Giáo án Tiếng Anh Lớp 4 - Chương trình cả năm - Năm học 2016-2017 - Phạm Thị Lan

logues in front of the class
- ask some S to talk about their daily activities: I get up at six o’clock. I have breakfast at six thirty and I go to school at seven o’clock
2. 4. Listen and draw the time
- tell S that they are going to listen to Tom’s daily routines and draw the hands of the clock
- focus their attention on the pictures and discuss what Tom does everyday. Then ask them to look at the clock and guide how to draw the hands to show the time
- play the recording more than once for S to listen and do the task
- get S to swap the answers
2. 5. Draw and write the time
- tell S 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 write about. Then have them draw the hands of the clocks to show the time they usually do these activities. Finally,get them to write the answers to the questions, using the clcoks they have drawn
- set a time limit for S to do the task independently
 - get them to swap the answers
2. 6. Let’s play
- tell S that they are going to play the game Pass the secret
- divide the class into groups of six or seven, ask them to sit in circles. S1 in each circle whispers a sentence to S2, continue until the last has heard the sentence and say it aloud. The group that says the snetence correctly in the shortest time will win the game
- call on one group to act out the game in front of the class
3. Consolidation
In this lesson, S have learnt about daily routines and asking- answering What time do you ?- I  at .
4. Homelink
- practice telling the time about daily activities at home
2. 1. Look, listen and repeat
- writen new sentence pattern in the notebooks
- listen and repeat
2. 2. Point and say
- write new phrases in the notebooks
Get up
Have breakfast
Have dinner
Go to bed
- read new words
- practise
2. 3. Let’s talk
- pair work
2. 4. Listen and draw the time
Key: b7.30 c8.15 
 d8.00 e9.00
2. 5. Draw and write the time
- listen to the T about how to do the task
2. 6. Let’s play
- do the task
V. Evaluation.
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WEEK 20 Date of teaching: from / to / /2016
Period 75 : Unit 11. What time is it?
Lesson 3 (1, 2, 3)
I. Objectives:
 - By the end of the lesson, students are able to:
+ pronounce the sounds of the letters oo in the words cook, book, noon and school respectively,
+ listen to the recording and write the words in the blanks of the sentences,
+ sing the chant “What time do you go to school?”
II. Language focus:
Phonics: oo – cook, book, noon, school.
III. Resources:
- Student’s book, computer, recording, projectors, speakers.
IV. Procedures:
Teacher’s activities
Students’ activities
1. Warm up.
- Get Ps to play the “Daily activities” game.
Give some pictures about daily activities, get Ps to look at the pictures and choose the right words under the pictures.
2. Listen and repeat. 
- Tell Ss that they are going to practice saying the sounds of the letters oo in the words cook, book, noon and school respectively. 
- Put the phonics letters oo on the board and say them a few times.
- Pronounce the sound of the letters “oo” a few times. Then ask Ss to repeat a few times (the whole class, in groups, individuals).
- Pronounce the sound of the word “cook” a few times. Then ask Ss to repeat a few times (the whole class, in groups, individuals).
- Play the recording the sentence “My mother cooks at six o’clock” a few times. Then ask Ss to repeat a few times (the whole class, in groups, individuals).
- Pronounce the sound of the word “noon” a few times. Then ask Ss to repeat a few times (the whole class, in groups, individuals).
- Play the recording the sentence “I play football at noon.” a few times. Then ask Ss to repeat a few times.( the whole class, in groups, individuals)
- Pronounce the sound of the word “school” a few times. Then ask Ss to repeat a few times (the whole class, in groups, individuals).
- Play the recording the sentence “I have lunch at school.” a few times. Then ask Ss to repeat a few times (the whole class, in groups, individuals).
- Pronounce the sound of the word “cook” a few times. Then ask Ss to repeat a few times (the whole class, in groups, individuals).
- Play the recording the sentence “My mother cooks at six o’clock” a few times. Then ask Ss to repeat a few times (the whole class, in groups, individuals).
Do choral repetition of the words and sentences until Ss feel confident.
- Call on some Ps to say the words and sentences. 
3. Listen and write. Then say aloud.
- Tell Ps that they are going to listen to the recording and write the words in the blanks of the sentences.
- Give the class a few second to read the sentences in silence and guess the words to fill in the blanks.
- Play the recording all the way through for Ss to listen.
- Play the second time and ask Ss to do the task.
- Have Ss check their answers in pairs, then ask some Ss to report their answer to the class.
- Gives the best answers.
Key: 1. book, 2. school, 3. cook, 4. noon
4. Let’s chant.
- Tell Ss that they are going to sing the chant What time do you go to school?
- Give a few seconds for Ss to sing the chant. Check comprehension.
- Say each line of the chant, then have Ss repeat it a few ties. Give a demonstration of chanting and clapping the rhythm. 
- Divide class into two groups: one group chants the questions and the other chants the answers.
- Get groups of Ss to sit face to face and practice chanting and doing the actions. Go around and offer help, if necessary.
- Call two groups to the front of the class to chant and do the actions. The rest of the class claps along to the rhythm.
5. Reinforcement.
- Get Ps to work in pairs to sing the new chant by replacing some phrases: go to school, seven o’clock, school into get up, six o’clock, get up
- Make a few questions to check pupils’ comprehension of the language.
- Play the game.
- Listen to T.
- Look at the board.
- Listen and repeat.
- Observe.
- Listen and repeat.
- Listen and repeat.
- Observe.
- Listen and repeat.
- Listen and repeat.
- Observe.
- Listen and repeat.
- Listen and repeat.
- Observe.
- Listen and repeat.
- Listen and repeat.
- Say the words and sentences.
- Listen carefully.
- Read the sentences in silence and guess the words to fill in the blanks.
- Listen the recording.
- Listen the recording and do the task.
- Check their answers in pairs
- Some Ps report their answer to the class.
- Look at the chant and listen to the teacher.
- Sing the chant. 
- Repeat each line of the chant.
- Work in 2 groups.
- Sit face to face and practice chanting and doing the actions.
- Chant and do the actions.
- Sing the new chant.
Period 76 Unit 11: What time is it?
Lesson 3 (4, 5, 6)
I. Objectives: By the end of the lesson, Ss will be able to:
+ read the text about Phong’s daily routines and complete the sentences,
+ write a short paragraph about Linda’s daily routines, using the picture cues,
+ do a project about their daily routines.
II. Languages focus 
1. Vocabulary: go home, homework.
2. Sentence pattern (review): What time do you get up? 
 I get up at six o’clock.
III. Resources
 Student’s book, recording, computer, projector, speakers.
IV. Procedure:
Teacher's activities
Students' activities
1. Warm up 
- Get sts to sing the chant What time do you go to school on page 10 and do the actions.
2. Read and complete.
- Tell Ps that they are going to read the text about Phong’s daily routines and complete the sentences.
- Give them to read the sentences. 
- Tell them that they are going to have to fill in the blanks with the times that Phong does the activities.
- Have them read the text to find information they need to complete the task.
- Give Ss time to do the task independently. Monitor the activity and offer help when necessary.
- Let Ps trade their answers in pairs for the correction. 
- Call on some pupils to report their answers. 
- Comment and provide key:
Key: 1, 7a.m/ seven 2, 5/ five (o’clock)
 3, has dinner 4, goes to bed.
* Language note: Draw Ps’ attention to the third person singular forms of the verbs (e.g. go -> goes, watch -> watches, have ->has, do ->does).
3. Let’s write.
- Tell them that they are going to write a short paragraph about Linda’s daily routines, using the picture cues.
- Have them work in pairs to discuss what words they are going to write. Focus Ps on what activities Linda does and the time she does these activities by looking at the clock. Remind them to write the verbs in the third person singular (e.g. has breakfast, goes to school, watches TV, goes to bed). 
- Give Ps time to do the task independently.
- Go through the task with the whole class and let them do this individually.
- Let Ps trade their answers in pairs for the correction. 
- Ask two Ps to write down their answers on the board and check.
- Check and correct mistakes.
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 fifteen.
- Call on some Ss to read aloud the completed sentences.
4. Project.
- Tell ss that they are going to do a project about their daily routines.
- Give each P a card. Have Ps copy the table from the book onto their cards.
- Give them time to write the information about themselves.
- Get Ps to swap their cards in pairs. They should look their partners’ cards and describe their daily routines.
- Call some Ps to the front of the class to tell the class about their partners.
Key: P’s own answers.
5. Reinforcement
- Have Ps work in pairs to do the task “Reorder the pictures and write the sentences”.
..
..
..
..
..
..
- Check.
- Sing the chant and do the actions.
- Look at the text
- Read the sentences.
- Listen to T.
- Look at the task and discuss how to do this one.
- Do the task independently.
- Trade their answers in pairs for the correction. 
- The rest of the class observe and give comments.
- Observe.
- Listen to the T.
- Work in pairs to discuss what words they are going to write.
- Do the task independently.
- Go through the task with the T.
- Trade their answers in pairs for the correction.
- Check and correct mistakes
- Read aloud the completed sentences.
- Listen carefully.
- Copy the table from the book onto their cards.
- Write the information about themselves.
- Swap their cards in pairs.
- Report their answers.
- Comment and correct mistakes
- Work in pairs to do the task.
- Listen and remember.
Period 77 Unit 12: What does your father do?
Lesson 1 (1, 2)
I. Objectives:
By the end of the lesson, Ps will be able to ask and answer questions about job, using: What does your father do? He’s a/an + job.
II. Languages focus:
1. Vocabulary: job, farmer, nurse, driver, factory worker, uncle.
2. Sentence pattern: What does your father do?
 He’s a/an + job.
III. Resources: 
- Student’s book, computer, recording, projectors, speakers.
IV. Procedure:
Teacher’s activities
Students’ activities
1. Warm up.
- Greeting.
- Ask Ps some questions to check the old lesson.
- Play a video about jobs.
- Ask Ss to watch carefully and identify 
the jobs and then sing along.
- Check and give feedback.
- Introduce the main topic of the lesson
- Introduce the vocabulary ( using the pictures on the media): 
+ job
+ nurse
+ farmer
+ driver
+ factory worker
- Get Ps to listen and repeat a few times (whole class, in groups, individuals).
- Call on some Ps to read aloud the vocabulary.
2.Look, listen and repeat.
- Tell Ps that they are going to learn to ask and answer questions about job.
- Ask Ps to look at the four pictures to identify the characters and the context in which the language is used. Ask them questions such as Who are they? Where are they? What are they talking about? 
- Play the recording all the way through for Ps to listen.
- Play the recording again for pupils to listen and repeat sentence by sentence.
- Play the recording again for pupils to listen and repeat in groups. Group one repeats Miss Hien’s part, Group two repeats Nam’s part, Group three repeats Mai’s part.
- Get Ps to work in groups to role play the dialogue between Miss Hien, Nam and Mai.
- Call on some groups to demonstrate in front of the class. The rest of the class observe and give comments.
- Check Ps’ comprehension about the dialogue by using some questions:
+ What does Mai’s father do? 
+ Is her mother a teacher?
+ Is Mai a student?
3. Point and say.
- Tell pupils that they are going to ask and answer questions about the time, using: What does your ______ do? He’s/She’s ________.
- Have Ps look at the bubbles to see how the questions and the answers are used.
- Point to the first picture and model the task with one pupil, using the question in the first bubble and the phrase under the picture for the answer:
+ T: What does your father do?
- Write the question and the answer on the board. Then ask Ps to repeat a few times.
- Ask pupils to practice in pairs, using the prompts in the bubbles and the picture cues. Monitor the activity and offer help, if necessary.
- Select some pairs of Ps to demonstrate the task in front of the class.
* Work in pairs. Ask your partners what time it is. 
- Tell pupils that they are going to ask and answer questions about the time, using: What does your ______ do? He’s/She’s _____ .
- Select some pairs to role-play in front of the class.
4. Reinforcement.
- Get Ps to sing the chant:
What does your father do?
He’s a doctor. He’s a doctor.
What does your mother do?
She’s a teacher. She’s a teacher.
What does your sister?
She’s a student. She’s a student.
Yeah! Yeah! Yeah! Yeah! Yeah! Yeah! 
- Review the language of the lesson.
Answer the questions.
- Watch the video carefully.
- Watch the video carefully 
and sing along.
- Receive feedback and be 
ready for learn the new topic
- Observe.
- Listen and repeat.
- Read aloud.
 - Listen to the teacher.
- Look at the pictures and identify the characters and the context.
- Answer the questions. 
(In picture a: Miss Hien tells her class to work in pairs abount the job. In picture b: Nam is asking Mai about her father’s job. using: “What does your father do?” and Mai answers: “He’s a teacher”. In picture c: Nam is asking Mai about her mother’s job. In picture d: : Nam is asking Mai about her sister’s job. 
- Listen to the recording.
- Listen and repeat sentence by sentence.
- Listen and repeat in groups.
- Work in groups to role play the dialogue.
- Demonstrate in front of the class. The rest of the class observe and give comments.
- Answer:
+ He’s a teacher..
+ No, she isn’t.
+ Yes, she is.
- Listen to T’s instruction.
- Look at the bubbles.
- Look at the first picture and answer the question.
P: He’s a farmer.
- Listen and repeat.
- Work in pairs: one asks the question and the other gives the answer.
- The rest of the class observe and give comments. 
- Observe.
- Listen to T’s instruction.
- Work in pairs to do the task.
- Some pairs act out the dialogue.
Period 78 Unit 12: What does your father do?
Lesson 1 (3, 4, 5)
I. Objectives:
By the end of the lesson, Ps will be able to:
+ listen to three dialogues about job and tick the correct pictures,
+ write about someone’s job.
+ sing “My family” song.
II. Languages focus (review):
1. Vocabulary: job, farmer, nurse, driver, factory worker, uncle.
2. Sentence pattern: What does your father do? 
 He’s a doctor.
III. Resources: 
- Student’s book, computer, recording, projectors, speakers.
IV. Procedure:
Teacher’s activities
Students’ activities
1. Warm up.
- Greeting.
- Get Ps to sing the chant:
What does your father do?
He’s a doctor. He’s a doctor.
What does your mother do?
She’s a teacher. She’s a teacher.
What does your sister?
She’s a student. She’s a student.
Yeah! Yeah! Yeah! Yeah! Yeah! Yeah!
2. Listen and tick.
- Tell pupils that they are going to listen to about Nam’s family and their job and tick the correct pictures.
- Have Ps look at the pictures to identify the job. 
- Have Ps say the times aloud. Check understanding.
- Play the recording all the way through for Ps to listen.
- Play the recording again for pupils to listen and tick the correct pictures. Tell them that they should focus on where each pupil was.
- Get pupils to swap their answers in pairs.
- Call on some Ps to write their answers on the board. The rest of the class observe and give comments.
- Play the recording again for pupils to listen and check their answers.
Key: 
 Father: factory worker.
Mother: teacher.
Sister: nurse.
3. Look and write.
- Tell Ps that they are going to write about someone’s job with the picture cues.
- Give them a few seconds to look at the picture 1 and say aloud the word. Then have look at the other pictures and use the appropriate words to complete the sentences. 
- Give Ps time to do the task independently. Go around and offer help, if necessary.
- Get Ps to compare their answers with their partners.
- Call some Ps to read out their answers. If there is enough time, call some pairs to role-play the dialogues.
Key: 
1. family.
2. farmer.
3. is a nurse.
4. is a driver.
5.is a tailor.
6. is a student.
4. Let’s sing.
- Tell Ps that they are going to sing the song My family 
- Have Ps read each line of the lyrics aloud. Do choral and individual repetition and check comprehension.
- Play the recording all the way through. 
- Ask Ps to do choral and individual repetition of the song line by line.
- When Ps are familiar with the tune, ask two group of Ps 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.
5. Reinforcement.
- Give some pictures and practice asking and answering questions about job in a picture they like.
- Sum up the content of the lesson
Greeting.
- Sing the chant and do the actions.
- Listen to the instruction.
- Look at the pictures and identify: 1 a factory worker, 2. a farmer, 3. a tacher, 4. a nurse.
- Say the job aloud.
- Listen to the recording.
- Listen to the recording to listen and tick the correct pictures.
- Exchange their answers with their partners.
- Write their answers on the board. The rest of the class observe and give comments.
- Listen and check their answers.
- Look at the picture 1 and say aloud the word.
- Do the task individually.
- Work in pairs to compare their answers.
- Read out their answers. 
Correct their answers.
- Listen to the teacher.
- Read each line of the lyrics.
- Do choral and individual repetition 
- Listen to the recording.
- Do choral and individual repetition of the song line by line.
- The rest of the class sing together and clap hands.
- Sing the song and clap hands.
- Practice in pairs.
V. Evaluation.
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WEEK 21 
Date of teaching: from / 2 to /2 /2017
Period 79 Unit 12: What does your father do?
Lesson 2 (1, 2, 3)
I. Objectives:
By the end of the lesson, Ps will be able to ask and answer questions about working places, using: Where does a________ work? A _______works______. 
II. Languages focus:
1. Vocabulary: work, clerk, in a hospital, in a field, in a factory, in an office.
2. Sentence pattern: Where does a doctor work? 
 A doctor works in a hospital..
III. Resources: 
- Student’s book, computer, recording, projectors, speakers.
IV. Procedure:
Teacher’s activities
Students’ activities
1. Warm up.
- Greeting.
- Ask Ps to sing the song My family and do the actions
- Introduce the vocabulary ( using the pictures on the media): 
+ in a field
+ in a hospital
+ in a factory
+in an office
+ clerk
- Get Ps to listen and repeat a few times (whole class, in groups, individuals).
- Call on some Ps to read aloud the vocabulary.
2. Look, listen and repeat.
- Tell Ps that they are going to learn to ask and answer questions about working places.
- Ask Ps to look at the four pictures to identify the characters and the context in which the language is used. Ask them questions such as Who are they? Where are they? What are they doing? 
- Explain that in the first picture Mai asks Nam to play a game And Nam say OK.In the second picture, Nam and Mai, ask and answer about a doctor’s working place, using Where does a doctor work? And In a hospal. In the last two pictures, Nam and Mai ask and answer about other working places.Check understanding.
- Play the recording all the way through for Ps to listen.
- Play the recording again for pupils to listen and repeat sentence by sentence.
- Play the recording again for pupils to listen and repeat in groups. Group one repeats Mai’s part, Group two repeats Nam’s part.
- Get Ps to work in pairs to role play the dialogue between Mai and Nam.
- Call on some pairs to demonstrate in front of the class. The rest of the class observe and give comments.
- Check Ps’ comprehension about the dialogue by using some questions:
+ Where does a worker work? 
+ Where does a farmer work? 
3. Point and say.
- Tell pupils that they are going to ask and answer questions about working places. Using: Where does a.work? 
A.... works ..................
- Have Ps look at the bubbles to see how the questions and the answers are used. Focus them on time of the day the activ