Giáo án tiếng anh lớp 4 chương trình mới học kì 2

Date of prepare: 15/1/2016

Date of teach: 18-19/1/2016

UNIT ELEVEN
WHAT TIME IS IT?
Lesson 3: period 40 ( 1, 2, 3)
I ) Objectives
- Students will be able to practice the phonics “ oo”
II) Language focus
- oo: cook, book, noon, school
III) Resources
- Ss’ book, Teacher’s book, recording, board.
IV) PROCEDURE
Steps
Learning activities
Language focus
Modes
1. Warm up.
Call some Ss to practice in
- Pairs
( 5’)
front of class about daily
- Whole class
routines
What time do you…?
I….. at+( time)
2. Listen and
repeat.
( 10’)

3. Listen and
write. Then
say aloud.
( 10’)

Content: Guide Ss to read
the phonics “ oo” in the
words “ cook, book, noon,
school”
Model: listen and repeat.
Put the letters on the board
and say them a few times.
Asks Ss listen and repeat.
Do choral repetition of the
words until Ss fell
confident.
Tell Ss to do a dictation.
Give Ss a few minutes to
read the text in silence
before starting the dictation.
Call Ss go to the board and
write their answers. Check
the correct answers in front
class.
Get Ss to work in pairs and
practice saying the
sentences.
1

- oo: cook, book, - Whole class

noon, school

- Individuals
- Pairs
- Groups.


4. Let’s chant.
( 9’ )

5. Home– link
( 1’ )

Tell Ss that they are going
to say the “What time do
you go to school” chant.
Read the chant and check
the comprehension.
Play the recording a few
times for Ss to do choral and
individual repetition.
Show Ss how to say the
chant and do actions.
Ask whole class say aloud
the chant.
- Learn the new words and
structure.
- Do part E in workbook.
- Prepare new lesson
COMMENT

- Whole class

- Whole class

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Date of prepare: 16/1/2016

Date of teach: 19-20/1/2016

UNIT ELEVEN
WHAT TIME IS IT?
Lesson 3: period 41 ( 4, 5, 6 )
I ) Objectives
- Students will be able to practice fluently about the way to ask and answer questions
about time and daily routines
II) Language focus
What time is it?
What time do you….?
III) Resources
- Ss’ book, Teacher’s book, recording, board.
IV) PROCEDURE
Steps
Learning activities
Language focus
Modes
1. Warm up. Call some Ss to say What

- Whole class
( 5’)
time do you go to school?
- Individual
2


4. Read and
complete.
( 10’)

Chant
Ask Ss to read all the
paragraph and answer the
questions.
Check comprehension.
Give Ss time to read and
complete.
Correct their answer and
checking as a class.

5. Let’s write. Tell Ss that they are to look
( 10’)
at the pictures, read the text
and fill the gap .Give Ss a
few seconds to look at the
pictures..Check
comprehension and
feedback.
Go around to offer helf if

necessary.
Check their answers before
checking as a class.
6. Project
( 9’ )

5. Home–
link
( 1’ )

- Whole class
- Individuals
- Pairs
- Groups
- Whole class

What time is it?
What time do
you ….?

Tell Ss that they are going to
complete your daily routine.
Check understanding
Give Ss time to do project in
class. Get Ss to work in
individual. Go around to
offer helf.
Ask Ss to say the chant to
end the class.
- Learn the What time do you

go to school?? chant.
- Prepare new lesson
COMMENT

- Whole class

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3


Date of prepare: 17/1/2016

Date of teach: 20-21/1/2016

UNIT TWELVE
WHAT DOES YOUR FATHER DO?
Lesson 1: period 42 ( 1, 2, 3)
I ) Objectives
- Students will be able to asking and answering questions about someone’s job.
II) Language focus
What does your….do?
He/ She is a…………
III) Resources
- Ss’ book, Teacher’s book, recording, board.
IV) PROCEDURE
Steps

Learning activities
Language focus
Modes
1. Warm up. Greet class by saying ‘ Hello
Individuals
( 5’)
’. How are you? Ask whole
Pairs
class to read What time do
Whole class
you go to school? chant.
2. Look, listen Goal: Ss will be use the
and repeat.
words about someone’s job.
( 10’)
Context: Ss answer the
questions:
- Who are they?
- Where are they?
- What are they doing?
- What is it?
Content:
What does your….do?
Model: Look, listen and
repeat.
Explain the dialogue and
have Ss repeat the text in
bubbles a few times.
Play the recording for pupils
to listen and say along.

