English Lesson Plan Grade 4 - Period 39 to 41, Unit 12: What does your father do? - School Year 2015-2016 - Duong Hong Hanh

Week: 20	Date: Thứ ..ngày .tháng . năm 2016.
Period: 39	Teaching date: ...........................................
UNIT 12: WHAT DOES YOUR FAHER DO ? 
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 does your do? He/She’s
II. Language Focus: 
	+ Vocabulary: JOBS
+ Sentence pattern: What does your father do? He’s an engineer.
III. Resources: Ss’ book, recording, computer, stereo, (projector), picture of jobs, ...
IV. Procedure:
Time
Learning activities
Language Focus
Modes
3’
Warm-up: 
- 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.
Spoken Interaction.
Whole class
8’
1. Look, listen and repeat.
- Give a few minutes for pupils to look at the four pictures and read the story.
Ask a few questions to check comprehension: Who’s in Picture a? What are they doing? Do you know the word “interview”? Who’s interviewing who in 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 a teacher. Her mother is a nurse. And her sister is a student.)
Play the recording more than once, if necessary, 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.
If time allows, call out three pupils to act out the story.
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 someone asks another person quuestions about themselves.
Spoken interaction
Whole class
Individuals
Whole class
10’
10’
2. Point and say.
- Tell pupils that they are going to practice ask and answer questions about someone’s job, using What does yourdo? He’s/She’s a + (name of job). Use the pictures to teach the words farmer, nurse, driver and factoru worker. Check pupils’ understanding.
Have pupils work in pairs to practise asking and answering the question, using the speech bubbles and the words under the pictures. Go around and offer help, if necessary.
Call a few pairs to act out the dialogue. 
Work in pairs. Ask partners what time it is.
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.
New words and structures/ function
Individuals
Pairs
Groups
8’
3. Listen and tick
- Introduce the activity and ask pupils what jobs are shown in the pictures. Point to each character and ask What does he/she do? (From left to right: a factory worker, a farmer, a teacher 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.
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. Thanks for your time, Quan.
Quan: 	You’re welcome.
5’
4. Look and write.
- Introduce the activity and ask pupils to identify the jobs shown in the pictures.
Give them a few seconds to look at the sentences and identify the missing words. Set a time limit for pupils to fill the gaps.
Get pupils to swap their answers before checking as a class.
Invite six pupils to read the complete sentences aloud.
Key: 
1. family
2. farmer
3. is a nurse
4. is a driver
5. is a factory worker
6. a pupil
5’
5. Let’s sing:
- Tell pupils that they are going to sing the song My family.
Teach the song, following the procedure in Teaching the unit components in Introduction. Have pupils read the lyrics and identify the jobs of each family member. Ask them questions such as What does the grandpa do? What does the grandma do? What’s the father’s job? What’s the mother’s job? What does the songwriter do? (Explain the word song writer)
Play the recording. When pupils are familiar with the tune, ask them to sing the song, clapping hands. If time allows, ask them to suggest other jobs for the people and sing the new version of the song.
1’
* Home link: 
- learnt by heart numbers and sentence patterns.
- practice asking and answering about what time it is.
Whole class
Anticipated problems:
Week: 21	Date: Thứ ..ngày .tháng . năm 2016.
Period: 40	Teaching date: .................................-2016
UNIT 12: WHAT DOES YOUR FATHER DO? 
Lesson 2
I. Objectives:
 By the end of this unit, pupils will be able to ask and answer about when someone has a subject, using Where does he/she work? He/She works in
II. Language Focus: Spoken interaction, words and structures/ function.
 * Sentence Patterns:	Where does he work?
	 He works in a hospital.
* Vocabulary: hospital, school, ...
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 having the class sing the song My family. Then invite a few pairs to ask and answer questions about the jobs of their parents.
Spoken Interaction.
Whole class
7’
Look, listen and repeat.
- Tell the class that they are going to find out about a game played by Nam and Mai. Give them a few seconds to look at the pictures and read the text before playing the recording for them to repeat.
Check their comprehension by asking: What is the name of the game Mai and Nam are playing? Where does the doctor in the picture work? How about the worker? And the farmer? Where does he.she work? (Mai and Nam are playing a gameof jobs. The doctor works in a hospital. The worker works in a factory. The farmer works in a field.) Explain the words well done and great.
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.
If time allows ask pairs of pupils to act out the story
Spoken interaction
Whole class
Individuals
Individuals
Whole class
Pairs
6’
Point and say.
- Tell pupils that they are going to practice ask and answer about where someone works, using Where does a work? A .. work in + (place of work). Check comprehension. Explain the different forms of the verb work in the question and the answer (work and works).
Use the pictures to teach the words hospital, field, factory and office. Have pupils repeat the phrases in a hospital/field/factory and in an office twice..
Get pupils to work in pairs. Go around to monitor and offer help, if necessary.
Call a few pairs to act out the exchanges.
Language note: Clerk is pronounce /kla:k/
New words and structures
Say and Respond
Individuals
Pairs
Groups
10’
3. Let’s talk
- Introduce the activity by saying Now you’re going to interview your partners about the jobs of their family members. Don’t forget to write down their answers to report your interview to the class later. Check comprehension. Then get pupils to work in pairs and interview each other. Remind them to use facts about their families.
Write the following expressions on the board for pupils to practise speaking before they report their interviews: Hi, my name’s  This is the report of my interview with .. His grandpa/grandma/father/mother/brother/sister/is . He/She works in  Thank you for listening.
Call on a few pairs to report their interviews to the class.
Spoken interaction
Whole class
Individuals
Pairs
Groups
6’
 4. Listen and number.
- Introduce the activity and give a few seconds for pupils to look at the pictures. Check comprehension by eliciting pupils’ answers to questions such as: What can you see? What does she/he do? What’s her/his job? Where does she/he work?. 
Play the recording more than once, if necessary, for pupils to listen and number the pictures. Ask them to focus on the jobs of the people.
Ask them to swap their answers before you check as a class.
If time allows, invite one or two pupils to select a picture and describe it.
Key: a.2 b4 c1 d3
Audio script
A: Can you talk about your parents’ jobs and where they work?
B: Yes, Ok. My father is a farmer. He works in a field.
A: How about your mother?
B: She’s a nurse. She works in a hospital.
A: Thanks for your answers.
B: You’re welcome.
A: Now, what about you? What does your father do?
C: He’s a doctor. He works in a hospital.
A: How about your mother?
C: She’s a teacher. She works in a primary school.
A: Thanks for your answers.
 C: You’re welcome
Listening Activities
Whole class
Individuals
Pairs
Groups
5’
5. Look and write:
Introduce the activity to the class. Give pupils a few seconds to look at the pictures and read the text. Then check comprehension by asking: What’s her job? Where does she work? What’s his job? Where does he work?
Set a time limit and go around to monitor and offer help, if necessary.
Check answers as a class and call one or two pupils to read aloud the completed text.
 Key: 1. a doctor/a nurse, in a hospitl
	2. a farmer, in a field.
Writing activities
Words and structures
Whole class
Individuals
Pairs
2'
6. Let's sing:
Prepare card with jobs and the workplaces for the jobs. Remind pupils how to play Pelmanism: in pairs, pupils 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 comtinues to turn over another pair of cards. If they do not match, the othere player has a turn. The player who gets the most points will be the winner..
To make the game more challenging, you may ask pupils to make sentences with the words on the cards they have. Award an extra point for every grammatically correct sentence.
Supportive activities to reinforce learning
Song
-Whole class
- Individual
1’
* Home link: 
- Practice asking and answering about where does he/ she work?
Whole class
Anticipated problems:
Week: 21	Date: Thứ ..ngày .tháng . năm 2016.
Period: 41	Teaching date: .................................-2016
UNIT 12: WHAT DOES YOUR FATHER DO? 
Lesson 3
I. Objectives:
	By the end of this unit, pupils will be able to pronounce the sound of letters ie and ea in the words: field, piece and teacher, reading
II. Language Focus: Spoken interaction, phonics.
 + ie field	 My grandpa works in a field.
	 piece I want a piece of chocolate.
