English Lesson Plan Grade 4 - Period 36 to 38, Unit 11: What time is it? - School Year 2015-2016 - Duong Hong Hanh

Week: 19	Date: Thứ ..ngày .tháng . năm 2015.
Period: 36	Teaching date: ...........................................
UNIT 11: WHAT TIME IS IT ? 
Lesson 1
I. Objectives:
	By the end of this unit, pupils can
use the words and phrases related to the topic Daily routines.
Ask and answer questions about school subjects, using What time is it? It’s + (time).
II. Language Focus: 
	+ Vocabulary: o’clock, time
+ Sentence pattern: What time is it? It’s seven o’clock.
III. Resources: Ss’ book, recording, computer, stereo, (projector), picture of places, ...
IV. Procedure:
Time
Learning activities
Language Focus
Modes
3’
Warm-up: 
- Show two pictures: one is “a clock”, two is “ a watch”. 
- Ask Ss What are they used for? And Ss answer: “to tell the time?”
- T says: This lesson, we are going to learn how to tell the time.
Spoken Interaction.
Whole class
8’
1. Look, listen and repeat.
- Tell the class that they are 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 Who are they? Where are they? What are they talking about? (In picture a, Phong’s mother tells him to get up. In Picture b, Phong asks his mother the time, using What time is it? And his mother answers It’s seven o’clock. In Picture c, Phong says he doesn’t have to go to school on Sunday. In Picture d, Phong’s mother tells him to get up for breakfast.) Check comprehension.
- Play the recording more than once, if necessaary, for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking.
- Play the recording again so the class can listen and repeat.
*Language note: Seven o’clock is more common in British English, while 7 a.m./p.m. is more common in American English.
Spoken interaction
Whole class
Individuals
Whole class
10’
10’
2. Point and say.
- Tell pupils that they are going to practice asking and answering questions about time, using What is it? It’s + (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 ask them to practise in pairs.
- Repeat the same procedure with the rest of the pictures.
- Call a few pairs to act out the dialogue in front of the class. 
Language note: 
American English: 	British English:
Seven fifteen	a quarter past seven
Seven thirty 	half past seven
Seven forty-five 	a quarter to eight
***Work in pairs. Ask your partners where they were yesterday.
- Tell pupils that they are going to ask and answer questions about time.
- 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.
New words and structures/ function
Individuals
Pairs
Groups
8’
3. Listen and tick
- Tell pupils that they are going to listen to three dialogues about times and tick the correct pictures.
- Have them look at the pictures to identify the time (1a. Five o’clock. 1b. Six o’clock. 1c. Seven o’clock. 2a. Seven fifteen. 2b. Seven thirty. 2c. Seven forty-five. 3c. Eight fifty.). Check understanding.
- Play the recording more than once, if necessary. Ask pupils to listen to the recording and tick the correct pictures. Tell them that they should focus on the times.
- Get pupils to swap their answers before you check as a class. Monitor the activity and offer help, if necessary.
Key: 1. b 2. b 3. a
Audio script:
Mother: Mai, it’s time for breakfast now.
Mai:	 What time is it, Mum?
Mother:	 It’s six o’clock.
Mai: 	 OK. Mum.
Phong:	 What time is it, Tony?
Tony:	 It’s seven thirty.
Phong: Seven thirteen or seven thirty?
Tony: Seven thirty.
Phong:	Thank you.
Tony: 	You’re welcome.
3. Nam:	 What time is it, Mai?
Mai:	 It’s eight fifteen..
Nam: Eight fifteen or eiight fifty?
Mai: Eight fifteen.
Nam:	Thank you.
Mai: 	You’re welcome.
5’
4. Look and write.
- Tell pupils that they are going to write the ansers to the question What time is it? 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 to complete 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 pupils to swap their answers before checking as a class. If there is enough time, invite some pairs to act out the dialogues.
Key: 1. It’s ten twenty.
 2. It’s ten thirty.
 3. It’s eleven fifty.
5’
5. Let’s sing:
- Tell pupils that they are going to sing the song What time is it? Teach the song, following the procedure in the Teaching the unit components in the Introduction.
- Have them 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.
- When pupils are familiar with the tune, ask a group of four to the front of the class. One group sings the questions, and the other sings the answers.
- Have the class sing the song again and clap their hands to reinforce the activity.
1’
* Home link: 
- learnt by heart numbers and sentence patterns.
- practice asking and answering about what time it is.
Whole class
Anticipated problems:
Week: 19	Date: Thứ ..ngày .tháng . năm 2016.
Period: 37	Teaching date: .................................-2016
UNIT 11: WHAT TIME IS IT? 
Lesson 2
I. Objectives:
 By the end of this unit, pupils will be able to ask and answer questions about when someone has a subject, using What time do you ? I  at + (time).
II. Language Focus: Spoken interaction, words and structures/ function.
 * Sentence Patterns:	What time do you get up?
	 I get up atsix o’clock.
* Vocabulary: get up, eat/ have breakfast/ lunch/ dinner, go to school, watch TV, go to bed...
III. Resources: Ss’ book, recording, computer, stereo, (projector), poster, picture cards ...
IV. Procedure:
Time
Learning activities
Language Focus
Modes
3’
Warm-up: 
- 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? Ask the rest of the class to sing together, clapping hands.
Spoken Interaction.
Whole class
7’
Look, listen and repeat.
- Tell pupils that they are going to learn to ask and answer questions about daily routines.
- Have pupils look at the four pictures to understand the context in which the language is used. Focus pupils on the first picture. Explain that in the first picture Tony ask Linda What time do you get up? And Linda answers Six o’clock. In the second picture, Linda and Tony ask and answer about the time now, using What time is it now? And Seven fifteen. In the last two pictures, Linda says that they are late for school, so they start running. Check understand.
- Play the recording 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 recording again for pupils to listen and repeat. 
* Language note: We use o’clock to refer to an exact hour (i.e. when the minute hand strikes 12).
Spoken interaction
Whole class
Individuals
Individuals
Whole class
Pairs
6’
Point and say.
-Tell pupils that they are going to practice asking and answering questions about the time for daily activities.
- Draw pupils’ attention to the bubbles and the pictures so that they understand how the language is used in different contexts. Ask pupils to look at the pictures and teach the phrases get up, have breakfast, have dinner and go to bed. Focus them on the time of the day the activities happen. Check comprehension.
- Point to the first picture and get one pupil to ask What time do you get up? And another to answer I get up at six o’clock. Do choral and individual repetition. Repeat the same procedure with the rest of the pictures.
- Ask pupils to work in pairs to point to the characters speaking and to role-play the dialogue. Check as a class or correct pronunciation, if necessary.
New words and structures
Say and Respond
Individuals
Pairs
Groups
10’
3. Let’s talk
- Tell pupils that they are going to revise what they have learnt in Lessons 1 and 2.
- Have them to work in pairs: One pupil asks the questions What time is it? And What time do you? And the other gives the answers. Then they swap roles.
- 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.
Spoken interaction
Whole class
Individuals
Pairs
Groups
6’
 4. Listen and number.
- Tell pupils that they are going to listen to Tom’s daily routine and draw the hands of the clock. 
- Focus their attention on the pictures and discuss with them what Tom does every day. Then tell them to look at the clock in each picture and explain that they have to draw the hands to show the time. Check understanding.
- Play the recording more than once, if necessary. Tell pupils that they should focus on the times the activities happen.
- Get pupils to swap their answers before you check as a class. Monitor the activity and offer help, if necessary.
Key: a7.30 b8.15 c8.00 d9.00
Audio script
Hi. My name’Tom. I’m a pupil at Nguyen Du Primary School. Every day, I get up at seven o’clock. I have beakfast at 7.30. I go to school at 8.15. I’m at school from 9 a.m. to 3 p.m. I go home at 3.45. In the evening, I have dinner at seven. I watch TV at eight and go to bed at nine.
Listening Activities
Whole class
Individuals
Pairs
Groups
5’
5. Look and write:
- Tell pupils that they are going 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 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 the pupils to do the task independently. Go around and offer help, if necessary.
- Get them to swep their answers before checking as a class.
 Key: Pupil’s own answers.
Writing activities
Words and structures
Whole class
Individuals
Pairs
2'
6. Let's sing:
- Tell pupils that they are going to do 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 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 some group to act out the game in front of the class.
Supportive activities to reinforce learning
Song
-Whole class
- Individual
1’
* Home link: 
- Practice asking and answering about what time do people .?
Whole class
Anticipated problems:
Week: 20	Date: Thứ ..ngày .tháng . năm 2016.
Period: 38	Teaching date: .................................-2016.
UNIT 11: WHAT TIME IS IT ? 
Lesson 3
I. Objectives:
By the end of the lesson, pupils will be able to pronounce the sounds of the letters sk and xt in the words mask and text respectively.
II. Language Focus: Spoken interaction, phonics.
+ sk mask He's making a mask.
+ xt text 	 She's reading a text.
III. Resources: Ss’ book, recording, computer, stereo, (projector), poster, sound card ...
IV. Procedure:
Time
Learning activities
Language Focus
Modes
3’
Warm-up: 
- Spend a few minutes revising the previous lesson by calling some pupils to the front of e class to sing the song What are they doing? Have the class listen and clap their hands.
Spoken Interaction.
Game.
Whole class
8’
Listen and repeat.
- Tell pupils that they are going to practise saying the sounds of the letters sk and xf in the words mask and text respectively.
- First, put the letters sk and xf on the board. Play the recording and ask pupils to repeat a few times. Then put the words mask and text on the board, play the recording 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 board. Play the recording 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.
Phonics
Whole class
Individuals
Whole class
Individuals
Whole class
6’
Listen and tick. Then write and say aloud:
- Tell pupils that they are going to listen to the four sentences and tick the correct words.
- Ask them to look at the sentences and guess the words to fill the gaps.
- Play the recording so they can listen and tick the words. Remind pupils to focus on the words with the letters sk and xf while listening.
- Play the recording 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.
- Ask pupils to read aloud the sentences.
Key:	1a	2a 3a 4b
Audio scrip
1. She's looking at the mask.	
2, The desk is long.
3. She's drawing a desk.	
4. They're painting a mask.
Phonics
Individuals
Pairs/ groups
10’
3. Let’s chant.
- Tell pupils that they are going to say the chant What's he doing? Follow the procedure in Teaching the unit components in Introduction.
- Have them read the chant and check comprehension.
- Play the recording more than once, if necessary, for 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 of pupils to	give a demonstration: one group chants the questions, the other chants the answers.
- Get groups to sit opposite of each other and practise chanting and doing actions. Go around offering help, if necessary.
- Call three groups to the front of the class to chant and do actions. The rest of the class claps along to the rhythm.
Spoken interaction
Whole class
Individuals
Pairs
Groups
7’
4. Read and tick:
- Tell pupils that they are going to read the text about what the pupils are doing and tick Tfor true 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.
- Get them to swap their answers before checking as a class. Provide explanations to the answers, if necessary.
Key:	IF	2F	3F	4T	5F
Reading activities
Whole class
Individuals
Pairs
Groups
5’
5. Write about the picture:
- Tell pupils that they are going to write a short paragraph to describe 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 write the answer on the board.
***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.
Supportive activities to reinforce learning
Words and structures
Whole class
Individuals
Pairs
Groups
5’
6. Project
- Tell pupils that they are going to choose a photo of their family and describe what 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, e.g. 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.
+ Example:
My 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.
Key:	Pupils'	own	answers
Supportive activities to reinforce learning
Whole class
Individuals
Pairs
Groups
1’
* Home link: 
- learnt by heart the chant, describe the photo.
Whole class
Anticipated problems: