chant on it. 
Play the recording and ask Ss to pronounce the focused sounds (first in isolation and then in in the words slim and tall) a few times as a model. Draw Ss’ attention to the different ways of pronouncing the sounds of the letters ee and y in the two words.
Play the recording again for Ss to listen and repeat the chant, pausing after each line for Ss to repeat. Repeat the step when necessary.
2. Listen and tick.
Ask Ss to look at the pictures on Page 8. Tell them that they are going to listen to the different Ss asking and answering questions about different points of time of the day. They have to tick the correct answers. recording and number the correct pictures. Help them to identify the activities and the time in the pictures (e.g. Picture 1:get up; a. sixteen and b. six fifty; Picture 2: go to school; a. seven ten and b. seven twenty; Picture 3: go to bed; a. nine forty and b. nine forty-five)
Play the recording through for Ss to listen.
Play the recording again for Ss to do the task.
Play the recording once more for Ss to check their answers.
Ask Ss to exchange their answers with their partners before reporting them to the class.
Annonce the answers to the class. Provide explanation(s) when necessary.
*Transcript: 1. A: What time do you get up, Nam?
 B: I get up at six fifteen.
 2. A: What time do you go to school?
 B: I go to school at seven twenty.
 3. A: What time do you go to bed?
 B: I go to bed at nine forty-five.
 4. Mary is small and thin.
* Answer: 1. a; 2.b; 3.b
 3. Read and complete.
Get Ss to open their Student Book on Page 9. Tell them that they are going to read the text about Nam’s daily routine and complete the sentences. Ask Ss to pay attention to the time of the daily routines such as gets up at _____, goes to school at ______, has dinner at ________, goes to bed at _______.
Let Ss read the text and do the task individually. 
Ask Ss to exchange their answers with their partners to discuss possible answers.
Ask some pupils to report their answers to the class. Announce the answers to the class and provide explanation(s) when necessary.
 *Answers: 1. 6.30 2. 7.00(o’clock) 3. 7.15 4.9.30
** Follow-up: Ask Ss to say the time of their daily routines, e.g. I get up at 6.00 (o’clock), I go to school at 7.30, etc.
III. Summary
In this lesson, Ss have learnt:
to pronounce correctly the sound of the letters ee as in fifteen and y in fifty; and
to listen and to read for specific information.
IV. Home- link: 
Ss write the time of their daily routines (e.g. I get up at _____, I go to school at ________, I have lunch at ________, I go to bed at ________, etc.) in their notebooks.
T-WC
Whole class, group and individual.
 T-WC
Group work
Pair- work
T – whole class
Individually 
 T – whole class
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Week : 0	 	 
Period : 0 
UNIT 11
MY DAILY ACTIVITIES
Lesson 3
I.Aims: By the end of this lesson, Ss will be able to ask and answer questions about daily activities/routines.
II.Objectives:
By the end of this lesson, Ss will be able to ask and answer questions about daily activities/routines.
Develop speaking and listening skill.
III.Teaching methods:
Communicative method.
Techniques: + Work in pairs 
 + Work in groups, discuss.
 + Ask and answer.
IV.Teaching aids:
Teacher’s aids: Student Book, pictures, tape.
Students’ aids: Book, notebook, workbook.
V.Languages focus: 
- Vocabulary: get up, have breakfast/lunch/dinner,watch TV, go to school, go to bed.
- Structures: What time do you ______? à I ______ at ___.
VI.Procedures:
Time
Steps/Activities
Work
arrangement
1’
 4’
 10’
 10’
 7’
 2’
 1’
I. New lesson.
*Warm up: Ask Ss to tell the time of their daily routines.
 1. Listen and repeat.
Ask Ss to open their Student Book on Page 10. Help them to identify that the Ss (Linda and Peter) are on the way to school. Tell them that they are going to listen to the recording and repeat the dialogue between Linda and Peter. Explain the meaning of the sentence I’m late.
Ask Ss to look at the dialogue. Play the recording through for Ss to listen. 
Play the recording again, pausing after each line for Ss to repeat. 
Divide the class into two groups. Ask one group to repeat Linda’s part and Peter’s part. Repeat the step, but this time ask the groups to swap their roles.
Do further practise like this with smaller groups.
Correct Ss’ pronunciation mistakes when necessary.