3. Point and
Tell Ss to saying and practice
say.
The way to talk about
( 10’)
someone’s job.
What does your….do?
He/ She is a…………
4

- Whole class

What does
your….do?
He/ She is
a…………

- Individuals
- Pairs
- Groups.


Point to the each pictures and
practice.
Write the sentences on the
board and have pupils repeat
them.
Play the recording for Ss to
listen and say along.
Get pupils work in pairs.

Check as a class.
4. Home– link - Learn the new words and
( 1’ )
structure.
- Do part A in workbook.
- Prepare new lesson

- Whole class

COMMENT
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Date of prepare: 18/1/2016

Date of teach: 21-22/1/2016

UNIT TWELVE
WHAT DOES YOUR FATHER DO?
Lesson 1: period 43 ( 4, 5, 6 )
I ) Objectives
- Students will be able to practice the way to asking and answering about someone’s
job.
II) Language focus
What does your….do?
He/ She is a…………
III) Resources
- Ss’ book, Teacher’s book, recording, board.
IV) PROCEDURE

Steps
Learning activities
Language focus
Modes
1. Warm up. Greet class by saying Hello.
- Pair
( 5’)
Call some Ss to the front of
- Whole class.
class to practice the way to
talk about someone’s job
using structure.
What does your….do?
5


He/ She is a…………
3. Listen and
tick.
( 10’)

Goal: Ss will be listen and
tick the right answers.
Context: Ss answer the
questions to find the
similarity and the diffirent in
the pictures.
- Who are they?
- Where are they?
- What are they doing?

- What is it?
- Play recording three times
for Ss to listen, do the task
and check their answers.
4. Look and
Tell Ss that they are going to
write.
look at the pictures and fill
( 10’)
the gaps .Give Ss a few
seconds to read the text in
silence.Check comprehension
and feedback.
Go around to offer helf if
necessary.
Check their answers.
1: my family
2. farmer
3. a doctor
4.a driver
5. a worker
6. a student
6. Let’s sing
Tell Ss that they are going to
( 9’ )
sing the song My family.
Teach the song and Check
comprehension.
Ask whole class to sing the
song and do action a few

times to reinforce learning.
5. Home– link - Learn the classroom
( 1’ )
introductions
- Do part B in workbook.
- Prepare new lesson

6

- Whole class

- Individuals
- Pairs
- Groups
What does
your….do?
He/ She is
a…………

- Individuals
- Pairs

- Whole class
- individuals
- Pairs
- Groups

- Whole class

Date of prepare: 22/1/2016

Date of teach: 25-26/1/2016

UNIT TWELVE
WHAT DOES YOUR FATHER DO?
Lesson 2: period 44 ( 1, 2, 3)
I ) Objectives
- Students will be able to asking and answering questions about places to work.
II) Language focus
Where does he/ she work?
He/ She works in………
III) Resources
- Ss’ book, Teacher’s book, recording, board.
IV) PROCEDURE
Steps
Learning activities
Language focus
Modes
1. Warm up. Call some Ss to come to the
- Individuals
( 5’)
front of class and practice to
- Pairs
talk about the job of family
members.
2. Look,
Goal: Ss will be to talk
- Whole class
listen and

about the house facilities.
repeat.
Context: Ss answer the
( 10’)
questions:
- Who are they?
- Where are they?
- What are they doing?
- What is it?
Content:
Where does he/ she work?
He/ She works in………
.Model: Look, listen and
repeat.
Get Ss to repeat the text in
bubbles a few times.
Do choral and individuals
repetition, pointing to the
characters speaking.
Play the recording for Ss to
listen and repeat.
3. Point and Tell Ss that they are going
Where does he/ she
- Individuals
say.
to practice to asking and
work?
- Pairs
( 10’)
answering the question

He/ She works
- Groups.
Where does he/ she work?
in………
He/ She works in………
7


4. Let’s talk.
( 9’ )

5. Home–
link
( 1’ )

Put the sample sentences on
the board. Have Ss repeat
the language several times
Do choral and individual
repetition.Pointing each
pictures in the book.
Get Ss to work in pairs.
Check as a class.
Tell Ss to practise more
with their friends ( work in
pairs ). Put the sentences on
the board and do choral and
individual repetition.
Go around to offer help and
correct the pronunciation.

Call a few pairs to the front
of class to act out the
dialogue.
- Learn the new words and
structure.
- Do part C in workbook.
- Prepare new lesson

- Whole class
- Pairs

- Whole class

COMMENT
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Date of prepare:9/1/2016

Date of teach: 26-27/1/2016

UNIT TWELVE
WHAT DOES YOUR FATHER DO?
Lesson 2: period 45 ( 4, 5, 6 )
I ) Objectives
- Students will be able to practice again the way to ask and asnwer about where
someone work.
II) Language focus
Where does he/ she work?
He/ She works in………

III) Resources
- Ss’ book, Teacher’s book, recording, board.
8


IV) PROCEDURE
Steps
Learning activities
1. Warm up. Revising the language learnt
( 5’)
by calling some Ss go to the
board to practice again the
way to ask and answer
question
Where does he/ she work?
He/ She works in………
4. Listen and Goal: Ss will be listen and fill
number.
the number.
( 10’)
Context: Ss answer the
questions to find the
similarity and the diffirent in
the pictures.
- Who are they?
- Where are they?
- What are they doing?
- What is it?
- Play recording three times
for Ss to listen, do the task

and check their answers.
Key: 1. c
2. a
3. d
4. b
5. Look and
Tell Ss to read the text and
write.
do the task. Give Ss a few
( 10’)
seconds to read the text in
silence.Check comprehension
and feedback.
Go around to offer helf if
necessary.
Check their answers.
Key
1: a doctor/ a nurse, in a
hospital.
2: a farmer, in a field.
6. Let’s play. Tell Ss that they are going to
( 9’ )
answer some questions about
where someone work. Give a
few second for Ss to read the
questions in silence. Check
comprehension. Guide Ss to
do the task.
9

Language focus

Modes
- Individuals
- Groups.

- Whole class

- Individuals
- Pairs
- Groups

Where does he/
she work?
He/ She works
in………

- Individuals
- Pairs

- Whole class
- individuals
- Pairs
- Groups


Check their answer.
5. Home– link - Do part D in workbook.
( 1’ )
- Prepare new lesson

- Whole class

COMMENT
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Date of prepare: 24/1/2016

Date of teach: 27-28/1/2016

UNIT TWELVE
WHAT DOES YOUR FATHER DO?
Lesson 3: period 46 ( 1, 2, 3)
I ) Objectives
- Students will be able to practice the phonics “ ie, ea ”
II) Language focus
- Ie: field, piece
- Ea: teacher, reading
III) Resources
- Ss’ book, Teacher’s book, recording, board.
IV) PROCEDURE
Steps
Learning activities
Language focus
Modes
1. Warm up.
Call some Ss to practice in
- Pairs

( 5’)
front of class about the
- Whole class
greeting and structure
Where does he/ she work?
He/ She works in………
2. Listen and
repeat.
( 10’)

Content: Guide Ss to read
the phonics “ ie and ea” in
the words “ field, piece and
teacher, reading”
Model: listen and repeat.
Put the letters on the board
and say them a few times.
Asks Ss listen and repeat.
Do choral repetition of the
words until Ss fell
confident.
10

- Ie: field,
piece
- Ea:
teacher,
reading

- Whole class

3. Listen and
circle. Then
say sentences
with the
circled words.
( 10’)

4. Let’s chant.
( 9’ )

5. Home– link
( 1’ )

Tell Ss to do a dictation.
Give Ss a few minutes to
read the text in silence
before starting the dictation.
Call Ss go to the board and
write their answers. Check
the correct answers in front
class.
Get Ss to work in pairs and
practice saying the
sentences.
Key: 1: b
2: b
Tell Ss that they are going
to say the Jobs and places

of work? Chant. Read the
chant and check the
comprehension.
Play the recording a few
times for Ss to do choral and
individual repetition.
Show Ss how to say the
chant and do actions.
Ask whole class say aloud
the chant.
- Learn the new words and
structure.
- Do part E in workbook.
- Prepare new lesson
COMMENT

- Individuals
- Pairs
- Groups.

- Whole class

- Whole class

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Date of prepare: 25/1/2016

Date of teach: 28-29/1/2016

UNIT TWELVE
WHAT DOES YOUR FATHER DO?
Lesson 3: period 47 ( 4, 5, 6 )
11


I ) Objectives
- Students will be able to practice fluently about the way to talk about the job of
someone and where someone work.
II) Language focus
- What does he/she do?
- Where does he/she works?
III) Resources
- Ss’ book, Teacher’s book, recording, board.
IV) PROCEDURE
Steps
Learning activities
Language focus
Modes
1. Warm up. Call some Ss to say Is there
- Whole class
( 5’)
a garden? chant
- Individual
4. Read and
Ask Ss to read text and fill
complete
the gaps

- Whole class
( 10’)
Give a few seconds for Ss to
- Individuals
look at the picture and read
- Pairs
the text.
- Groups
Check comprehension.
- Whole class
Give Ss time to do task.
Correct their answer and
checking as a class.
5. Write
about the
jobs of your
family
members and
where they
work.
( 10’)
6. Project
( 9’ )

Tell Ss that they are to read
the text again and write the
anwers to the questions.
.Give Ss a few seconds to do
task..Check comprehension
and feedback.

Go around to offer helf if
necessary.
Check their answers before
checking as a class.
Tell Ss that they are going to
interview two classmates
about their parents’ jobs.
Check understanding
Give Ss time to do project in
class. Get Ss to work in
individual. Go around to
offer helf.
Ask Ss to say the chant to
end the class.
12

- What
does
he/she
do?
- Where
does
he/she
works?


5. Home–
link
( 1’ )

- Learn the Jobs and places
of work. chant.
- Prepare new lesson
COMMENT

- Whole class

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Date of prepare: 29/1/2016

Date of teach: 1-2/2/2016

UNIT THIRTEEN
WOULD YOU LIKE SOME MILK?
Lesson 1: period 48 ( 1, 2, )
I ) Objectives
- Students will be able to ask and answer questions about favourite food and drink
II) Language focus
What’s your favourite food/drink?
It’s…….
III) Resources
- Ss’ book, Teacher’s book, recording, board.
IV) PROCEDURE
Steps
Learning activities
Language focus
Modes

1. Warm up. Greet class by saying ‘ Hello
Individuals
( 5’)
’. How are you? Ask whole
Pairs
class to read Job and places
Whole class
of work chant.
2. Look, listen Goal: Ss will be use the
and repeat.
words about locations.
( 10’)
Context: Ss answer the
questions:
- Who are they?
- Where are they?
- What are they doing?
- What is it?
Content:
What’s your favourite
food/drink?
It’s…….
13

- Whole class


Model: Look, listen and
repeat.
Explain the dialogue and

have Ss repeat the text in
bubbles a few times.
Play the recording for pupils
to listen and say along.
3. Point and
Tell Ss to saying and practice
say.
The way to talk about
( 10’)
favourite food and drink.
What’s your favourite
food/drink?
It’s…….
Point to the each pictures and
practice.
Write the sentences on the
board and have pupils repeat
them.
Play the recording for Ss to
listen and say along.
Get pupils work in pairs.
Check as a class.
4. Home– link - Learn the new words and
( 1’ )
structure.
- Do part A in workbook.
- Prepare new lesson

What’s your
favourite

food/drink?
It’s…….

- Individuals
- Pairs
- Groups.

- Whole class

COMMENT
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Date of prepare: 30/1/2016

Date of teach: 2-3/2/2016

UNIT THIRTEEN
WOULD YOU LIKE SOMW MILK?
Lesson 1: period 49 ( 3, 4, 5 )
I ) Objectives
- Students will be able to practice the way to talk about favourite food and drink.
II) Language focus
14


What’s your favourite food/drink?
It’s…….
III) Resources

- Ss’ book, Teacher’s book, recording, board.
IV) PROCEDURE
Steps
Learning activities
1. Warm up. Greet class by saying Hello.
( 5’)
Call some Ss to the front of
class to practice the way to
ask and answer questions
about favourite food and
drink using structure.
What’s your favourite
food/drink?
It’s…….
3. Listen and
tick.
( 10’)

4. Look and
write
( 10’)

5. Let’s sing

Goal: Ss will be listen and
tick the right answers.
Context: Ss answer the
questions to find the
similarity and the diffirent in
the pictures.

- Who are they?
- Where are they?
- What are they doing?
- What is it?
- Play recording three times
for Ss to listen, do the task
and check their answers.
Key: 1. b
2. c
3.a
Tell Ss that they are going to
look at the pictures and fill
the gaps .Give Ss a few
seconds to read the text in
silence.Check comprehension
and feedback.
Go around to offer helf if
necessary.
Check their answers.
1: it’s chicken
2. it’s orange juice
3. it’s fish and water
Tell Ss that they are going to
15

Language focus

Modes
- Pair
- Whole class.

- Whole class

- Individuals
- Pairs
- Groups
What’s your
favourite
food/drink?
It’s…….

- Individuals
- Pairs

- Whole class


( 9’ )

sing the song my favourite
food and drinkl. Teach the
song and Check
comprehension.
Ask whole class to sing the
song and do action a few
times to reinforce learning.
5. Home– link - Learn the classroom
( 1’ )
introductions
- Do part B in workbook.

- Prepare new lesson

- individuals
- Pairs
- Groups

- Whole class

COMMENT
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Date of prepare: 31/1/2016

Date of teach: 3-4/2/2016

UNIT THIRTEEN
WOULD YOU LIKE SOME MILK?
Lesson 2: period 50 ( 1, 2)
I ) Objectives
- Students will be able to ask and answer about location
II) Language focus
Would you like some….?
Yes, please
No, thanks
III) Resources
- Ss’ book, Teacher’s book, recording, board.
IV) PROCEDURE
Steps

Learning activities
Language focus
1. Warm up. Call some Ss to come to the
( 5’)
front of class and practice to
talk about favourite food
and drink.
Ask whole class to sing My
favourite food and drink.
2. Look,
Goal: Ss will be to offer
16

Modes
- Individuals
- Pairs

- Whole class
- Whole class


listen and
repeat.
( 10’)

3. Point and
say.
( 10’)

4. Home–

link
( 1’ )

someone food aor drinks
and accept/decline
someone’s offer.
Context: Ss answer the
questions:
- Who are they?
- Where are they?
- What are they doing?
- What is it?
Content:
Would you like some….?
Yes, please
No, thanks
.Model: Look, listen and
repeat.
Get Ss to repeat the text in
bubbles a few times.
Do choral and individuals
repetition, pointing to the
characters speaking.
Play the recording for Ss to
listen and repeat.
Tell Ss that they are going
to practice to asking and
answering the question
Would you like some….?
Yes, please

No, thanks
Put the sample sentences on
the board. Have Ss repeat
the language several times
Do choral and individual
repetition.Pointing each
pictures in the book.
Get Ss to work in pairs.
Check as a class.
- Learn the new words and
structure.
- Do part C in workbook.
- Prepare new lesson

Would you like
some….?
Yes, please
No, thanks

COMMENT
17

- Individuals
- Pairs
- Groups.

- Whole class


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Date of prepare: 1/2/2016

Date of teach: 4 -5/2/2016

UNIT THIRTEEN
WOULD YOU LIKE SOME MILK?
Lesson 2: period 51 ( 3, 4, 5 )
I ) Objectives
- Students will be able to practice again the way to offer someone food or drink and
accept/ decline someone’s offer.
II) Language focus
Would you like some….?
Yes, please
No, thanks
III) Resources
- Ss’ book, Teacher’s book, recording, board.
IV) PROCEDURE
Steps
Learning activities
Language focus
Modes
1. Warm up. Revising the language learnt
- Individuals
( 5’)
by calling some Ss go to the
- Groups.
board to practice again the
way to ask and answer

question
Would you like some….?
Yes, please
No, thanks
3. Listen and
number.
( 10’)

Goal: Ss will be listen and fill
the number.
Context: Ss answer the
questions to find the
similarity and the diffirent in
the pictures.
- Who are they?
- Where are they?
- What are they doing?
- What is it?
- Play recording three times
for Ss to listen, do the task
and check their answers.
18

- Whole class

- Individuals
- Pairs
- Groups

Key: 1. b
2. c
3. a
4. d
5. Look and
Tell Ss to look at the picture
write.
and do the task. Give Ss a
( 10’)
few seconds to read the text
in silence.Check
comprehension and feedback.
Go around to offer helf if
necessary.
Check their answers.
Key
1: milk
2: lemonade
3: water
4fish
5. rice
6. bread
6. Let’s play
Tell Ss that they are going to
( 9’ )
play game food or drink.
Give a few second for Ss to
read the word about food and
drink.Call some groups to
play in front class. Check

comprehension. Guide Ss to
do the task.
Check their answer.
5. Home– link - Do part D in workbook.
( 1’ )
- Prepare new lesson

Would you like
some….?
Yes, please
No, thanks

- Individuals
- Pairs

- Whole class
- individuals
- Pairs
- Groups

- Whole class

COMMENT
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19

Date of prepare: 12/2/2016

Date of teach: 15-16/2/2016

UNIT THIRTEEN
WOULD YOU LIKE SOME MILK?
Lesson 3: period 52 ( 1, 2, 3)
I ) Objectives
- Students will be able to practice the phonics “ f, sh ”
II) Language focus
- F: beef, leaf
- Sh: fish, dish
III) Resources
- Ss’ book, Teacher’s book, recording, board.
IV) PROCEDURE
Steps
Learning activities
Language focus
1. Warm up.
Call some Ss to practice in
( 5’)
front of class about the
greeting and structure
Would you like some….?
Yes, please
No, thanks
2. Listen and
Content: Guide Ss to read
- F: beef,

repeat.
the phonics “ f and sh” in
leaf
( 10’)
the words “ beef, leaf amd
- Sh: fish,
dish, fish’’
dish
Model: listen and repeat.
Put the letters on the board
and say them a few times.
Asks Ss listen and repeat.
Do choral repetition of the
words until Ss fell
confident.
3. Listen and
Tell Ss to do a dictation.
tick.
Give Ss a few minutes to
( 10’)
read the text in silence
before starting the dictation.
Play recording a few time
for Ss to listen and tick.Call
Ss go to the board and write
their answers. Check the
correct answers in front
class.
Get Ss to work in pairs and
20

Modes
- Pairs
- Whole class

- Whole class

- Individuals
- Pairs
- Groups.


practice saying the
sentences.
Key: 1: a
2: b
3:a
4: b

4. Let’s chant.
( 9’ )

5. Home– link
( 1’ )

Tell Ss that they are going
to say the Would you like
some fish chant. Read the
chant and check the
comprehension.

Play the recording a few
times for Ss to do choral and
individual repetition.
Show Ss how to say the
chant and do actions.
Ask whole class say aloud
the chant.
- Learn the new words and
structure.
- Do part E in workbook.
- Prepare new lesson
COMMENT

- Whole class

- Whole class

…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
………………………………………………………………………………………….
Date of prepare: 13/2/2016

Date of teach: 16-17/2/2016

UNIT THIRTEEN
WOULD YOU LIKE SOME MILK?
Lesson 3: period 53 ( 4, 5, 6 )
I ) Objectives
- Students will be able to practice fluently about the way to talk about the location.

21


II) Language focus
- What’s your favourite food/ drink?
- Would you like some…..?
III) Resources
- Ss’ book, Teacher’s book, recording, board.
IV) PROCEDURE
Steps
Learning activities
1. Warm up. Call some Ss to say Would
( 5’)
you like some fish? chant
4. Read and
Ask Ss to read text and
complete.
complete the task.
( 10’)
Give a few seconds for Ss to
look at the picture and read
the text.
Check comprehension.
Give Ss time to do task.
Correct their answer and
checking as a class.
5. Write
about your
favourite
food and

drink.
( 10’)

6. Project
( 9’ )

5. Home–
link
( 1’ )

Tell Ss that they are to write
about their favourite food
and drink.Give Ss a few
seconds to do task.Check
comprehension and
feedback.
Go around to offer helf if
necessary.
Check their answers before
checking as a class.
Tell Ss that they are going to
interview your classmate
about their favourite food
and drink. Check
understanding
Give Ss time to do project in
class. Get Ss to work in
individual. Go around to
offer helf.
Ask Ss to say the chant to

end the class.
- Learn the Would you like
some fish? chant.
- Prepare new lesson
22

Language focus

Modes
- Whole class
- Individual
- Whole class
- Individuals
- Pairs
- Groups
- Whole class

- What’s
your
favourite
food/
drink?
- Would
you like
some…..?

- Whole class


COMMENT

…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
………………………………………………………………………………………….

Date of prepare: 13/2/2016

Date of teach: 17-18/2/2016

UNIT FOURTEEN
WHAT DOES HE LOOK LIKE?
Lesson 1: period 54 ( 1, 2)
I ) Objectives
- Students will be able to ask and answer questions about someone’s physical
appearance.
II) Language focus
What does he/ she look like?
He’s/ She’s …………..
III) Resources
- Ss’ book, Teacher’s book, recording, board.
IV) PROCEDURE
Steps
Learning activities
Language focus
Modes
1. Warm up. Greet class by saying ‘ Hello
Individuals
( 5’)
’. How are you? Ask whole
Pairs

class to read Would you like
Whole class
some fish? chant.
2. Look, listen Goal: Ss will be use the
and repeat.
words about someone’s
( 10’)
physical appearance.
Context: Ss answer the
questions:
- Who are they?
- Where are they?
- What are they doing?
- What is it?
Content:
What does he/ she look
like?
He’s/ She’s …………..
Model: Look, listen and
23

- Whole class


repeat.
Explain the dialogue and
have Ss repeat the text in
bubbles a few times.
Play the recording for pupils
to listen and say along.

3. Point and
Tell Ss to saying and practice
say.
The way to talk about
( 10’)
someone’s physical
appearance.
What does he/ she look
like?
He’s/ She’s …………..
Point to the each pictures and
practice.
Write the sentences on the
board and have pupils repeat
them.
Play the recording for Ss to
listen and say along.
Get pupils work in pairs.
Check as a class.
4. Home– link - Learn the new words and
( 1’ )
structure.
- Do part A in workbook.
- Prepare new lesson

What does he/
she look like?
He’s/ She’s
…………..

- Individuals
- Pairs
- Groups.

- Whole class

COMMENT
…………………………………………………………………………………………
…………………………………………………………………………………………
…………………………………………………………………………………………
………………………………………………………………………………………….
Date of prepare: 15/2/2016

Date of teach: 18-19/2/2016

UNIT FOURTEEN
WHAT DOES HE LOOK LIKE?
Lesson 1: period 55 ( 4, 5, 6 )
I ) Objectives
- Students will be able to practice the way to talk about someone’s physical
appearance.
24


II) Language focus
What does he/ she look like?
He’s/ She’s …………..
III) Resources
- Ss’ book, Teacher’s book, recording, board.
IV) PROCEDURE

Steps
Learning activities
1. Warm up. Greet class by saying Hello.
( 5’)
Call some Ss to the front of
class to practice the way to
ask and answer questions
about someone’s physical
appearance.
What does he/ she look
like?
He’s/ She’s …………..
4. Listen and
tick.
( 10’)

5. Look and
write.
( 10’)

Goal: Ss will be listen and
tick the right answers.
Context: Ss answer the
questions to find the
similarity and the diffirent in
the pictures.
- Who are they?
- Where are they?
- What are they doing?
- What is it?

- Play recording three times
for Ss to listen, do the task
and check their answers.
Key: 1. c
2. c
3. a
Tell Ss that they are going to
look at the pictures and fill
the gaps .Give Ss a few
seconds to read the text in
silence.Check comprehension
and feedback.
Go around to offer helf if
necessary.
Check their answers.
1: He’s tall/ slim
2. She’s short/ young
3. They’re old
25

Language focus

Modes
- Pair
- Whole class.

- Whole class

- Individuals
- Pairs

- Groups
What does he/
she look like?
He’s/ She’s
…………..

- Individuals
- Pairs