KHBD TIENG ANH 4&5 TUAN 19-22

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Cập nhật lúc : 17:57 29/01/2023

KHBD TIENG ANH 4&5 TUAN 19-22

KẾ HOẠCH BÀI DẠY LỚP 4 TUẦN 19-22

WEEK 19 (Date: 09/01-13/01/2023)

Unit 11: What time is it?

Lesson 1: Period 73

1. Look, listen & repeat.

2. Point and say.

I. Objectives: By the end of the lesson, Ps can:

- Use the words and phrases related to the Daily routines.

- Ask and answer questions about time, using What time is it? It’s + (time)

II. Languages focus:

1. Vocabulary:

2. Sentence patterns:

A: What time is it?

B: It’s seven o’clock.

III. Resources: student’s book, recording, cards, pictures, cassette player.

Procedure

Stages/ Time

Content

Interaction

1. Warm -up.

Check up.

7ms

- Play the game with them using the number five, ten, fifteen, twenty….. . T says five and then choose a Ps to say the next number. That Ps then chooses another Ps to say the next number. Counting until fifty-five.

Group

2. Look, listen and repeat.

13ms

- Have Ps look at the four pictures to discuss the content in which the language is used. Ask them questions such as Who are they? Where are they? What are they talking about?

- Ps can answer the question by Vietnamese or English.

- Play the recording more than once.

- Have Ps to listen and repeat.

- Ask Ps to do choral and individual repetition, pointing to the characters speaking.

Whole class

Answer

Listen

Repeat

3. Point and say.

10ms

- T gives structure and explains.

- T models/ Ps repeat in chorus - Individually.

* Pattern:

A: What time is it?

B: It’s seven oclock.

- Have pupils repeat the pattern.

- Have pupils practice the pattern in 2groups, in pairs.

- Model with a pupil (T asks - P answers; P asks - T answers).

- Call on 2 Ps to model.

- Ask the class to work in pairs.

- T corrects pronunciation

- Ask Ps to look at the bubbles and the pictures to understand how the languages is used, after that point to the pictures and review the numbers:

+ seven

+ seven fifteen

+ seven twenty-five

+ seven thirty

+ seven forty-five

- Read 3 times, then have class repeat in individual and chorus 3 times.

- Ask Ps to ask and answer the question What time is it? And give answer It’s seven o’clock. Then ask Ps do chorally and individual by other numbers.

- Ask Ps to work in pairs.

- Invite a few pairs to act out the dialogue in front of the class. Note correct pronunciation.

Work in pairs. Tell your partners what time is it?

- Tell Ps that they are going to ask and answer questions about time.

- Tell Ps to work in pairs: one Ps asks What time is it? And the other looks at the clock or their wristwatch and answer It’s + time.

- T can ask one Ps to write the answer on the board. Remind them to write the words rather than the numbers for the time.

- ask some pairs to role-play in front of the class.

Whole class

Groupwork

Pairwork

4. Consolidation.

5ms

- Have Ss consolidate the lesson.

- Comment and consolidate it again.

Consolidate the lesson

WEEK 19 (Date: 09/01-13/01/2023)

Unit 11: What time is it?

Lesson 1: Period 74

3. Listen and tick.

4. Look and write.

5. Let’s sing.

I. Objectives: By the end of the lesson, Ps can:

- Use the words and phrases related to the Daily routines.

- Ask and answer questions about time, using What time is it? It’s + (time)

- Listen and tick the correct picture about time.

- Complete the sentences

- Sing the song well.

II. Languages focus:

1. Vocabulary:

2. Sentence patterns:

A: What time is it?

B: It’s _______ o’clock.

III. Resources: student’s book, recording, cards, pictures, cassette player.

Procedure

Stages/ Time

Content

Interaction

1. Warm-up.

5ms

- Play the game: “Bingo”

Whole class

2. Listen and tick.

10ms

- Have Ps look at the pictures to identify the time.

- Have pupils guess the answers.

- Have pupils listen to the first dialogue, teacher models the way to do the exercise and checks the answer with the class.

- Play CD, have pupils listen and tick the correct pictures.

- Have pupils share their answers in pairs.

- Play CD, pause after each dialogue and check the answers.

Key: : 1 b 2 b 3 a

Audio script:

1. Mother: Mai, it’s time for breakfast now.

Mai : What time is it, Mum?

Mother: It’s six o’clock.

Mai : OK, Mum.

2. 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 eight fifty?

Mai : Eight fifteen.

Nam : Thank you.

Mai : You’re welcome.

Whole class

Individually

Whole class

Individually

Pair work

3. Look and write.

10ms

- Have Ps look at the clocks and write the answers to the question What time is it?

- 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.

- Get Ps to work in pairs.

- Get Ps to do the task.

- Get Ps to swap and check their answers.

- Write the correct answers on the board for Ps to copy down into the notebooks.

Key: 1. four o’clock.

2. It’s ten twenty.

3. It’s ten thirty.

4. It’s eleven fifty.

- Call Ss to read aloud the complete sentences.

- Listen and do what the T asked.

- Do the task.

- Act out.

- Look at the board and copy.

- Read.

4. Let’s sing.

10ms

Sing the song: What time is it?

- Have Ps read the song and check comprehension.

- Play the recording all the way through.

- Have Ps do choral and individual repetition of each line.

- Show Ps how to sing the song and do the actions.

- Have groups of pupils to sit face to face and practice singing and doing the actions.

- Get some groups to sing the song.

- Comment.

- Listen.

- Listen and sing each line.

- Listen.

- Practice the song.

- Perform .

- Listen.

4. Consolidation.

5ms

- Have Ss consolidate the lesson.

- Comment and consolidate it again.

Consolidate the lesson

WEEK 19 (Date: 09/01-13/01/2023)

Unit 11: What time is it?

Lesson 2: Period 75

1. Look, listen & repeat.

2. Point and say.

3. Let’s talk.

I. Objectives: By the end of the lesson, pupils can:

- Use the words and phrases related to the Daily routines.

- Ask and answer questions about daily routines, using What time do you…? I …………at + (time).

II. Languages focus:

1. Vocabulary: get up, have breakfast, have dinner, go to bed.

2. Sentence patterns: A: What time do you get up?

B: I get up at six o’clock.

III. Resources: student’s book, CD, pictures, cassette.

Procedure

Stages/ Time

Content

Interaction

1. Warm-up.

Check up.

7ms

- Have the class sing the song What time is it?

- Call some Ps to the front of the class ask and answer about time.

Whole class

2 pairs

2. Look, listen and repeat.

10ms

- Ask Ps to open their books on page 8 and read the dialogue. Get them to look at the four pictures and answer the following questions.

- T asks: Who are they? Where are they?

What are they saying?

- Ps : answer

- Introduce the situation of the dialogue.

- Play the recording for pupils to listen.

- Mime the dialogue and have pupils repeat.

- Divide the class into 2 groups. Have one group repeat the role of Tony and the other repeat the role of Linda.

( change role )

+ Picture a: Tony asks Linda What time do you get up? And Linda answers Six o’clock.

+ Picture b: Linda and Tony ask and answer about the time now, using What time is it now? And answer Seven fifteen.

In the last two pictures, Linda says that they are late for school, so they start running.

- Call some pairs to read.

- Teacher models: 3 times, choral repetition: twice, individual: 3 times.

- Play the recording again for pupils to listen and repeat.

Whole class

Answer

Group work

- Listen

- Listen and repeat

3. Point and say.

10ms

- T gives structure and explains.

- T models/ Ps repeat in chorus - Individually.

* Pattern:

A: What time do you get up?

B: I get up at six o’clock..

- Have pupils repeat the pattern.

- Have pupils practice the pattern in 2 groups, in pairs.

- Let Ps look at the pictures in the book. Ask Ps to look at the bubbles to understand how to ask and answer questions about the time for daily activities., after that point to the pictures and teach the phrases:

+ get up

+ have breakfast

+ have dinner

+ go to bed

- Model 3 times, then have class repeat in individual and chorus 3 times.

- Ask Ps to ask and answer the question What time do you get up? And give answer I get up at six o’clock. chorally and individual by using the new phrase.

- Model with a pupil (T asks - P answers; P asks - T answers).

- Call on 2 Ps to model.

- Ask the class to use the cues to work in pairs.

- Call some pairs to role-play the dialogue.

- T corrects pronunciation.

Whole class

Group work

Pair work

4. Let’s talk.

8ms

- Review what they have learnt in lessons 1 and 2.

- Get Ps to work in groups of 4 or 5, ask and answer about where a school is and what a class is.

* Questions:

+ What time is it?

+ What time do you ___________?

- T models first. Then gets the class to practice.

- After finishing, call some Ps to act out their conversation in the front of the class. The rest of the class observe and give comments if possible.

- Correct their mistakes.

* Game: Lucky number

Group work

2 groups

WEEK 19 (Date: 09/01-13/01/2023)

Unit 11: What time is it?

Lesson 2: Period 76

4. Listen and draw the time.

5. Draw and write the time

6. Let’s play.

I. Objectives:

- Ask and answer questions about daily routines, using What time do you__________? I __________ at ________ o’clock?

- Listen and draw the time.

- Draw and write the time.

II. Languages focus:

1. Vocabulary:

2. Sentence patterns:

A: What time do you get up?

B: I get up at six o’clock.

III. Resources: student’s book, CD, pictures, cassette.

Procedure

Stages/ Time

Content

Interaction

1. Warm-up.

5ms

- Ask some pairs to go to the front of the class ask and answer about their daily routines.

- Ask and answer

2. Listen and draw the time.

10ms

- Tell Ps that they are going to listen to Tom’s daily routine and draw the hands of the clocks.

- Ask them to look at the pictures and discus with them what Tom does everyday.

- Have pupils guess the answers.

- T tell them to look at the clock in each picture and explain that they have to draw the hands to show the time.

- Play CD, have pupils listen and draw.(3 times)

- Have pupils share their answers in pairs.

- Play CD, pause after each dialogue and check the answers.

Key: b. 7.30 c. 8.15 d. 8.00 e. 9.00

- Comment and motivate

Audio script:

Hi. My name’s Tom. I’m a pupil at Nguyen Du Primary School. Every day, I get up at seven o’clock. I have breakfast 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 at eight and go to bed at nine.

Whole class

Individually

Pair work

3. Draw and write the time.

10ms

- Instruct Ps to draw the time and write about their daily routines.

- Ask Ps to look at the questions and identify what daily routines they are going to write about. Then have them the hands of the clocks to show the times they usually do these activities.

- Have them write the answers, using the clocks they have just drawn.

- Give Ps time to do the task independently.

- Get Ps to swap to check their answers.

- Get Ps to work in pairs, if necessary.

- Correct.

- Comment and motivate.

- Call some pairs to act out the complete dialogues.

- Listen

- Read in silence

- Listen

- Do the task

- Swap

- To act out

4. Let’s play

10ms

- Introduce the game “Pass the secret!”.

- Divide the class into groups of six or seven. Ask them to sit in circles. Ps 1 in each circle whispers a sentence to Ps 2, ex. I get up at six o’clock. Then Ps 2 whisper the same sentence to Ps 3. Continue until the last Ps 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 one group to act out the game in front of the class.

- Whole class

Group work

5.Consolidation.

5ms

- Have Ps consolidate the lesson.

- Comment and consolidate it again.

- Consolidate the lesson.

WEEK 20 (Date: 30/01-03/02/2023)

Unit 11: What time is it?

Lesson 3: Period 77

1. Listen & repeat.

2. Listen and circle. Then write and say aloud.

3. Let’s chant.

I. Objectives:

- Ask and answer questions about time, daily routines.

- Help Ps to pronounce the sounds of the letters oo in the words cook, book, noon, school respectively.

II. Languages focus:

Revision:

1. Vocabulary: words and phrases related about daily routines, time.

2. Sentence patterns: questions about what someone likes doing and their hobby.

III. Resources: student’s book, CD, pictures, cassette.

Procedure

Stages/ Time

Content

Interaction

1. Warm-up.

Check up.

7ms

- Play the game: “ Pass the secret!”

Group work

2. Listen & repeat.

10ms

- Write the letters oo on board.

- Present the sounds: “oo”.

- Play the recording and ask Ps to repeat a few times.

- Write the words cook, book, noon, school and 4 sentences in the book on the board.

- Play the recording and let pupils say the words and the phrases.

- Ask s to find some words with the sounds: “oo”.

- Have Ps read the sounds, words and phrases in chorus and individually.

- Call some Ps to read, T corrects the pronunciation.

Whole class

Individually

3. Listen and write. Then say aloud.

10ms

-Tell Ps that they are going to listen to the recording and write the correct words in the blanks of the sentences.

-Ask Ps to read the sentences in silence and guess the correct words to fill in the blanks.

-Have Ps listen and do the task. Then compare the answers with a partner.

-Call some Ps to read aloud the completed sentences.

Key: 1. book 2.school 3.cook 4.noon

Audio Script:

1. Look! The book is red.

2. They usually read book at school.

3. My big brother can cook.

4. The children usually play football at noon.

Whole class

Pair work

4. Let’s chant.

8ms

- Introduce the chant “What time do you go to school?”

- T reads the chant first.

- Have Ps read the chant line by line and check comprehension.

- Play the recording a few times for Ps to do choral and individual repetition. Show them how to chant and do actions.

- Divide the class into 2 groups to chant and do actions.

- Call some pairs to front of the class to chant and do actions. The rest of the class claps along to the rhythm.

- Correct pronunciation.

Whole class

Group work

Pair work

5.Consolidation.

5ms

- Have Ps consolidate the lesson.

- Comment and consolidate it again.

- Consolidate the lesson.

WEEK 20 (Date: 30/01-03/02/2023)

Unit 11: What time is it?

Lesson 3: Period 78

4. Read and complete.

5. Let’s write

6. Project.

I. Objectives:

- By the end of the lesson, Ps can ask and answer questions about daily activities.

- Help Ps to write a short paragraph about Linda’s daily routine.

- Help Ps to do a project about their daily routine.

II. Languages focus:

Revision:

1. Vocabulary: words and phrases related about daily routine.

2. Sentence patterns: questions about time, daily routine.

III. Resources: student’s book, CD, pictures, cassette.

Procedure

Stages/ Time

Content

Interaction

1. Warm-up.

5ms

- Revise the chant: “What time do you go to school?”

- Comment

- Revise the chant.

- Listen.

2. Read and complete.

10ms

- Get Ps to read the text about Phong’s daily routine and focus on the information to complete the sentences

- Ask Ps to read the sentences and find appropriate information from the text to fill in the blanks with the times that Phong does the activities.

- Get Ps to work in pairs.

- Get Ps time to do the task independently.

- Get Ps to swap to check their answers.

- Correct and comment.

Key:

1.7 a.m./seven

2. 5/ five(o’clock)

3. has dinner

4. goes to bed

- Ask some Ps to read all the sentences in the front the class.

- Have some pair ask and answer questions about Phong’s daily activities.

Whole class

Group work

3. Let’s write

8ms

- Have them work in pairs or groups to discuss what they are going to write.

- Focus Ps on what activities Linda does and the time she does these activities by looking at the clock.

Note: Remind Ps to write the verbs in the third person singular.

- Get Ps time to do the task independently.

- Get Ps to swap to check their answers.

- Correct and comment.

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

Whole class

Pair work

4. Project.

7ms

- Tell the class that they are going to do a project about their daily routine.

- Give each Ps a card. Have Ps copy table from the book onto their cards.

- Have Ps time to write the information about themselves.

- Get Ps to swap their cards in pairs.

_ Have Ps look at their partners’ cards and describe their daily routines.

- Call some Ps to front of the class to tell about their partners.

- Listen.

- Do the project.

5.Consolidation.

5ms

- Have Ps consolidate the lesson.

- Comment and consolidate it again.

- Consolidate the lesson.

WEEK 20 (Date: 30/01-03/02/2023)

Unit 12: What does your father do?

Lesson 1: Period 79

1. Look, listen & repeat.

2. Point and say.

I. Objectives: By the end of the lesson, Ps can:

- Use the words and phrases related to the topic Jobs.

- Ask and answer questions about someone’s job, using What does your …do? He/She’s a …………..

II. Languages focus:

1. Vocabulary: farmer, nurse, driver, factory worker

2. Sentence patterns:

A: What does your father do?

B: He’s a teacher.

III. Resources: student’s book, recording, cards, pictures, cassette player.

Procedure

Stages/ Time

Content

Interaction

1. Warm -up.

Check up.

7ms

- Call some Ps to the front of the class to tell the class about their daily routine.

- Introduce the lesson by writing the title of the unit on the board and check comprehension. Have Ps repeat the title twice. Then write the word Jobs on the board.

Group

2. Look, listen and repeat.

13ms

- Have Ps look at the four pictures and read the story. Ask them a few questions to check comprehension such as Who’s in Picture a? Where are they doing? Who’s interview whom in P c? What does your father/mother/sister do?

- Ps can answer the question by Vietnamese or English.

- Play the recording more than once.

- Have Ps to listen and repeat.

- Ask Ps to do choral and individual repetition, pointing to the characters speaking.

Whole class

Answer

Listen

Repeat

3. Point and say.

10ms

- T gives structure and explains.

- T models/ Ps repeat in chorus - Individually.

* Pattern:

A: What does your father do?

B: He’s a teacher.

- Have pupils repeat the pattern.

- Have pupils practice the pattern in 2groups, in pairs.

- Model with a pupil (T asks – P answers; P asks – T answers).

- Call on 2 Ps to model.

- Ask the class to work in pairs.

- T corrects pronunciation

- Ask Ps to look at the bubbles and the pictures to understand how the languages is used, after that point to the pictures and review the numbers:

+ farmer

+ nurse

+ driver

+ factory worker

- Read 3 times, then have class repeat in individual and chorus 3 times.

- Ask Ps to ask and answer the question What does your father do? And give answer He’s a farmer. Then ask Ps do chorally and individual by other pictures.

- Ask Ps to work in pairs.

- Invite a few pairs to act out the dialogue in front of the class. Note correct pronunciation.

Work in pairs. Ask your partners about the jobs of their family members?

- Tell Ps that they are going to ask and answer questions about jobs.

- Have a time for the activity and ask Ps to write notes for interviews for a class report later.

- Invite a few Ps to report their interviews.

Whole class

Groupwork

Pairwork

Listen and repeat

Interview their friends

4. Consolidation.

5ms

- Have Ss consolidate the lesson.

- Comment and consolidate it again.

Consolidate the lesson

WEEK 20 (Date: 30/01-03/02/2023)

Unit 12: What does your father do?

Lesson 1: Period 80

3. Listen and tick.

4. Look and write.

5. Let’s sing.

I. Objectives: By the end of the lesson, Ps can:

- Use the words and phrases related to topic Jobs.

- Ask and answer questions about someone’s job, using What does your …do? He/She’s a …………

- Listen and tick the correct boxes about Quan’s family.

- Complete the sentences

- Sing the song well.

II. Languages focus:

1. Vocabulary:

2. Sentence patterns:

A: What does your … do?

B: He/She’s a … .

III. Resources: student’s book, recording, cards, pictures, cassette player.

Procedure

Stages/ Time

Content

Interaction

1. Warm-up.

5ms

- Invite a few pair to ask and answer about the jobs of each family member.

Whole class

2. Listen and tick.

10ms

- Have Ps look at the pictures and ask Ps what jobs are shown in the pictures.

- Point to each character and ask pupils guess the answers.

- Have pupils listen to the first dialogue, teacher models the way to do the exercise and checks the answer with the class.

- Play CD, have pupils listen and tick the correct pictures.

- Have pupils share their answers in pairs.

- Play CD, pause after each dialogue and check the answers.

Key: : Farther: worker

Mother: teacher

Sister : nurse

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.

Whole class

Individually

Whole class

Individually

Pair work

3. Look and write.

10ms

- Introduce the activity and ask Ps to identify the jobs shown in the pictures.

- have Ps a few times to look at the sentences and identify the missing words.

- Get Ps to work in pairs.

- Get Ps to do the task.

- Get Ps to swap and check their answers.

- Call some Ps write the correct answers on the board and for Ps to copy down into the notebooks if correct.

Key: 1. family

2. farmer.

3. is a nurse.

4. is a driver.

5. is a factory worker

6. a pupil

- Call Ss to read aloud the complete sentences.

- Listen and do what the T asked.

- Do the task.

- Act out.

- Look at the board and copy.

- Read.

4. Let’s sing.

10ms

Sing the song: My family.

- Have Ps read the song and check comprehension.

- Play the recording all the way through.

- Have Ps do choral and individual repetition of each line.

- Show Ps how to sing the song and do the actions.

- Have groups of pupils to sit face to face and practice singing and clapping hands.

- Get some groups to sing the song.

- If time allows, ask them to suggest other jobs for the people and sing the new version of the song.

- Comment.

- Listen.

- Listen and sing each line.

- Listen.

- Practice the song.

- Perform .

- Sing a song

- Listen

4. Consolidation.

5ms

- Have Ss consolidate the lesson.

- Comment and consolidate it again.

Consolidate the lesson

WEEK 21 (Date: 06/02-10/02/2023)

Unit 12: What does your father do?

Lesson 2: Period 81

1. Look, listen & repeat.

2. Point and say.

3. Let’s talk.

I. Objectives: By the end of the lesson, pupils can:

- Use the words and phrases related to the job and where someone works.

- Ask and answer questions about place of work, using Where does he/she work? He/She’s works in …..

II. Languages focus:

1. Vocabulary: hospital, field, factory and office.

2. Sentence patterns: A: Where does a doctor work?

B: He/She’s in a hospital.( place of work)

III. Resources: student’s book, CD, pictures, cassette.

Procedure

Stages/ Time

Content

Interaction

1. Warm-up.

Check up.

7ms

- Have the class sing the song My family.

- Call some Ps to the front of the class ask and answer about the Jobs of their parents.

Whole class

2 pairs

2. Look, listen and repeat.

10ms

- Ask Ps to open their books on page 14 and read the dialogue. Get them to look at the four pictures and answer the following questions.

- T asks: What is the name of the gameNamand Mai are playing? Where does the doctor in the picture work? How about the worker? And the farmer? Where does he/she work?

- Ps : answer

- Introduce the situation of the dialogue.

- Play the recording for pupils to listen.

- Mime the dialogue and have pupils repeat.

- Divide the class into 2 groups. Have one group repeat the role of Mai and the other repeat the role ofNam.

- Call some pairs to read.

- Teacher models: 3 times, choral repetition: twice, individual: 3 times.

- Play the recording again for pupils to listen and repeat.

Whole class

Answer

Group work

- Listen

- Listen and repeat

3. Point and say.

10ms

- T gives structure and explains.

- T models/ Ps repeat in chorus - Individually.

* Pattern:

A: Where does a doctor work?

B: A doctor works in a hospital..

- Have pupils repeat the pattern.

- Have pupils practice the pattern in 2 groups, in pairs.

- Let Ps look at the pictures in the book. Ask Ps to look at the bubbles to understand how to ask and answer questions about where someone works, after that point to the pictures and teach the phrases:

+ in a hospital

+ in a field

+ in a factory

+ in an office

- Model 3 times, then have class repeat in individual and chorus 3 times.

- Ask Ps to ask and answer the question What does a doctor work? And give answer A doctor works in a hospital. chorally and individual by using the new phrase.

- Model with a pupil (T asks - P answers; P asks - T answers).

- Call on 2 Ps to model.

- Ask the class to use the cues to work in pairs.

- Call some pairs to role-play the dialogue.

- T corrects pronunciation.

Whole class

Group work

Pair work

4. Let’s talk.

8ms

- Review what they have learnt in lessons 1 and 2.

- Get Ps to work in groups of 4 or 5, ask and answer about where someone works.

* Questions:

+ What does your father/mother/brother/sister?

+ What does he/she work?

- T models first. Then gets the class to practice.

- After finishing, call some Ps to act out their conversation in the front of the class. The rest of the class observe and give comments if possible.

- Correct their mistakes.

* Game: Lucky number

Group work

2 groups

WEEK 21 (Date: 06/02-10/02/2023)

Unit 12: What does your father do?

Lesson 2: Period 82

4. Listen and number.

5. look and write

6. Let’s play.

I. Objectives:

- Ask and answer questions about Jobs and where their works, using Where does he/she work?

- Look and write.

- Let’s play

II. Languages focus:

1. Vocabulary:

2. Sentence patterns:

A: What does he/she work?

B: He/ She works in a………….

III. Resources: student’s book, CD, pictures, cassette.

Procedure

Stages/ Time

Content

Interaction

1. Warm-up.

5ms

- Ask some pairs to go to the front of the class ask and answer about where their works.

- Ask and answer

2. Listen and draw the time.

10ms

- Introduce the activity and give a few times for Ps to look at the pictures. Check comprehension by eliciting Ps’ answers to questions such as: What can you see? What does he/she do? What’s her/his job? Where does he/she work?

- Have pupils guess the answers.

- Play CD, have pupils listen and number the correct pictures.(3 times)

- Have pupils share their answers in pairs.

- Play CD, pause after each dialogue and check the answers.

Key:a.2 b.4 c.1 d.3

- Comment and motivate

Whole class

Individually

Pair work

3. Look and write

10ms

- Introduce the activity to the class.

- Ask Ps to look at the picture 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?

- Have them write the answers.

- Give Ps time to do the task independently.

- Get Ps to swap to check their answers.

- Get Ps to work in pairs, if necessary.

- Correct.

- Comment and motivate.

Key: 1. a doctor/ a nurse, in a hospital

2. a farmer, in a field

- Call some pairs to act out the complete dialogues.

- Listen

- Read in silence

- Listen

- Do the task

- Swap

- To act out

4. Let’s play

10ms

- Introduce the game “Pelmanism!”

* Prepare cards with jobs and the workplaces for the jobs, remind Ps how to play Pelmanism: In pair, Ps take turning over a pair of cards. If the cards show a job and a workplace that match, the player scores a point and continues to turn over anther pair of cards. If they do match, the other player has a turn. The player who gets the most points will be the winner.

- Whole class

Group work

5.Consolidation.

5ms

- Have Ps consolidate the lesson.

- Comment and consolidate it again.

- Consolidate the lesson.

WEEK 21 (Date: 06/02-10/02/2023)

Unit 12: What does your father do?

Lesson 3: Period 83

1. Listen & repeat.

2. Listen and circle. Then write and say aloud.

3. Let’s chant.

I. Objectives:

- Ask and answer questions about job, place of work.

- Help Ps to pronounce the sounds of the letters ie and ea in the words field, piece and teacher, reading respectively.

II. Languages focus:

Revision:

1. Vocabulary: words and phrases related about job, place of work.

2. Sentence patterns: questions about job and place of workl.

III. Resources: student’s book, CD, pictures, cassette.

Procedure

Stages/ Time

Content

Interaction

1. Warm-up.

Check up.

7ms

- Play the game: “ Pelmanism”

Group work

2. Listen & repeat.

10ms

- Write the letters ie and ea on board.

- Present the sounds: “ie,ea”.

- Play the recording and ask Ps to repeat a few times.

- Write the words field, piece, teacher, reading and 4 sentences in the book on the board.

- Play the recording and let pupils say the words and the phrases.

- Ask s to find some words with the sounds: “ie,ea”.

- Have Ps read the sounds, words and phrases in chorus and individually.

- Call some Ps to read, T corrects the pronunciation.

Whole class

Individually

3. Listen and circle. Then say aloud.

10ms

-Tell Ps that they are going to listen to the recording and circle the correct words.

-Ask Ps to read the sentences in silence and guess the correct words to circle the words.

-Have Ps listen and do the task. Then compare the answers with a partner.

-Call some Ps to read aloud the completed sentences.

Key: 1. b 2. b

Audio Script:

1. Where’s my piece of chocolate?

2. Miss Hien is reading a dictation.

Whole class

Pair work

4. Let’s chant.

8ms

- Introduce the chant “Jobs and places of work”

- T reads the chant first.

- Have Ps read the chant line by line and check comprehension.

- Play the recording a few times for Ps to do choral and individual repetition. Show them how to chant and do actions.

- Divide the class into 2 groups to chant and do actions.

- Call some pairs to front of the class to chant and do actions. The rest of the class claps along to the rhythm.

- Correct pronunciation.

Whole class

Group work

Pair work

5.Consolidation.

5ms

- Have Ps consolidate the lesson.

- Comment and consolidate it again.

- Consolidate the lesson.

WEEK 21 (Date: 06/02-10/02/2023)

Unit 12: What does your father do?

Lesson 3: Period 84

4. Read and complete.

5. Write about the jobs of your family members and where they work.

6. Project.

I. Objectives:

- By the end of the lesson, Ps can do the exercise about jobs, places of work.

- Help Ps to write a short paragraph about the jobs of your family members and where they work.

- Help Ps to do a project about their parents’ jobs.

II. Languages focus:

Revision:

1. Vocabulary:

2. Sentence patterns: questions about jobs, places of work.

III. Resources: student’s book, CD, pictures, cassette.

Procedure

Stages/ Time

Content

Interaction

1. Warm-up.

5ms

- Revise the chant: “ Jobs and places of work”

- Comment

- Revise the chant.

- Listen.

2. Read and complete.

10ms

- Get Ps to read the report about an interview between Mai and Phong and focus on the information to complete the table.

- Ask Ps to read the text and complete the table.

- Get Ps to work in pairs.

- Get Ps time to do the task independently.

- Get Ps to swap to check their answers.

- Call some pairs to ask and answer the questions about Phong’s family.

- Correct and comment.

Key:

	Job	Place of work
Farther	teacher	LHPprimary school
Mother	nurse	Thanh Nhan hospital
Brother	worker	car factory

- Ask some Ps to read all the sentences in the front the class.

- Have some pair ask and answer questions about Phong’s family.

Whole class

Group work

3. Let’s write

8ms

- Ask Ps to stick a photo of their family next to the paragraph, or draw simple stick figures.

- Get Ps time to do the task independently.

- Get Ps to swap to check their writing.

- Call a few Ps to read aloud their writing, while the others should listen and try to remember what they say. And then ask the class some questions.

- Correct and comment.

Whole class

Pair work

4. Project.

7ms

- Tell the class that they are going to do a project about their parents’ jobs.

- Prepare the interview questions with the class and write them on the board for Ps to practicse

- Have Ps a few times to do their interviews. Then invite a few Ps to report their interviews to the class.

- Teach Ps how to report their interviews.

- Listen.

- Do the project.

5.Consolidation.

5ms

- Have Ps consolidate the lesson.

- Comment and consolidate it again.

- Consolidate the lesson.

WEEK 22 (Date: 13/02-17/02/2023)

Unit 13: Would you like some milk?

Lesson 1: Period 85

1. Look, listen & repeat.

2. Point and say.

I. Objectives: By the end of the lesson, Ps can:

- Use the words and phrases related to the topic Food and Drinks.

- Ask and answer questions about favorite food and drink, using What’s your favorite food/drink? It’s …………….

II. Languages focus:

1. Vocabulary: - beef, port, orange juice, water.

2. Sentence patterns:

A: What’s your favorite food?

B: It’s beef.

III. Resources: student’s book, recording, cards, pictures, cassette player.

Procedure

Stages/ Time

Content

Interaction

1. Warm -up.

Check up.

7ms

- Ask The class to sing the song My family and clap their hand.

- Have some Ps ask and answer about their parents’ jobs.

The whole class

Some Ps

2. Look, listen and repeat.

13ms

- Have Ps look at the four pictures to discuss the content in which the language is used. Ask them questions such as Who are they? Where are they? What are they talking about?

- Ps can answer the question by Vietnamese or English.

- Play the recording more than once.

- Have Ps to listen and repeat.

- Ask Ps to do choral and individual repetition, pointing to the characters speaking.

Whole class

Answer

Listen

Repeat

3. Point and say.

10ms

- T gives structure and explains.

- T models/ Ps repeat in chorus - Individually.

* Pattern:

A: What’s your favorite food?

B: It’s beef.

- Have pupils repeat the pattern.

- Have pupils practice the pattern in 2groups, in pairs.

- Model with a pupil (T asks - P answers; P asks - T answers).

- Call on 2 Ps to model.

- Ask the class to work in pairs.

- T corrects pronunciation

- Ask Ps to look at the bubbles and the pictures to understand how the languages is used, after that point to the pictures and teach the new words:

+ food

+ drink

+ beef

+ pork

+ orange juice

+ water

- Model 3 times, then have class repeat in individual and chorus 3 times.

- Ask Ps to ask and answer the question What’s your favorite food/drink? It’s ………. chorally and individual by using the new words.

- Ask Ps to work in pairs.

- Invite a few pairs to act out the dialogue in front of the class. Note correct pronunciation.

Work in pairs. Tell your partners what you like doing.

- Ask Ps to practice using What’s your favorite food/drink? It’s ……….

- Ask Ps work in pairs about Food and Drinks.

- Ask some pairs to role-play in front of the class.

Whole class

Group work

Pair work

4. Consolidation.

5ms

- Have Ss consolidate the lesson.

- Comment and consolidate it again.

Consolidate the lesson

WEEK 22 (Date: 13/02-17/02/2023)

Unit 13: Would you like some milk?

Lesson 1: Period 86

3. Listen and tick.

4. Look and write.

5. Let’s sing.

I. Objectives: By the end of the lesson, Ps can:

-Use the words and phrases related to the Food and Drinks.

- Listen and tick the correct picture about food and drink.

- Complete the sentences

- Sing the song well.

II. Languages focus:

1. Vocabulary:

2. Sentence patterns:

A: What’s your favorite food/drink?

B: It’s _______________.

III. Resources: student’s book, recording, cards, pictures, cassette player.

Procedure

Stages/ Time

Content

Interaction

1. Warm-up.

5ms

- Call some Ps to front of the class to ask and answer questions about food and drink.

Whole class

2. Listen and tick.

10ms

- Have Ps look at the pictures to identify the similarities and differences about food and drink.

- Ask Ps point to the pictures and say aloud the names of the food and drink in English.

- Have pupils listen to the first dialogue, teacher models the way to do the exercise and checks the answer with the class.

- Play CD, have pupils listen and tick the correct pictures.

- Have pupils share their answers in pairs.

- Play CD, pause after each dialogue and check the answers.

Key: : 1 b 2 c 3 a

Audio script:

1. A: What’s your favorite food?

B: It’s fish.

A: Sorry?

B: Fish is my favorite food.

2. A: What’s your favorite food and drink?

B: Chicken and orange juice.

A: Chicken and …what?

B: Chicken and orange juice.

A: Oh, I see.

3. A: What’s your favorite drink?

B: It’s orange juice.

A:Orangejuice?

B: Yes.

Whole class

Individually

Whole class

Individually

Pair work

3. Look and write.

10ms

- Have Ps look at the pictures and write the answers to the questions about favorite food and drink.

- Give them a few times to look at the pictures.

- Ask Ps to read the question next to each picture and write the answer.

- Ask Ps to work in pairs.

- Get Ps to do the task.

- Get Ps to swap and check their answers.

- Write the correct answers on the board for Ps to copy down into the notebooks.

Key: 1. It’s chicken.

2. It’s orange juice.

3. It’s fish and water.

- Call Ss to read aloud the answers.

- Listen and do what the T asked.

- Do the task.

- Act out.

- Look at the board and copy.

- Read.

4. Let’s sing.

10ms

Sing the song: My favorite food and drink

- Have Ps read the song and check comprehension.

- Play the recording all the way through.

- Have Ps do choral and individual repetition of each line.

- Show Ps how to sing the song and do the actions.

- Have groups of pupils to sit face to face, practice singing and claps hands.

- Get some groups to sing the song.

- Comment.

- Listen.

- Listen and sing each line.

- Listen.

- Practice the song.

- Perform.

- Listen.

4. Consolidation.

5ms

- Have Ss consolidate the lesson.

- Comment and consolidate it again.

Consolidate the lesson

WEEK 22 (Date: 13/02-17/02/2023)

Unit 13: Would you like some milk?

Lesson 2: Period 87

1. Look, listen & repeat.

2. Point and say.

3. Let’s talk.

I. Objectives: By the end of the lesson, pupils can:

- Use the words and phrases related to the topics food and drinks.

- Offer someone food or drinks and accept/decline someone’s offer, using Would you like some…? Yes, please. / No, thanks.

II. Languages focus:

1. Vocabulary: - bread, rice, vegetable, lemonade, noodles.

2. Sentence patterns: A: Would you like some milk?

B: Yes, please. / No, thanks.

III. Resources: student’s book, CD, pictures, cassette.

Procedure

Stages/ Time

Content

Interaction

1. Warm-up.

Check up.

5ms

- Have the class sing the song.

- Call some Ps to the front of the class ask and answer about favorite food and drink.

Whole class

2 pairs

2. Look, listen and repeat.

9ms

- Ask Ps to open their books on page 20 and read a story. Get them to look at the four pictures and answer the following questions.

- T asks: Who are they? What are they?

What are they saying?

- Ps : answer

- Introduce the situation of the dialogue.

- Play the recording for pupils to listen.

- Mime the dialogue and have pupils repeat.

- Divide the class into 2 groups. Have one group repeat the role of Mrs Lan and the other repeat the role of Linda.

( change role )

- Call some pairs to read.

- Teacher models: 3 times, choral repetition: twice, individual: 3 times.

- Play the recording again for pupils to listen and repeat.

Whole class

Answer

Group work

- Listen

- Listen and repeat

3. Point and say.

10ms

- T gives structure and explains.

- T models/ Ps repeat in chorus - Individually.

* Pattern:

A: Would you like some milk?

B: Yes, please. / No, thanks.

- Have pupils repeat the pattern.

- Have pupils practice the pattern in 2 groups, in pairs.

- Ask Ps to look at the pictures and the words under them after that point to the pictures and teach the new words:

+ noodles

+ bread

+ rice

+ vegetables

+ lemonade

- Model 3 times, then have class repeat in individual and chorus 3 times.

- Ask Ps to ask and answer the question Would you like some milk? Yes, please. / No, thanks. chorally and individual by using the new words.

- Ask Ps to work in pairs.

- Invite a few pairs to act out the dialogue in front of the class. Note correct pronunciation.

Whole class

Group work

Pair work

4. Let’s talk.

8ms

- Review what they have learnt in lessons 1 and 2.

- Get Ps to work in groups of 4 or 5, ask and answer about themselves.

* Questions:

+ What’s your favorite food/drink?

+ Would you like some milk?

- T models first. Then gets the class to practice.

- After finishing, call some Ps to act out their conversation in the front of the class. The rest of the class observe and give comments if possible.

- Correct their mistakes.

* Game: Lucky number

Group work

2 groups

4. Consolidation.

3ms

- Have Ss consolidate the lesson.

- Comment and consolidate it again.

Consolidate the lesson

WEEK 22 (Date: 13/02-17/02/2023)

Unit 13: Would you like some milk?

Lesson 2: Period 88

4. Listen and number.

5. Look and write.

6. Let’s play.

I. Objectives:

- Use the words and phrases related to the topics food and drinks.

- Offer someone food or drinks and accept/decline someone’s offer, using Would you like some…? Yes, please. / No, thanks.

- Listen and number the correct number about subject

- Write the name of the food and drinks.

II. Languages focus:

1. Vocabulary:

2. Sentence patterns:

+What’s your favorite food/drink? It’s …………..

+ Would you like some milk? Yes, please. / No, thanks.

III. Resources: student’s book, CD, pictures, cassette.

Procedure

Stages/ Time

Content

Interaction

1. Warm-up.

5ms

- Ask some Ps to the front of the class to perform how to offer SO food/drink and how to accept or decline an offer.

- Ask and answer

- Play game

2. Listen and number.

10ms

- Tell Ps that they are going to listen to four dialogues about people’s favorite food and drink and number the pictures.

- Ask them to look at the pictures and ask Ps to say the food and drink aloud.

- Have pupils read aloud the days before playing the recording.

- Play CD, have pupils listen and number.(3 times)

- Have pupils share their answers in pairs.

- Play CD, pause after each dialogue and check the answers.

Key: a.3 b.1 c.2 d.4

- Comment and motivate

Whole class

Individually

Pair work

3. Look and write.

10ms

- Ask Ps to complete the menu, using the picture cues.

- Give Ps a few seconds to look at two worked examples in the menu. Then ask Ps to look at the pictures and write the words for the food and drink.

- Set a time limit for the task.

- Check the answers as a class and after that call some Ps ask and answer about their favorite food and drink.

Key: 1. Milk 2. Lemonade 3. Water

4. Fish 5. Rice 6. Bread

- Listen

- Read in silence

- Do the task

- Swap

4. Let’s play

10ms

- Tell Ps that they are going to play the game Food or Drink?

- Write Food and Drink on two sides of the board. Then write fish under Food and milk under Drink.

- Call two groups to the front of the class. They should take turns to write the name of a food or drink on the board. The group that runs out of ideas, or puts a food or drink under the wrong category is out of the game. Then another group comes out and continues. The group which stays until the end of the game is the winner.

- Whole class

Pair work

5.Consolidation.

5ms

- Have Ps consolidate the lesson.

- Comment and consolidate it again.

- Consolidate the lesson.

KẾ HOẠCH BÀI DAY LỚP 5 TUẦN 19-22

WEEK 19 (Date: 09/01-13/01/2023) UNIT 11: WHAT’S THE MATTER WITH YOU?

Lesson 1: Part 1-2-3 Period 73

v Objectives: By the end of this unit pupils can

- Use the words and phrases related to the topics Common health problems. Ask and answer questions about common health problems, using What’s the matter with you? I have ...

- Develop Ss speaking and listening skills.

- Ss look after , solve problems and study themselves.

- Studious and obedient students and love their hometown, family and friends.

v Language focus:

Sentence Pattners: What’s the matter with you? I have ... Vocabulary: toothache, earache, sore throat, stomach ache, dentist, fever, ... .

v Resources: Student’s book, recording, flash cards.

v Procedures:

Stages	Content	Interaction
1. Warm – up (3’)	- Play slap the board - The class play: using the pictures and names of characters that they have learnt in unit 1-10	- T – whole class
2. Look, listen and repeat (10’)	- Introduce the dialogue. - Play the recording - Check and corect. - Elicits the structure - Look at the pictures in the book, identify the characters in the picture on page 6 and what they are saying. - Listen to Tony and mother’s Tony. - Ss listen and repeat in chorus two times. - Read in group/ pair: One repeats Tony’s part, the other repeats mother’s part of Tony. - Ss give new structure sentence: - What’s the matter with you? I have ... - Note write down new words and read after T. Play game: What and where	- T – whole class - T – whole class - T – whole class - Groups - T – whole class
3. Point and say (12’	- Teach vocabulary: Check vocab: what & where - Model sentence. - Monitor the activity and offer help, if necessary. - Check and correct. - Pupils guess and complete the speech bubbles. - Look and find out the model sentences - Point the pictures and practise asking and answering question about one’s address. - 2 - 3 pairs perform their task at the front of the class. The rest of the class observe and give comments.	- T – whole class - T – whole class - T – whole class - T - student - Pairs - Pairs
4.Let’s Talk (7’)	- Give tasks. - Correct their pronunciation and mistake. Invite a few pps to repeat their interview to the class	- T – whole class - Pairs
5. Homelink(3’)	- Recite the pattern & write all the sentences at home.	- Individual

WEEK 19 (Date: 09/01-13/01/2023)

UNIT 11: WHAT’S THE MATTER WITH YOU?

Lesson 1: Part 4-5-6 Period 74

v Objectives: By the end of this unit pupils can

- Use the words and phrases related to the topics Common health problems. Ask and answer questions about Common health problems, using What’s the matter with you? I have ...

- Develop Ss speaking and listening skills.

- Ss look after , solve problems and study themselves.

- Studious and obedient students and love their hometown, family and friends.

v Language focus:

Sentence Pattners: What’s the matter with you? I have ... Vocabulary: toothache, earache, sore throat, stomach ache, dentist, fever, ... .

v Resources: Student’s book, recording, flash cards.

v Procedures:

Stages	Content	Interaction
1. Warm – up (5’)	- Play slap the board - The class play: using the pictures and names of characters that they have learnt in unit 1-10	- T – whole class
2. Listen and tick(10’)	- Ask Ss to listen to the recording and complete address. - Play the recording all the way throught for pps to listen. Play it again for them todo the task. - Get them to compare their answer befor checking at a class. Play the recording again to confirm the answer. Give explaination for answer with pps find difficult. - Key : Nam: toothache . Peter : stomach ache Linda : headache. Tony : sore throat	- T – whole class - Pairs - Pairs - Pairs
3.Read and Complete (10’)	Tell the class that they are going to read & fill the gap with street address, live & from. Give them few second to read the sentence. Remind them to focus on the context to select the appropriate words from the box. Set a time limit for pps todo the task independently. Monitor the acivity & offer help, if necessary. Get them to compare their answer in pair befor checking at the class. Key : 1: toothache, 2: fever , 3: earache, 4: stomach ache, 5 : sore throat.	- T – whole class - Individual - Individual - Individual - Pairs - T – whole class
4. Let’s sing (8’)	- Introduce the What The matter with you, Page 7. - Play the recording and listen What The matter with you - Play the recording again for pupils to sing each line of the rhythm. - Call on a group of six to the front of the class and do the actions. The others clap their hands after the song - Group work. Pupils practise singing and doing the actions in groups. Monitor the activity and help them when necessary. Correct pronunciation Ss’ errors. - Call on one group to perform the song at the front of the class. The rest of the class sing the song and clap the rhythm. - Have class sing the song again to reinforce their pronunciation.	- T – whole class
5. Homelink(2’)	- Have Ss practices at home.	- Individual

WEEK 19 (Date: 09/01-13/01/2023) UNIT 11: WHAT’S THE MATTER WITH YOU?

Lesson 2: Part 1-2-3 Period 75

v Objectives: By the end of this unit pupils can

- Use the words and phrases related to the topics Common health problems. Give and respond to advivce to common health problems, using You should/shouldn’t ... Yes, I will./OK, I won’t

- Develop Ss speaking and listening skills.

- Ss look after , solve problems and study themselves.

- Studious and obedient students and love their hometown, family and friends.

v Language focus:

Sentence Pattners: You should/shouldn’t ... Yes, I will./OK, I won’t. Vocabulary: toothache, earache, sore throat, stomach ache, dentist, fever, ... .

v Resources: Student’s book, recording, flash cards.

v Procedures:

Stages	Content	Interaction
1. Warm – up (3’)	- Sing - What’s the matter with you? Song.	- T – whole class
2. Look, listen and repeat (10’)	- Introduce the dialogue. - Play the recording - Check and corect. - Elicits the structure Look at the pictures in the book guess what the story is about and point at each picture to elicit their answers to these questions . - Listen follow in their book. - Ss listen and repeat in chorus two times. - Read in group/ pair: One repeats Mai’s part, the other repeats Nam’s part and Quan’s part. - Ss give new structure sentence: - You should/shouldn’t ... Yes, I will./OK, I won’t	- T – whole class - T – whole class - T – whole class - Groups - T – whole class
3. Point and say (12’	- Teach vocabulary: dentist, take a rest, carry... Check vocab: what & where - Model sentence. - Monitor the activity and offer help, if necessary. - Check and correct. - Note write down new words and read after T. Play game: What and where ( Whole class) - Look and find out the model sentences - Point the pictures and practise asking and answering question You should/shouldn’t ... Yes, I will./OK, I won’t. - 2 - 3 pairs perform their task at the front of the class. The rest of the class observe and give comments.	- T – whole class - T – whole class - T – whole class - T - student - Pairs - Pairs
4.Let’s Talk (7’)	- Give tasks. - Correct their pronunciation and mistake. Invite a few pps to repeat their interview to the class - Ss work in pairs to practise asking and answering questions about where they live. - Pupils practise answer ing the questions with information about themselves. - 6-7 pairs perform their task at the front of the class. The rest of the class observe and give comments.	- T – whole class - Pairs
5. Homelink(3’)	- Recite the pattern & write all the sentences at home.	- Individual

WEEK 19 (Date: 09/01-13/01/2023) UNIT 11: WHAT’S THE MATTER WITH YOU?

Lesson 2: Part 4-5-6 Period 76

v Objectives: By the end of this unit pupils can

- Use the words and phrases related to the topics Common health problems. Give and respond to advivce to common health problems, using You should/shouldn’t ... Yes, I will./OK, I won’t

- Develop Ss speaking and listening skills.

- Ss look after , solve problems and study themselves.

- Studious and obedient students and love their hometown, family and friends.

v Language focus:

Sentence Pattners: You should/shouldn’t ... Yes, I will./OK, I won’t. Vocabulary: toothache, earache, sore throat, stomach ache, dentist, fever, ... .

v Resources: Student’s book, recording, flash cards.

v Procedures:

Stages	Content	Interaction
1. Warm – up (3’)	- The class revise the story in Activity 1. Invite four pps to act about the story.	- T – whole class
2. Listen and Complete (10’)	- Ask Ss to listen to the recording and complete address. - Play the recording all the way throught for pps to listen. Play it again for them todo the task. - Get them to compare their answer befor checking at a class. Play the recording again to confirm the answer. Give explaination for answer with pps find difficult. - Key : 1 Quan : should go to the doctor 2 Tony : shouldn’t go to the school. 3 Phong : shouldn’t eat ice cream. 4 Mrs Green : shouldn’t carry heavy things	- T – whole class - Pairs - Pairs - Pairs
3. Read and complete. Then say aloud (10’)	- Tell the class that they are going to read the text and complete the conversation. - Have them read and guess the words gapped to fill the gaps. Remind them to focus on the context to get the information needed. - Have them work in pairs or groups to discuss the answer. - Give them a few seconds to do the task - Set a time limit for ps to read the text and do the task independently. Monitor the activity and offer help. - Get them to read their answer in pairs before checking as a class. Key : 1. matter 2. has 3. doctor 4. stomach 5. rest	Listen to the teacher’s guide. Do the task in pairs.
4.Let’s play (7’)	Tell ps that they are going to play charades. Explain how the game is played . Set a time limit for the class to play the game in groups of six . Pps in each group take turns to mime the illness while the others guess. The quickest pp to guess the illness correctly gets one point. Those with the most points at the end of the game are the winner Listen. Whole class. Group work.
5. Homelink(3’)	- Recite the pattern & write all the sentences at home.	- Individual

WEEK 20 (Date: 30/01-03/02/2023) UNIT 11: WHAT’S THE MATTER WITH YOU?

Lesson 3: Part 1-2-3 Period 77

v Objectives: By the end of this unit pupils can

Say questions and answers with the correct intonation. Develop Ss speaking and listening skills. Ss look after , solve problems and study themselves. Studious and obedient students and love their hometown, family and friends

Language focus:

Phonetic: What’s the matter with you? I have a headache.

v Resources: Student’s book, recording, flash cards.

v Procedures:

Stages	Content	Interaction
1. Warm – up (3’)	- Play bingo game - The class play: bingo game with toothache, earache, sore throat, stomach ache, dentist, fever.... Finally, pupils make sentences with the words used in the game.	- T – whole class
2. Look, listen and repeat (10’)	- Introduce the dialogue. - Play the recording - Check and corect. - Elicits the structure - Look at the sentences to say questions and answers with the correct intonation. - Listen follow in their book. - Ss learn to say questions and answers with the correct intonation. - Listen the CD and repeat the words & sentences in chorus. - Read in groups/ in pairs. - Give out and check	- T – whole class - T – whole class - T – whole class - Groups - T – whole class
3. Listen and circle a or b. Then ask and answer(12’	- Give tasks. - Guide Ss to listen & circle. - Play the recording. - Read the sentences in silence before listening the recording to do the task. - Pupils listen the recording 2 times and circle a or b to complete sentences. - Compare the answers each other before checking as a class. - 3- 4 pupils give the keys. The rest of the class observe and give comments. - Check and correct. Key : 1.b 2.b 3. a 4. a	- T – whole class - T – whole class - T – whole class - T - student - Pairs - Pairs
4.Let’s chant (7’)	- Introduce the Chant : What’s the matter with you? -Teacher reinforce their pronunciation - Ps listen to the tape & read the chant line by line. - Ps practise chanting: one chants the questions and the other chants the answers. - Ps practise chanting and doing actions. - 2-3 groups to say the chant and do actions. Summary the lesson	- T – whole class - Pairs
5. Homelink(3’)	- Recite the pattern & write all the sentences at home.	- Individual

WEEK 20 (Date: 30/01-03/02/2023)

UNIT 11: WHAT’S THE MATTER WITH YOU?

Lesson 3: Part 4-5-6 Period 78

v Objectives: By the end of this unit pupils can

Language focus:

Phonetic: What’s the matter with you? I have a headache.

v Resources: Student’s book, recording, flash cards.

Procedures:

Stages	Content	Interaction
1. Warm – up (3’)	Say the chant What’s the matter with you?	- T – whole class
2. Read and match . Then say aloud (10’)	Tell ps that they are going to read and match the questions with the answers. Set a time limit for them to do the task independently. Get them to compare their answer in pair before checking as a class if their is enough time, have the class read and match pair of question and answer alound. Key: 1.f 2. d 3.e 4.a 5.c 6.b. Fill the gaps. .	Pairs work discuss what are being to be written.
3.Write your advice(10’)	- Tell the class that they are going to write about themselves . - Have them read the questions and write the answers. Get them to work in pairs, 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: Answer vary.	Read the dialogues and fill the gaps. Listen and do as T’s guide. Practise
4.Project( 5’)	- Tell the class that they are going to talk about two common health problems and give advice. - Remind them to use information from this unit and write their advice on paper. - Select a few groups to give their advice.	- T – whole class - Groups.
5. Colour the starts.(1’)	- Have the class read the statements and check their comprehension: - Give them time to colour the starts and invite a few ps to read statement aloud. - Give further support to ps who find it difficult to acheive certain objectives.	- Individual
6. Homelink(3’)	- Recite the pattern & write all the sentences at home.	- Individual

WEEK 20 (Date: 30/01-03/02/2023)

UNIT 12: DON’T RIDE YOUR BIKE TOO FAST!

Lesson 1: Part 1-2-3 Period 79

v Objectives: By the end of this unit pupils can

Use the words and phrases related to the topic Preventing accidents at home. Express and repond to concerns about possible accident at home, using Don’t ...! OK, I won’t. Develop Ss speaking and listening skills. Ss look after , solve problems and study themselves. Studious and obedient students and love their hometown, family and friends.

Language focus:

Sentence Pattners: Don’t ...! OK, I won’t. Vocabulary: knife, matches, stair, stove, arm, leg, clim, run, down, fall off...

v Resources: Student’s book, recording, flash cards.

Procedures:

Stages	Content	Interaction
1. Warm – up (3’)	- Say the chant What’s the matter with you?	- T – whole class
2. Look, listen and repeat (10’)	- Introduce the dialogue. - Play the recording - Check and corect. - Elicits the structure - Look at the pictures in the book, identify the characters in the picture on page 12 and what they are saying. - Listen to Mary and Tom on the tape. - Ss listen and repeat line by line in chorus twice. - Read in group/ pair: One repeats Mary’s part, the other repeats Tom’s part. - Ss give new structure sentence: Don’t ...! - OK, I won’t.	- T – whole class - T – whole class - T – whole class - Groups - T – whole class
3. Point and say (12’	- Teach vocabulary: dentist, take a rest, carry... Check vocab: what & where - Model sentence. - Monitor the activity and offer help, if necessary. - Check and correct. - Note write down new words and read after T. - Ps look at the pictures and read words and phrases under each pictures. Play game: What and where ( Whole class) - Pupils guess and complete the speech bubbles. - Look and find out the model sentences - Point the pictures and practise the sentences: Don’t ...! - OK, I won’t. - 2 - 3 pairs perform their task at the front of the class. The rest of the class observe and give comments.	- T – whole class - T – whole class - T – whole class - T - student - Pairs - Pairs
4.Let’s Talk (7’)	- Give tasks. - Correct their pronunciation and mistake. - Ss work in pairs to say the sentences: Don’t ...! - OK, I won’t. - Practise in pairs - 6-7 pairs perform their task at the front of the class. The rest of the class observe and give comments.	- T – whole class - Pairs
5. Homelink(3’)	- Recite the pattern & write all the sentences at home.	- Individual

WEEK 20 (Date: 30/01-03/02/2023)

UNIT 12: DON’T RIDE YOUR BIKE TOO FAST!

Lesson 1: Part 4-5-6 Period 80

v Objectives: By the end of this unit pupils can

Language focus:

Sentence Pattners: Don’t ...! OK, I won’t. Vocabulary: knife, matches, stair, stove, arm, leg, clim, run, down, fall off...

v Resources: Student’s book, recording, flash cards.

Procedures:

Stages	Content	Interaction
1. Warm – up (3’)	- Say the chant What’s the matter with you?	- T – whole class
2. Let’s Talk (10’)	- Ask students to practise further by asking and answering question about accidents at home. - Set a time limit for pps to practise talking. Remind them to answer the question with information about themselves. - Invite one or two pairs to act out their conversations. Then give feedback.	- Pairs
3. Listen and tick(10’)	- Ask Ss to listen to the recording and complete address. - Play the recording all the way throught for pps to listen. Play it again for them todo the task. - Get them to compare their answer befor checking at a class. Play the recording again to confirm the answer. Give explaination for answer with pps find difficult. - Key : 1b 2c 3a 4b	- T – whole class - Pairs - Pairs - Pairs
3.Read and Complete (10’)	Tell the class that they are going to read & fill the gap with street address, live & from. Give them few second to read the sentence. Remind them to focus on the context to select the appropriate words from the box. Set a time limit for pps todo the task independently. Monitor the acivity & offer help, if necessary. Get them to compare their answer in pair befor checking at the class. Key : 1: room, 2: cooking, 3: annwers 4: run 5 :won’t	- T – whole class - Individual - Individual - Individual - Pairs - T – whole class
4. Let’s sing (10’)	- Introduce the song Don’t do that - Play the recording again for pupils to sing each line of the rhythm. - Call on a group of six to the front of the class and do the actions. The others clap their hands after the song - Group work. Pupils practise singing and doing the actions in groups. Monitor the activity and help them when necessary. Correct pronunciation Ss’ errors. - Call on one group to perform the song at the front of the class. The rest of the class sing the song and clap the rhythm. - Have class sing the song again to reinforce their pronunciation.	- T – whole class
5. Homelink(3’)	- Recite the pattern & write all the sentences at home.	- Individual

WEEK 21 (Date: 06/02-10/02/2023) UNIT 12: DON’T RIDE YOUR BIKE TOO FAST !

Lesson 2: Part 1-2-3 Period 81

v Objectives: By the end of this unit pupils can

Ask and answer questions about accident prevention, using Why shouldn’t I ...? Because you may ... Develop Ss speaking and listening skills. Ss look after , solve problems and study themselves. Studious and obedient students and love their hometown, family and friends..

Language focus:

Sentence Pattners: Why shouldn’t I ...? Because you may ... Vocabulary: knife, cut, stove, burn, fast, fall off, run down, stair, break.....

v Resources: Student’s book, recording, flash cards.

Procedures:

Stages	Content	Interaction
1. Warm – up (3’)	- Sing a song : Don’t do that!	- The class sing follow: Don’t do that! Song.
2. Look, listen and repeat(10’)	- Introduce the dialogue. - Play the recording - Check and corect. - Elicits the structure Ss look at the pictures in the book guess what the story is about and point at each picture to elicit their answers to these questions . - Listen follow in their book. - Ss listen and repeat in chorus two times. - Read in group/ pair: One repeats Tom’s part, the other repeats Mary’part. - Ss give new structure sentence: Why shouldn’t I ...? Because you may ....	- Pairs
3. Point and say (10’)	- Teach vocabulary: knife, cut, stove, burn, fast .... - Model sentence. - Monitor the activity and offer help, if necessary. - Check and correct. - Note write down new words and read after T. Play game: What and where ( Whole class) - Look and find out the model sentences. - Point the pictures and practise asking and answering question: Why shouldn’t I ...? Because you may ... - 2 - 3 pairs perform their task at the front of the class. The rest of the class observe and give comments.	- T – whole class - Pairs
4.Let’s Talk (10’)	- Give tasks. - Monitor the activity and offer help, if necessary. - Correct their pronunciation and mistake. - Talking about accident prevention, using: - What is he/she doing? – He/ She is... He/She shoudn’t do that! Why shouldn’t I ...? Because you may ... - Ss work in pairs. - Pupils practise answer ing the questions with information about themselves. - 6-7 pairs perform their task at the front of the class. The rest of the class observe and give comments	- T – whole class - Individual - Pairs
5. Homelink(3’)	- Recite the pattern & write all the sentences at home.	- Individual

WEEK 21 (Date: 06/02-10/02/2023) UNIT 12: DON’T RIDE YOUR BIKE TOO FAST !

Lesson 2: Part 4-5-6 Period 82

v Objective: By the end of this unit pupils can

Language focus:

Sentence Pattners: Why shouldn’t I ...? Because you may ... Vocabulary: knife, cut, stove, burn, fast, fall off, run down, stair, break.....

v Resources: Student’s book, recording, flash cards.

Procedures:

Stages	Content	Interaction
1. Warm – up (3’)	Spend a few miutes revising the previous lesson by inviting a few pairs of ps to act out the story in Activity 1.	- Pairs
2. Listen and complete with one word (10’)	Tell the class that they are going to listen and complete each sentences with one word. Ask them to read all the sentence and try to guess the words to fill the gap . Play the rocording all the way through for ps to listen.Play it again for them to do the task . Get the to compare answers before checking as a class Play the rocording a third times for them to listen again. Key : 1 sharp 2 wall 3 burn 4 arm	- Pairs. - T – whole class
3. Read and complete(10’)	Tell the class that they are going to read and complete the conversation between Tom and Phong Give the afew seconds to read the conversation in silence. Check their comprehension. Give them a time limit to do the task independently.Monitor the activity and offer help Get them to compare their answers in pairs before checking as a class Invite some pairs to ask and answer the qs Key : 1 knife 2 Don’t 3 Why 4 yourself 5 see	- T – whole class - Pairs
4.Let’s play (10’)	Tell the class that they are going to play a matching game .Tell them that the aimof yhe game Explain how to play the game :ask ps to work in groups of five Such as Don’t / play with matches / ride too fast / run down the stairs ... Set time limit for groups to play the game .Monitor the activity and offer help Call on two grs to play the game in front of the class	- T – whole class - Individual - Pairs
5. Homelink(3’)	- Recite the pattern & write all the sentences at home.	- Individual

WEEK 21 (Date: 06/02-10/02/2023)

UNIT 12: DON’T RIDE YOUR BIKE TOO FAST !

Lesson 3: Part 1-2-3 Period 83

v Objectives: By the end of this unit pupils can

Say sentences with the correct intornation. Develop Ss speaking and listening skills. Ss look after , solve problems and study themselves. Studious and obedient students and love their hometown, family and friends.

Language focus:

Phonetic: Don’t play with the knife! Ok, I won’t

Why shouldn’t I play with the kinfe? Because you may cut yourself.

v Resources: Student’s book, recording, flash cards.

Procedures:

Stages	Content	Interaction
1. Warm – up (3’)	Chatting with ps The class chatting What’s the matter with you?	- T – whole class
2. Listen and repeat(10’)	Introduce the sentences with falling intornation. - Guide Ss produce the sound of the sentences. - Check and corect. - Look at the sentences with falling intornation. - Listen follow in their book. - Ss learn to produce the sound of the sentences: Don’t play with the knife! Ok, I won’t - Listen the CD and repeat the words & sentences in chorus( do choral) - Read in groups/ in pairs. - Give out and check.	- Pairs - T – whole class
3. Listen and circle a or b. Then say the sentences.(10’)	- Give tasks. - Play the recording. - Check and correct. - Read the sentences in silence before listening the recording to do the task. - Pupils listen the recording 2 times and circle a or b to complete sentences. - Compare the answers each other before checking as a class. - 3- 4 pupils give the keys. The rest of the class observe and give comments. Key : 1a 2a 3b 4b	- T – whole class - Pairs
4.Let’s chant (10’)	- Introduce the Chant : Why should he do that? -Teacher reinforce their pronunciation - Ps listen to the tape & read the chant line by line. - Ps practise chanting: one chants the questions and the other chants the answers. - Ps practise chanting and doing actions. - 2 groups to say the chant and do actions. The rest of the class claps along to the rhythm. Summary the lesson	- T – whole class - Individual - Pairs
5. Homelink(3’)	- Recite the pattern & write all the sentences at home. - Ss to do exercises in C, D (WB)	- Individual

WEEK 21 (Date: 06/02-10/02/2023)

UNIT 12: DON’T RIDE YOUR BIKE TOO FAST !

Lesson 3: Part 4-5-6 Period 84

v Objectives: By the end of this unit pupils can

Language focus:

Phonetic: Don’t play with the knife! Ok, I won’t

Why shouldn’t I play with the kinfe? Because you may cut yourself.

v Resources: Student’s book, recording, flash cards.

Procedures:

Stages	Content	Interaction
1. Warm – up (2’)	Spend a few minutes having the class say the chant Why shouldn’t he do that ?	- T – whole class
2. Read and do the task (8’)	1. Circle the best title . Tell the class that they are going to read the text and circle the best title. Give them time to read the text and check their comprehension .Give the meaning of common, accidents ,sofa,and tip Key : b 2. Tick true or false Ask ps to read the text again and tick the boxes Set time limit for them to do the task .Monitor the activity and offer help Key : 1T 2F 3T 4F 5F	- Pairs
3. Write what may happen.(8’)	Tel the class that they are going to write sentence about accident that may happen to Tony, Linda,Quan Give them time to read the text Set time limit for them to do the task .Monitor the activity and offer help Get them to read their sentence in pair before inviting some ps to read their answer aloud. Key : Answers vary	- T – whole class - Pairs
4.Project(8’)	Tell the class that they are going to make a poster about accident at home and how to avoid them Have them work in group .They shuold decide which accident to select and discuss how to avoid them.Ask ps to copy the table below and write notes in it . Set a time limit for them to do the task. . Invite one or two groups to talk to the class about their discussions	- T – whole class - Individual - Pairs
5. Colour he stars(8’)	Have the class read the statements and check their comprehension. • Give them time to colour the stars and invite a few pupils to read the statements aloud. • Give further support to pupils who find it difficult to achieve certain objectives.
6. Homelink(2’)	- Recite the pattern & write all the sentences at home. - Ss to do exercises in C, D (WB)	- Individual

WEEK 22 (Date: 13/02-17/02/2023) UNIT 13: WHAT DO YOU DO IN YOUR FREE TIME?

Lesson1: Part 1-2-3 Period 85

v Objectives: By the end of this unit pupils can

Use the words and phrases related to the topics Free time activities. Ask and answer questions about What someone does in his/her free time, using What do you do in your free time? – I .... Develop Ss speaking and listening skills. Ss look after , solve problems and study themselves. Studious and obedient students and love their hometown, family and friends.

Language focus:

Sentence Pattners: What do you do in your free time? – I .... Vocabulary: free time, karate, surf the internet, clean,....

v Resources: Student’s book, recording, flash cards.

Procedures:

Stages	Content	Interaction
1. Warm – up (3’)	Play bingo game - The class play Bingo game with phrases such as: play badminton, play chess, go fishing... then get to make the sentences with the phrases in game.	- T – whole class
2. Look, listen and repeat (10’)	- Introduce the dialogue. - Play the recording - Check and corect. - Elicits the structure - Look at the pictures to identify the characters(Tom and Nam) and the context in the book guess what the story is about and point at each picture to elicit their answers to these questions. - Listen follow in their book. - Ss listen and repeat in chorus two times. - Read in group/ pair: One repeats Tom’s part, the other repeats Nam’part.	- T – whole class - Pairs
3. Point and say.(10’)	- Teach vocabulary: free time, karate, surf the internet, clean,.... - Model sentence. - Monitor the activity and offer help, if necessary. - Check and correct. - Ss give new structure sentence: What do you do in your free time? – I .... - Note write down new words and read after T. Play game: What and where ( Whole class) - Say phrases under the pictures. - Look and find out the model sentences. - Point the pictures and practise asking and answering question: What do you do in your free time? – I .... - 2 - 3 pairs perform their task at the front of the class. The rest of the class observe and give comments.	- T – whole class - Pairs
4.Let’s Talk (10’)	- Give tasks. - Monitor the activity and offer help, if necessary. - Correct their pronunciation and mistake. - Talking about where someone went on his/her last holiday, using: What do you do in your free time? – I .... - Ss work in pairs. - Pupils practise answering the questions with information about themselves. - 6-7 pairs perform their task at the front of the class. The rest of the class observe and give comments.	- T – whole class - Individual - Pairs
5. Homelink(2’)	- Do exercises in workbook, learn by heart the new words.	- Individual

WEEK 22 (Date: 13/02-17/02/2023) UNIT 13: WHAT DO YOU DO IN YOUR FREE TIME?

Lesson1: Part 4-5-6 Period 86

v Objectives: By the end of this unit pupils can

Language focus:

Sentence Pattners: What do you do in your free time? – I .... Vocabulary: free time, karate, surf the internet, clean,....

v Resources: Student’s book, recording, flash cards.

Procedures:

Stages	Content	Interaction
1. Warm – up (3’)	Spend a few minutes revising the story in activity 1 by inviting one or two pairs to act in out.	- Pairs
2. Listen and tick (10’)	Tell the class that they are going to listen and tick the right pictures. Aks pps look at the pics and identify the characters and what they are doing in the pics. Check understand. Play the recording for pps to listen. Play again for them to do the task. Check their answer to confirm. Key : 1b 2a 3b	- Pairs
3. Read and complete.(10’)	Tell the class that they are going to read the text and complete the sentences. Give them a few minute to read the text and given words. Set a time limit for them to do the task independently. Get them to compare their answers in pair before checking as a class. Key : 1 free 2 watch 3 go 4 twice 5 songs	- T – whole class - Pairs
4.Let’s play (10’)	Tell the class that they are going to play a matching game. Divide the class into groups of ten. Give each pp in group a piece of paper with one words/phrases ... Set a time limit for pps to play the game. Which groups finishes the game quickest win.	- T – whole class - Individual - Pairs
5. Homelink(2’)	- Do exercises in workbook, learn by heart the new words.	- Individual

WEEK 22 (Date: 13/02-17/02/2023) UNIT 13: WHAT DO YOU DO IN YOUR FREE TIME?

Lesson2: Part 1-2-3 Period 87

v Objectives: By the end of this unit pupils can

Use the words & phrases related to the topics Free time activities. Ask and answer questions about what a family member does in his/her free time, using What does your ... do in his/her free time? He/She ... Develop Ss speaking and listening skills. Ss look after , solve problems and study themselves. Studious and obedient students and love their hometown, family and friends.

Language focus:

Sentence Pattners: What does your ... do in his/her free time? He/She ... Vocabulary: go camping, go shopping...

v Resources: Student’s book, recording, flash cards.

Procedures:

Stages	Content	Interaction
1. Warm – up (3’)	Chatting with ss - The class chatting about what they do in their free time.	- T – whole class - Pairs
2. Look, listen and repeat.(10’)	- Introduce the dialogue. - Play the recording - Check and corect. - Elicits the structure - Look at the pictures in the book guess what the story is about and point at each picture to elicit their answers to these questions . - Listen follow in their book. - Ss listen and repeat in chorus two times. - Read in group/ pair: One repeats Tony’s part, the other repeats Akiko’spart.	- T – whole class - Pairs
3. Point and say (10’)	- Teach vocabulary: go camping, go shopping... - Model sentence. - Monitor the activity and offer help, if necessary. - Check and correct. - Ss give new structure sentence: - What does your ... do in his/her free time? He/She ... - Note write down new words and read after T. Play game: What and where ( Whole class) - Look and find out the model sentences. - Point the pictures & practise asking & answering question: - What does your ... do in his/her free time? He/She ... - 2 - 3 pairs perform their task at the front of the class. The rest of the class observe and give comments.	- T – whole class - Pairs
4. Let’s Talk(10’)	- Give tasks. - Monitor the activity and offer help, if necessary. - Correct their pronunciation and mistake - Talking about means of transport, using: What does your ...do in his/her free time?He/She... - How often does he/she....? - ... every day/ once... - Ss work in pairs. - Pupils practise further asking and answering the questions about Free time activities. - 6-7 pairs perform their task at the front of the class. The rest of the class observe and give comments.	- T – whole class - Individual - Pairs
5. Homelink(3’)	- Do exercises in workbook, learn by heart the new words.	- Individual

WEEK 22 (Date: 13/02-17/02/2023) UNIT 13: WHAT DO YOU DO IN YOUR FREE TIME?

Lesson2: Part 4-5-6 Period 88

v Objectives: By the end of this unit pupils can

Language focus:

Sentence Pattners: What does your ... do in his/her free time? He/She ... Vocabulary: go camping, go shopping...

v Resources: Student’s book, recording, flash cards.

Procedures:

Stages	Content	Interaction
1. Warm – up (3’)	Spend a few minutes revising the story in activity 1 by inviting one or two pairs to act in out.	- Pairs
2. Listen and circle a, b or c (10’)	- Give tasks. - Play the recording. - Check and correct. - Read the sentences in silence before listening the recording to do the task. - Pupils listen the recording 2 times and circle a or b to complete sentences. - Compare the answers each other before checking as a class. - 3- 4 pupils give the keys. The rest of the class observe and give comments. Key : 1c 2a 3b 4c	- T – whole class - Pairs
1. Write about what your family members do in their free time (10’)	- Tell the class that they are going to write about what your family members do in their free time. - Have them read the qs and check their understanding. - Set a time limit for them to do the task. - Get them to swap their answers with a partner and read them before inviting one or two pps to read the answers aloud. Then give the feedback. Key : answers vary.	- T – whole class - Pairs - Individual
2. Let’s sing (10’)	- Tell the class that they are going to sing the song what do you do in your free time? - Teach the song, following the procedure Teaching the unit components in Introduction. - Have them practice singing and doing action in groups.	- T – whole class - Pairs
5. Homelink(2’)	- Do exercises in workbook, learn by heart the new words.	- Individual

Các tin khác

KHBD TIENG ANH 4&5 TUAN 5 - 6

KHDH TIENG ANH 4&5 TUAN 1 ~ 4

KHBD TIENG ANH 4&5 TUAN 7-8

KHBD TIENG ANH 4&5 TUAN 9-10

KHBD TIENG ANH 4&5 TUAN 11-12

KHBD TIENG ANH 4&5 TUAN 13-14

KHBD TIENG ANH 4&5 TUAN 15-18

KHBD TIENG ANH 4&5 TUAN 23-24

KHBD TIENG ANH 4&5 TUAN 25-26

KHBD TIENG ANH 4&5 TUAN 27-28

KHBD TIENG ANH 4&5 TUAN 29-30

KHBD TIENG ANH 4&5 TUAN 31-33

KHBD TIENG ANH 4&5 TUAN 34-35