 2. Look and say.
Ask Ss to look at the Pictures a, b, c, d,e and f on Page 10. Tell Ss that they are going to practise asking and answering questions about the time of the daily routines.
Ask Ss to identify what the Ss in the pictures does every day and the time he does them( Picture a: get up, 6.15; Picture b: have breakfast, 6.30; Picture c: go to school, 7.00; Picture d: have lunch, 11.30; Picture e: watch TV, 8.10; and Picture f: go to bed, 9.30)
Ask Ss to look at the pictures and say the words several times. Then get Ss to ask and answer the questions about the time of the daily activities, using the first picture as a model, e.g. What time do you get up?- I get up at 6.15.
Get Ss to work in pairs, one asks the question What time do you _____?, and the other gives the answers, using the picture cues. Monitor the activity, make notes of any problems Ss experience and offer help when necessary.
Call on some pairs of Ss to perform the task in front of the class.
 3. Write.
Ask Ss to open their Student’s Book on Page 11. Get Ss that they are going to write about Mary’s daily routine, using the sentence pattern and the picture cues.
Ask Ss to look at Picture a as an example and say the sentence Mary gets up at 6.00 (o’clock).
Tell Ss to work in pairs to discuss how to do the task. Ask them to work out the answers for Pictures b,c and d.
Ask Ss to complete the sentences individually and then exchange their answers with their partners. Monitor the activity when necessary.
Get one or two Ss to write their answers on the board. Correct mistake(s) and provide explanation(s) when necessary.
Answers: 1. has breakfast at 6.40
 2. goes to school at 7.30
 3. goes to bed at 9.45
**Follow-up: Ask Ss to work in pairs/groups to talk about their own daily activities, using get up at, have breakfast at, go to school at, go to bed at,etc.
II. Summary: 
In this lesson, Ss have learnt to ask and answer questions about daily activities/routines; and to write about someone’s daily routine.
III. Home- link:
Ss sing the chant on Page 11 at home.
T – whole class 
T – whole class 
T – whole class
Whole class 
Groups
individually 
 Groupwork
Pairwork
T – whole class
Individually 
 T-W
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Week: 
Period: 
UNIT 12
JOBS
 Lesson 1
I. Aims: Ss will be able to ask and answer questions about someone’s job.
II. Objectives:
By the end of this lesson, students will be able to ask and answer questions about time.
Develop writing, reading skill.
III.Teaching method:
Communicative method.
Techniques:
Ask and answer.
Work in pairs and individually.
Work in groups, discuss.
IV.Teaching aids:
Teacher’s aids: Student Book, pictures, tape.
Students’ aids: book, notebook, workbook.
V. Languages focus:
*Vocabulary: worker, doctor, driver, farmer, businessman, housewife, hospital, factory, field, company
*Sentence patterns: - What’s his/her job? à He’s/ She’s a _______.
VI. Procedures:
Time
Steps/Activities
Work
arrangement
1’
 8’
 8’
 8’
 7’
 2’
 1’
I. Warm up: Teacher conducts the game Slap the Board, using the flash cards of family members: grandfather, grandmother, father, mother, sister, and brother.
 II. New lesson:
 1. Look, listen and repeat.
Ask Ss to open their Student’s Book on Page 12 and look at the picture of Mai and Tony. Help them to identify the characters. Ask Ss to guess what Mai and Tony are talking about (They are talking about the jobs of their fathers). Tell Ss that they are going to listen to the recording and repeat the dialogue.
Play the recording through or read the dialogue aloud for Ss to listen as they follow the dialogue.
Play the recording again, pausing after each line for Ss to repeat. 
Divide the class into two groups. Ask one group to repeat Tony’s part and the other Mai’s. Repeat the step, but this time ask the groups to swap their roles. 
Check to make sure Ss can repeat and understand the dialogue.
2. Look and say. 
Have Ss look at the pictures a, b, c and d on Page 12. Tell them to identify the job of each person in the pictures (Picture a: a doctor; Picture b: a driver; Picture c: a farmer; and Picture d: a businessman). Check Ss’ comprehension of the vocabulary items and ask them to repeat the words under each picture.
Do the task with the class as an example(e.g. Teacher points to Picture a, asking: What’s her job? Class: She’s a doctor.) Continue with Picture b (Teacher: What’s his job? Class: He’s a driver.).
Ask Ss to work in pairs. One student asks the questions and the other gives the answers. Ss swap their roles after the first round. Monitor the activity and offer help when necessary.
Select some pairs to demonstrate the task in front of the class.
 3. Talk.
Ask Ss to look at the picture a, b, c, d and e on Page 13. Help them to identify the jobs of the people in the pictures (e.g. Picture a: a driver; Picture b: a worker; Picture c: a doctor; Picture d: a farmer and Picture e: a teacher). Tell Ss that they are going to practise asking and answering questions about the jobs of these people, using What’s his/her job? – He/She is a _____.
Ask Ss to work in pairs. One student asks the questions and the other gives the responses. Get Ss to swap their roles after the first round. 
Ask Ss to role play, using the facts about their family members.
Select some pairs of Ss to demonstrate the task in front of the class.
4. Listen and number.
Ask Ss to open their Student’s Book on Page 13. Tell them that they are going to listen to the recording and number the correct pictures according to the other of the information they hear. 
Play the recording through for Ss to listen.
Play the recording again for Ss to do the task.
Play the recording once more for Ss to check their answers. 
Ask Ss to exchange their answers with their partners before reporting them to the class.
Read out the answers to the class. Provide explaination(s) when necessary.
* Transcript: 1. A: Who’s that in the picture?
 B:It’s my grandfather.
 A: What’s his job?
 B: He’s a farmer.
 2. A:Who’s that in the picture?
 B: It’s my brother.
 A: What’s his job? 
 B: He’s a driver..
 3. A: Who’s that in the picture?
 B: It’s my mother.
 A: What’s her job?
 B: She’s a teacher.
 4. A: Who’s that in the picture?
 B: It’s my father.
 A: What’s his job?
 B: She’s a doctor.
 * Answer: a. 4; b. 3; c. 1; d. 2
** Follow-up: Get Ss to play a game of charade (to gues the words using gestures) to describe the jobs they have learnt.
III. Summary: In this lesson, Ss have learnt:
to ask and answer questions about someone’s job, using What’s his/her job? and He’s/ She’s a _________; and
to listen for specific information.
IV. Home- link:
Sspractise talking about the jobs of their family members.
T-WC
Pair- work
T – whole class
T 
T-WC
Pair- work
T- whole class
T- whole class
T- whole class
Group work
 Individually.
Group work
T- whole class
T- whole class
T- whole class
----------------**----------------
Week: 0 
Period: 0 
UNIT 12
JOBS
Lesson 2
I. Aims: Ss will be able to pronounce correctly the sound of the letters dr and that of the letters ch; and to listen and to read for specific information.
II. Objectives: Ss will be able to pronounce correctly the sounds of the letters dr and that of the letters ch ; and to listen and to read for specific information.
Develop listening and reading the specific information.
III.Teaching methods:
Communicative method.
Techniques: + Work in pairs and individually 
 + Ask and answer.
 + Work in groups, discuss.
IV. Teaching aids:
Teacher’s aids: Student Book, pictures, tape.
Student’s aids: book, notebook, workbook. 
V. Language focus:
- Structures: - What’s your father’s job?
 à He’s a doctor.
Phonics: driver teacher 
VI. Procedures:
Time
Steps/Activities
Work
arrangement
1’
 4’
 10’
 7’
 10’
 2’
 1’ 
I. Class organization:
II. New lesson:
*Warm up: Ss talk about the jobs of their family members.
Listen and repeat.
driver teacher
My mother’s a teacher
Your father’s a teacher
They’re both teachers
In the same school.
My brother’s a driver.
Your sister’s a driver.
They’re both drivers
In the same company.
Ask Ss to open their Student’s Book on Page 14. Stick the large – sized sheet of paper with the chant on the board. Draw Ss’ attention to the different ways of pronouncing the sounds of the letters dr and ch in the two words. Tell them that they are going to listen to the chant and pronounce correctly.
Ask Ss to look at the chant written on the sheet of paper. Listen to the teacher’s model and repeat the focused sounds (first in isolation and then in the words driver and teacher) a few times.
Play the recording for Ss to listen.
Ask some Ss to say the chant, paying particular attention to the pronunciation of the sounds of the letters dr and the sound of the letters ch. Provide help and correct mistakes when necessary.
2. Listen and tick.
Ask Ss to look at the pictures on Page 14 and read the words. Tell them