Giáo án môn học Tiếng Anh lớp 4 - Period 53 đến period 58

son 1- Part 1,2,3/ p 58 Teaching Day : 30/11/2015
I/ Aim: 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, using What’s he/she doing? He’s/she’s .... 
II/ Language focus: 
* Vocabulary: listen to music, read , write , watch, video, dictation 
* Sentence pattern: What’s he/she doing? He’s/she’s .... 
III/ Resources:Posters, flashcards, puppets, CD player and projector 
IV/ PROCEDURE:
Stages
Steps of activities
Work arrangement
Warm-up :
-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.
Individual
 1. Look, listen and repeat 
I. New words:
-listen to music: nghe nhạc
-read: đọc
-write a dictation: viết chính tả
-watch a video: xem video
*Check-up vocabulary: R.O.R
-Tell pupils that they are going to read a story in which pupils ask and answer questions about what someone is doing in the classroom. 
-Ask them to look at the four pictures to identify the characters and the context in which the language is used. Ask questions such as 
Where are they?
What are they doing?
-Remind pupils of the meaning of be + verb-ing. Check comprehension. 
-Play the recording more than once, if necessary, for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. 
Language note: be + verb-Mg is used to express an action happening at the moment of speaking (e.g. They are making a boat) 
Whole class
Read in chorus . 
Group works , 
Individual
2. Point and say.
II. Model sentence:
S1:What’s he/she doing? He’s/she’s .... 
S2:He’s/she’s .... 
-Tell pupils that they are going to practise 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. 
Language note: Draw pupils'attention to the ing-forms of different verbs (e.g. write — writing). 
Whole class
individual
Pair works
3. Work in pairs. Tell your partners what you like doing.
-Tell pupils that they are going to practise asking and answering questions about what one of their classmates is doing in the classroom, using What's he/she 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. 
Whole class
Pair works
Home link
-Learn by heart the new words and model sentence.
-Be ready for lesson 1: 4,5,6
Individual
COMMENT
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Week : 14	 UNIT 9:WHAT ARE THEY DOING? Planning Day : 25/11/2015
Period : 54 Lesson 1- Part 4,5,6/ p 59 Teaching Day : 30/11/2015
I/ Aim: 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: 
* Sentence pattern: What’s he/she doing? He’s/she’s .... 
III/ Resources:Posters, flashcards, puppets, CD player and projector 
IV/ PROCEDURE:
Stages
Steps of activities
Work arrangement
Warm-up :
 -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. 
Individual
 3. Listen and tick. 
-Tell pupds that they are going to listen to three dialogues about what someone is doing and tick the correct pictures. -Ask them 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 wilting. 3a. Peter is listening to music. 3b. Peter is reading. 3c. Peter is watching a video or playing a game.) Check understanding. 
-Play the recording more than once, if necessary, for pupils to listen and tick the correct pictures. 
-Play the recording again for pupils to check their answers. -Get pupils to swap their answers before you check as a class. 
Key: 1b 2c 3a 
Audio script:
 • 1. Tom: Where's Linda? 
 Mai: She's in the library
 Tom: What's she doing? 
 Mai: She's reading a book
2. Tom: Where's Nam? . 
 Mai: He's in the classroom. 
 Tom: What's he doing? 
 Mai: He's writing a dictation. 
3. Tom: Where's Peter? 
 Mai: He’s in the computer room. 
 Tom: What's he doing? 
 Mai: He's listening to music. 
Whole class
Read in chorus . 
Group works , 
Individual
4. Look and write .
-Tell pupils that they are going 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. 
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
individual
Pair works
5. 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 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
Whole class
Group works
Home link
-Learn by heart the new words and model sentence.
-Be ready for lesson 2
Individual
COMMENT
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Week : 14	 UNIT 9:WHAT ARE THEY DOING?	 Planning Day : 30/11/2015
Period : 55 Lesson 2- Part 1,2,3/ p 60 Teaching Day : 03/12/2015
I/ Aim: By the end of the lesson Ss will be able to ask and answer questions about what people are doing, using What are they doing?They're 
II/ Language focus: 
* Vocabulary: paint , mask , make , puppet , paper plane, draw picture
* Sentence pattern: What are they doing?They're ....
III/ Resources:Posters, flashcards, puppets, CD player and projector 
IV/ PROCEDURE:
Stages
Steps of activities
Work arrangement
Warm-up :
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 .... 
Individual
 1. Look, listen and repeat 
I. New words:
- paint : sơn
- a mask : mặt nạ
- make: tạo/làm
- a puppet: con rối
- a paper plane: máy bay giấy
-draw picture: vẽ bức tranh
*Check-up vocabulary: R.O.R
-Tell pupils that they are going to 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 to identity the context in which the language is used. Ask some questions such as Who’s the boy/girl?
Where are they?
What are they doing?
-Check comprehension, 
-Play the recording more than once, if necessary, for pupils to listen and repeat Do choral and individual repetition. pointing to the characters speaking.
Language note: they’re = they are 
Whole class
Read in chorus . 
Group works , 
Individual
2. Point and say.
II. Model sentence:
S1 :What are they doing?
S2: They're ........
-Tell pupils that they are going to practise asking and answering questions about what people are doing. 
-Have them look at the bubbles to understand how to ask and answer questions about what people are doing, using What are theydoing?They're ...
-Ask pupils to look at the four pictures to identify what the pupils are doing in each picture. Teach the phrases painting mocks, makings puppet, playing badminton and making paper planes. 
-Point to the first picture and model the task with one pupil, using the sentences In the bubbles and the phrase under the picture. (Teacher; What are they doing? Pupil: They're painting masks). 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. 
Whole class
individual
Pair works
3. Let’s talk.
-Tell pupils that they are going to practise asking and answering questions about where their classmates are and what they are doing, using 
Where is he/she?
What's he/she doing?
Where are they?
What are they doing?
-Remind pupils how to use be + verb-mg to ask and answer about what people are doing at the moment of speaking. 
-Do the task with one pupil as a model. Put the sentences on the board and do choral and individual repetition. 
-Ask pupils to work in pairs, one pupil asking the questions and the other giving the answers 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.
Whole class
Pair works
Home link
-Learn by heart the new words and model sentence.
-Be ready for lesson 2: 4,5,6
Individual
COMMENT
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Week : 14 UNIT 9:WHAT ARE THEY DOING? Planning Day : 30/10/2015
Period : 56 Lesson 2- Part 4, 5, 6/ p 61 Teaching Day : 03/12/2015
I/ Aim: 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 using What are they doing?They're 
II/ Language focus: 
* Sentence pattern: What are they doing?They're 
III/ Resources:Posters, flashcards, puppets, CD player and projector 
IV/ PROCEDURE:
Stages
Steps of activities
Work arrangement
Warm-up :
Spend a few minutes revising the previous lesson by asking some pairs to ask and answer about what people are doing, using What are they doing? They're ... 
Individual
 4. Listen and number
-Tell pupils that they are going to listen to a text about what some 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 a, they are playing badminton. In Picture b, they are making paper planes. In Picture c, they are making a kite. In Picture d, they are playing football.) Check understanding. 
-Play the recording for pupils to listen and number the pictures.
-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. 
Key: a2 b4 c3 dl 
Audio script 
It is break time now. 
1. The boys are playing football. 
2. The girls are playing badminton in the playground. 
3. The girls are making a kite. 
4. The boys are making paper planes. 
Whole class
Read in chorus . 
Group works , Individual
5. Look and write .
-Tell pupils that they are going to 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: 1 They're painting a mask. 2 They're making a kite. 
3They're making paper planes. 4 They're making a paper house. 
Whole class
Pair works
6. Let’s play
-Tell pupils that they are going to sing the song What ate theydoing?Teach 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 recording 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 recording again and get pupils to sing along with the recording. 
-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. 
Whole class
Group works
Home link
-Learn by heart the new words and model sentence.
-Be ready for lesson 3
Individual
COMMENT
Week : 15 UNIT 9:WHAT ARE THEY DOING? Planning Day : 02/12/2015
Period : 57 Lesson 3- Part 1, 2, 3/ p 62 Teaching Day : 07/12/2015
I/ Aim: 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: 
III/ Resources:Posters, flashcards, puppets, CD player and projector 
IV/ PROCEDURE:
Stages
Steps of activities
Work arrangement
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 are they doing? Have the class listen and clap their hands. 
Individual
 1. Listen and repeat
-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 recording and ask pupils to repeat a few times. Then put the words mask and ten 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. 
Whole class
Read in chorus . 
Individual
Group works 
2. 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 xt 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 script 
1. She's looking at the mask. 3. She's drawing a desk. 
2. The desk Is long. 4. They're painting a mask. 
Whole class
Pair works
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. 
-Individual
-Read in chorus . 
-Group works
Pairs works
Home link
-Learn by heart the new words and model sentence.
-Be ready for lesson 3: 4,5,6 page 63
Individual
COMMENT
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Week : 15 UNIT 9:WHAT ARE THEY DOING? Planning Day : 02/12/2015
Period : 58 Lesson 3- Part 4,5,6/ p 63 Teaching Day : 07/12/2015
I/ Aim: By the end of the lesson Ss will be able to read and write about their Classroom activities.
II/ Language focus: 
III/ Resources:Posters, flashcards, puppets, CD player and projector 
IV/ PROCEDURE:
Stages
Steps of activities
Work arrangement
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. 
Individual
 4. Read and tick. 
-Tell pupils that they are going to read the text about what the pupils are doing and tick T for 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: 1F 2F 3F 4T 5F 
Whole class
Individual
Pair works 
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 unite 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. 
Whole class
Pair works
6. 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. 
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
Individual
Group works
Pair works
Guessing game
-Introduce how to play the games for Ss, remember that: 
Ss can only do but he/she can’t say any words.
Whole class
Pair work
Home link
-Learn by heart the new words and model sentence.
-Be ready for unit 10 -lesson 1 1,2,3 page 64 
Individual
COMMENT
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