+ ea teacher My mother is a teacher.
	 reading	 She's reading a book now.
III. Resources: Ss’ book, recording, computer, stereo, (projector), poster, sound cards ...
IV. Procedure:
Time
Learning activities
Language Focus
Modes
3’
Warm-up: 
- Spend a few minutes revising the previous lesson by getting some pupils to act out the story in Lesson 2, Activity 1.
Spoken Interaction.
Game.
Whole class
8’
Listen and repeat.
- Tell the class that they are going to practise saying the sound of the letters ie and ea in the words field and teacher respectively.
- First, put the letters ie and ea on the board. Play the recording and ask pupils to repeat a few times. Then put the words field and teacher on the board. Play the recording and ask pupils to repeat a few times. After that, write the four sentences on the board. Check pupils’ understanding of the vocabylary. Teach the word piece. Play the recording a few times and let pupils say the sentences, paying attention to the target sound.
- Do choral repetition of the sound, words and sentences.
- Check pronunciation as a class.
Phonics
Whole class
Individuals
Whole class
Individuals
Whole class
6’
Listen and circle. Then say sentences with the circled words:
- Tell pupils that they are going to listen to two sentences and circle the correct words.
- Give them a few seconds to read the words in silence.
- Play the recording 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.
Audio script
 1. Where’s my piece of chocolate?
 2. Miss Hien is reading a dictation.
Phonics
Individuals
Pairs/ groups
10’
3. Let’s chant.
- Introduce the chant and ask pupils to do a matching exercise before listening to the chant (You’re going to chant about jobs and places to work. Now look at the pictures and draw lines to match each person with his/her job and the place where he/she works.). 
- Check answers as a class. Then have pupils repeat each line twice.
- Divide the class into two groups: one group chants the questions and the other chants the answers. Swap their roles after the first round..
- Ask pupils to think of some actions for the jobs and say the chant again, doing acctions.
Spoken interaction
Whole class
Individuals
Pairs
Groups
7’
4. Read and complete:
- Introduce the activity by saying: You’re going to read about an interview between Mai and Phong. Give a few minutes for pupils to read the text. Check comprehension by asking: Who’s the interviewer? Who is she intrivewing? What does Phong’s father do? Where does he work? What’s his mother’s job? Where does she work? Does he have a sister? What does his brother do? Where does he work?
- Set a time limit for pupils to read the text and complete the table. Go around and offer help, if necessary.
- Get them to swap and correct their answers before checking as a class.
- Call a pair to ask and answer the questions about Phong’s family if time is available.
Job
Place of work
Farther
Teacher
Le Hong Phong Primary School
Mother
Nurse
Thanh Nhan Hospital
Brother
Worker
Car factory
Reading activities
Whole class
Individuals
Pairs
Groups
5’
5. Write about the jobs of your family members:
- 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 pupils to stick a photo of their family next to the paragraph, or draw simple stick figures.
- Set a time limit for them to do the task. When time is yp, get pupils to swap and correct their writing.
- If time allows, ask a few pupils to read aloud their writing, while the others should listen and try to remember what they say. Then ask the class questions (e.g. How many people are there in Lan’s family? What does her father do?)
Key: Pupil’s own answers
Supportive activities to reinforce learning
Words and structures
Whole class
Individuals
Pairs
Groups
5’
6. Project:
- Tell the class about the project and how to carry it out by saying: In this prject, you’re going to interview two classmates about their parents’jobs and the places where they work. Complete the tables when you interview your classmates
- Prepare the interview questions with the class and write them on the board for pupils to practise.
- Give a time limit for pupils to do their interviews. Then invite a few pupils to report their interviews to the class..
- Teach pupils how to report their interviews.
Example: 
Hi. My name’s  My first interview is with .. His/her father/mother is .. He/She works in // My second interview is with  His/her father/mother is ... He/She works in  And that’s the end of my report. Thanks for listening.
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: