giáo án family and friend 2 lớp 4

American Family and Friends
Lesson Plans and Worksheets
Grade 4

Written by Oxford University Press


Semester 1 – Week 1 – Lesson 1
Objectives: Students can identify everyday activities and understand a short story
Topic – Key Language

UNIT 8
WHAT TIME IS IT?
Lesson 1

Resources
Resources:
Textbook: FAMILY AND
FRIENDS 2
Student Book p.54
Workbook p.54

WORDS
Integrated skills:
speaking, listening,
reading
Key vocabulary:
get up, have breakfast, go
to school, go home, have
dinner
(+ at night, go to bed)

Sentence Patterns:
What time is it?
It’s … o’clock
He (goes to bed) at
(eleven) o’clock

Materials:
CD Tracks 83-85
Story Poster 8
Flashcards 64-68 Everyday
Activities

Key Activities
INTRODUCTION
Weather Report: Weather song or chant
Warm up and review: Teach the children the song ‘This is the way..’(see
) if you are
unsure of the tune. The lyrics and activities can be found in worksheet one.
This will warm the class up and introduce the idea of everyday activities. Ask
the children what other things they do everyday to elicit today’s vocabulary.
Lesson presentation: Introduce the vocabulary by using flashcards 64-68.
Listen, point and repeat:
Put the flashcards around the room. Play audio 83. Ask the students to point
to the flashcards as they hear the words and repeat.
Take the flashcards down and give them to different children. Ask them to
come and put the flashcards on the board in the order that the activities
happen in a day. Drill the pronunciation, focusing especially on the end
consonant sounds.
What’s Missing?
Put the flashcards on the board. Ask the students to close their eyes and put

their heads on their desks. Take away one flash card. Shout “What’s Missing?”
Students look at the board and put their hand up when they know which
everyday activity is missing.
Practice through a chant:
Track 84- Play the recording and teach the chant. Play the recording again for
the students to repeat the phrases in the pauses in the chant. Students say the
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chant as a class without the recording. Think of actions to go with the chant.
Listen again and students do the actions.
DEVELOPMENT
Lead-in: Use story poster 8 to present the story. Ask students to name as
many things in the poster as they can.
Order the story: Hide the poster. Photocopy and cut-up the six story-pictures
from student book p.54. Give one set of story pictures to each pair. Play track
85. Students listen and order the story. Check in their books. Students listen
again and repeat each line after the character.
Practice the dialogue: Put students into groups of four and assign each
student a character (mom, dad, Rosy, Alice).
CONSOLIDATION
Comprehension Check: Ask questions to check comprehension, e.g. What does
Alice want to do? Who gets up / has dinner at seven o’clock? Can the girls
listen to music?
Personalization: Look again at the pictures on the top of page 54. Ask
questions such as What is the boy wearing? Do you wear blue pajamas to bed?
How do you go to school? What do you have for breakfast. Elicit the
differences between the pictures and what your students do / have / wear etc.
Now ask students to draw pictures to represent them getting up / having
breakfast / going to school.

Story time:
Homework = Workbook p.54

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Unit 8 Lesson 1
1. Match them up!
Match the actions and pictures.

put on our clothes

wash our face

comb our hair

brush our teeth
2. Draw a picture!
What else do you do in the morning? Draw a picture. Now sing the song again
with your action!
This is the way we
...................................................................................
on a warm and sunny morning!

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Song Words
This is the way we brush our teeth

Brush our teeth, brush our teeth.
This is the way we brush our teeth
On a warm and sunny morning.
This is the way we wash our face
Wash our face, wash our face
This is the way we wash our face
On a warm and sunny morning.
This is the way we comb our hair
Comb our hair, comb our hair
This is the way we comb our hair
On a warm and sunny morning.
This is the way we put on our clothes
Put on our clothes, put on our clothes
This is the way we put on our clothes
On a warm and sunny morning.

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Semester 1 - Week 1 – Lesson 2
Objectives: Students can say what people do at different times of the day; ask and answer what time it is
Topic – Key Language

UNIT 8
WHAT TIME IS IT?
Lesson 2

Resources
Resources:
Textbook: FAMILY AND

FRIENDS 2
Student Book p.55
Workbook p.55

GRAMMAR
Integrated skills:
speaking, listening,
writing
Key vocabulary:
gets up, has breakfast,
goes to school, has
dinner, gets home
Sentence Patterns:
What time is it?
It’s … o’clock
He (goes to bed) at
(seven) o’clock

Materials:
CD Tracks 85-86
Flashcards 64-68
Everyday Activities

Key Activities
INTRODUCTION
Weather Report: Weather song or chant
Warm up and review: Students sing the song and do the actions for ‘This is the
way’ from the previous lesson.
Hand-out the cut-up story from the previous class. Students put it in order,
listen to track 85 and check.

Lesson presentation:
Lead-in Introduce the sentence patterns.
Draw a big clock on the board. Draw hands on it pointing to seven o’clock. Ask
students ‘What time is it?’. Students tell the time using the structure ‘It’s …
o’clock’. Get one student to play teacher – they draw the hands on the clock
and ask ‘What time is it?’. They choose students to answer. Students then play
this game at their desks in pairs.
Human clocks Show children how they can become clocks using their bodies,
with their arms being the hands of the clock. Say different times. Students
make the time using their bodies. Then in pairs, one student makes the time,
and asks their partner ‘What time is it?’. Their partner guesses the time.
Ask children to look at the pictures in the Let’s Learn! Box. Ask What can you
see?
Listen to the story and make the times Students listen again to the story on
page 54. When they hear a time, they make the clock with their bodies.
DEVELOPMENT
Listen and say
Ask students to look at the pictures in the Let’s Learn! Box. Ask What can you
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see?
Play track 86 pausing after each question and sentence for children to point to
the picture and repeat.
Use the flashcards and the clock on the board to elicit other sentences. For
example, the flashcard ‘go to school’ and the clock reading 8 o’clock – He goes
to school at eight o’clock. Make sure you drill the third person /s/
Look and say Ask the students to look at the clocks in the pictures. Ask one
student to stand up. Point to the first clock and ask What time is it? to elicit It’s
five o’clock. The class repeats in chorus. Drill the pronunciation, paying close

attention to the /s/, /v/ and /k/ sounds. Repeat with the other times. Students
ask and answer in pairs.
Write. Draw the time on the clocks. Ask students to look at the pictures and
identify the different activities. Ask one student to read the example for the
class. Show them the time on the clock next to the picture. Ask students to
look at the pictures, complete the sentences, and draw the times on the clocks.
Monitor and help where necessary. Have the students check their answers in
pairs before checking whole class.
CONSOLIDATION
Comprehension Check: Mime game. Have two students come to the front of
the class. One student makes a clock with their arms, the other student mimes
an everyday action. The rest of the class guesses the sentence.
Consolidation: Listen to Time to Talk! Student Audio CD Unit 8 Tracks 48 &49.
Personalization: Extra Worksheet – students draw the times on the clock then
write sentences about themselves.

Story time:
Homework = Workbook p.55

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Unit 8 Lesson 2

1) Listen to your teacher and draw the right time on the clocks

2) Answer the questions
a) What time do you get up?
I get up at _________________________
b) What time do you have breakfast?

I ______________________ at ____________________
c) What time do you go to school?
I _____________________________________________

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Semester 1 – Week 1 - Lesson 3
Objectives: Students can identify different times of the day and use these phrases in the context of a song
Topic – Key Language

UNIT 8
WHAT TIME IS IT?
Lesson 3

Resources
Resources:
Textbook: FAMILY AND
FRIENDS 2
Student Book p.56
Workbook p.56

SONG
Integrated skills:
speaking, listening,
reading
Key vocabulary:
in the morning, in the
afternoon, in the evening
Sentence Patterns:

What do you do (in the
morning), I get up / have /
go / do / learn

Materials:
CD Tracks 87-88
Flashcards 64-68 & 68-71
Everyday Activities & Times
of the Day

Key Activities
INTRODUCTION
Weather Report: Weather song or chant
Warm up and review:
Put the children into teams. Hand out mini white-boards and markers (or big
pieces of scrap paper if you don’t have any mini white-boards). Tell them you
are going to write a sentence on the board and they have to try and be the first
team to write the correct sentence on their mini white-board / paper. When
they have corrected the sentence, they should hold it up so you can see it. Use
these sentences:
What time is?
It’s seven clock.
I go school at eight o’clock.
He have breakfast.
He has dinner seven o’clock.
He go to school at nine o’clock.
Award points to the team who corrects the sentences first.
Lesson presentation:
Lead-in
Use flashcards 69-71 to introduce the new vocabulary. Hold up the cards one

at a time and say the phrases for times of the day for students to repeat. Drill
the pronunciation by clapping out the rhythm. Have students clap out the
rhythm with you.
Matching: Put flashcards 68-71 on the board. Give flashcards 64-68 to five
different students. They come to the front of the class and put their activity
below the appropriate time of the day, e.g. the student with the flashcard gets

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up puts their flashcard below in the morning.
DEVELOPMENT
Categorize: (see extra worksheet) Put students into pairs. Hand out one cutup worksheet per pair. Pairs put the activities under the correct heading – in
the morning / in the afternoon / in the evening. Be aware that there may be
some differences depending on the students’ differing timetables.
Listen and Check: Students listen to the song and check their activities are in
the correct column. They then listen again and hold up the correct sentence
when they hear it.
Listen and Sing: Play track 88 (song) the whole way through once for children
to listen. Then play it again as they follow the words in their books.
Read each line in the song aloud for children to repeat after you. Play the
recording for the children to sing along.
Sing and do: Ask the students to look at the pictures and tell you which action
they should do for each verse of the song (see below). Play the recording for
the students to listen and do their actions.
Song actions
Divide the class into four groups to do actions as follows:
Group 1: What do you do in the morning / afternoon / evening? - mime a
ticking clock with hands.
Group 2: I get up – stretch; I have my breakfast – eat; I go to school – walk

Group 3: I have my lunch – eat; I learn at school – open a book; I go home –
walk
Group 4: I do my homework – write; I have my dinner – eat; I go to bed – pull
the covers over.
CONSOLIDATION
Extra writing worksheet, Photocopiable Resources page 16 (TR CD-ROM)
Cut and make 1, Photocopiable Resources page 34 (TR CD-ROM) – Students
work in groups to cut out the clocks and hands and put them together.
Students can then use their clocks to ask each other questions about their daily

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routines.
Time to talk! Student Audio CD, Unit 8, Tracks 50 & 51

Story time:
Homework = Workbook p.57

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Unit 8 Lesson 3

Put the activities under the correct heading:
in the morning

in the afternoon

in the evening

I go to bed
I go home
I go to school
I get up
I do my homework
I have my dinner
I learn at school
I have my breakfast
I have my lunch

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Semester 1 – Week 1 - Lesson 4
Objectives: Students can differentiate and pronounce sounds /sm/, /sn/, /st/, and /sk/
Topic – Key Language
Resources

UNIT 8
WHAT TIME IS IT?
Lesson 4

Resources:
Textbook: FAMILY AND
FRIENDS 2
Student Book p.57
Workbook p.57

PHONICS

Integrated skills:
speaking, listening,
reading
Key vocabulary:
smile, snow, star, sky
(+ time for)
Sentence Patterns:
Look at the (snake)
In the (snow)
It’s time for bed

Materials:
CD Tracks 89-91
Phonics Cards 21-24 (smile,
snow, star, sky)

Key Activities
INTRODUCTION
Weather Report: Weather song or chant
Warm up and review: Mime game. Have two students come to the front of
the class. One student makes a clock with their arms, the other student mimes
an everyday action. The rest of the class guesses the sentence.
Stop the Bus
Put the class into teams, and make sure each team has a pen and piece of
paper. Draw the following table on the board:
Animal
Food
Something
Action
Outside

Students should copy the table on their piece of paper. Say a letter. Students
have to race to write one thing beginning with that letter on their paper, e.g.
Animal
Food
Something
Action
Outside
Cat
Cake
Car
Cry
The first team to finish shouts ‘Stop the Bus’. Have them read out their list.
Drill pronunciation of all the words. Make sure you use the letter ‘s’ as this
may elicit today’s vocabulary / phonics focus.
Lesson presentation:
Lead-in: Teach the sounds and letters for this lesson using the phonics cards.
Hold up the first card and say Letters s and m make the sound /sm/. Say the

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sound for the children to repeat several times. Repeat the procedure with the
other phonics cards.
Hold up each card one at a time and say the words for the students to repeat.
Listen, point and repeat: Ask students to look at the pictures in their student
books. Play track 89. Students listen and point then repeat the sounds and
words.
Listen and Chant: Play track 90 for students to listen to the chant the whole
way through.

Play the chant again, stopping after each line for children to repeat, following
in their book as they do so.
DEVELOPMENT
Read the chant again. Circle the sounds sm, sn, st, and sk: Ask children to
look at the chant again. Write the first line on the board. Ask students to find
an example of the letters sm, st, sn, or sk. One student comes to the front to
circle the sn in snake.
Students read the rest of the chant and circle the other examples in their
books. Monitor and help where necessary. Students check with their partners
before whole class feedback.
Listen and circle the correct sounds: Ask students to look at the pictures and
say what they see in each one. Play track 91. Students listen and circle the
sounds at the beginning of each word. Go over the answers with the class.
CONSOLIDATION
Sound students: Go around the room, assigning the letters sm, sn, st and sk to
each student. Play the recording again. When children hear their sound they
stand up. If they hear their sound a second time, they sit down again.
Use the extra worksheet(s) for consolidation: Ask the students to try and
match the pictures to the words. Help them where necessary. Now students
should write the words under the correct sounds. Finally, students can try and
find the words in the word search.

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Story time:
Homework = Workbook p.57

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Unit 8 Lesson 4

1) Match the words to the pictures:

stop

skate

smart

stamp

skip

snore
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2) Write the words in the correct column
sm
sn
sk

st

smile

star

snake

sky

3) Find the words in the word search:
s
s
t
r
e
t
r
a
e
t
a
k
y
s
m e
r
a
m e
t
s
e
a
o
m k
s

t
o
p
r
n
p
u
m i
e
a
n
s
y
i
a
h
e
k
s
a
t
k
i
l
a
g
e
t
e
e

i
a
d
a
a
e
k
m t
i
f
s
k
s
s
t
e
k
a
m s

stop
sky

skate
smart

star

m
s

k
i
p
s
k
s
a
t

s
p
l
r
m
p
a
y
t
a

smile
stamp

l
r
a
t
s
c
n

l
e
s

snore

a
e
o
s
o
v
s
i
s
t

snake

skip

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Semester 1 – Week 2 – Lesson 5
Objectives: Students can read about someone’s daily routine and find specific details in a text.
Topic – Key Language

UNIT 8
WHAT TIME IS IT?

Lesson 5

Resources
Resources:
Textbook: FAMILY AND
FRIENDS 2
Student Book p.58
Workbook p.58

READING
Integrated skills:
listening, reading, writing
Key vocabulary:
Review vocabulary and
structures seen previously
Extra vocabulary:
cereal, go by bus, so

Materials:
CD Tracks 88 & 92

Key Activities
INTRODUCTION
Weather Report: Weather song or chant
Warm up and review:
Review /sm/, /st/, /sk/, /sn/ sounds from previous lesson – you draw or mime
one of the words, students guess the word.
Sing ‘What do you do in the morning’ from p.56 (track 88)
Task individual students some questions about their daily routine – e.g. What
do you do every day? What time do you get up / have breakfast / go to school?

What does your mom / dad do every day?
Lesson presentation:
Lead-in: Use worksheet 5 to review / introduce the vocabulary for today’s
class. Students write the words under the correct picture, then talk to their
partner about the pictures. Have individual students stand up and talk about
each picture as feedback. You can also take this opportunity to introduce the
words ‘cereal’ and ‘go by bus’. Students then work by themselves to answer
the questions. Monitor and help where necessary.
Look at the pictures. Say what the girl and her mom do: Students look at the
pictures on p.58. Ask the students What does Sadie do everyday? What does
Sadie’s mom do everyday?
DEVELOPMENT
Listen and read.
Play track 92 as the students read and follow the text in their books.
Play again and answer any questions.
Ask comprehension questions to check understanding, e.g. What does Sadie do
in the morning? How does she get to school? What does Sadie’s mom do in the
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morning / evening?
Read again. Circle the false word and write the correct word.
Ask children to close their books. Copy the example sentence from the Student
Book on the board. Ask students if it is right or wrong? Ask one student to
circle the incorrect word (eight) and a second student to write the correct word
(seven).
Write some of your own sentences on the board and repeat – e.g. She has
breakfast – cereal, bread and eggs. She goes to the park at eight o’clock. Her
mom starts work at two o’clock.
Now ask students to complete exercise 3, p.58 in their books. Have them check

their answers with their partner before checking whole class.
CONSOLIDATION
Reading Race: Put the students into teams. Give each team a mini white
board / some scrap paper. Ask students questions about the text (see below).
The first team to write and hold up the correct answer gets a point for their
team.
Questions
What time does Sadie get up?
What does she have for breakfast?
What does she take to school?
What is her mom’s job?
When does Sadie see her mom?
What does Sadie’s mom do after work?

Story time:
Homework = Workbook p.58

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Unit 8 Lesson 5

1) Write the words under the correct picture

_____________________________

_________________________________

_______________________________

__________________________________

______________________________

get up cook dinner go to school a doctor
have breakfast

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2) Talk to your partner about what you can see in the pictures.
Example: There is a man. He is tired. There is a clock. It is six o’clock.
3) Answer the questions:
a)
b)
c)
d)
e)

What time do you get up?
What do you have for breakfast?
Do you go to school by bus?
Is your dad a doctor?
Does your mom cook dinner?

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Semester 1 – Week 2 - Lesson 6
Objectives: Listening: Listen for times when people do different activities

Speaking: Talk about what someone does at different times of the day
Writing: Identify and write the questions words What, When and Where; write about your day (Workbook)
Topic – Key Language
Resources
Key Activities
INTRODUCTION
Resources:
Weather Report: Weather song or chant
UNIT 8
Warm up and review:
Textbook: FAMILY AND
Review /sm/, /st/, /sk/, /sn/ sounds from previous lesson: teach the students
WHAT TIME IS IT?
FRIENDS 2
the following tongue twister ‘The small snake stands and skates’. Drill it
Student Book p.59
chorally / individually / in groups. Have the children repeat it 3 times slowly
Workbook p.59
and then getting faster and faster.
Lesson 6
Class mingle (see extra worksheet 6). Give each student a copy of the
worksheet. Tell students that they are going to ask their classmates some
DEVELOPING SKILLS
questions. Elicit the questions and write them on the board so that students
can refer to them during the task. This will also give students practice of
Integrated skills:
forming questions which will be useful for today’s lesson. The questions are:
listening, reading, writing, Materials:
What time do you get up?
speaking

CD Track 93
What do you have for breakfast?
How do you go to school?
Key vocabulary:
What time do you go home?
Review vocabulary and
What time do you have dinner?
structures seen previously
Monitor and check the students are answering in full sentences.
When students have asked and answered their questions, they can then work
Extra vocabulary:
individually to write about one of their classmates. Have early finishers draw a
plane
picture of their classmate.
Lesson presentation:
Lead-in: Ask students what they can remember about Sadie and her mom’s
day from the previous lesson. Ask What does Sadie do in the morning /
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afternoon? What does her mom do?
Allow students to check the text on page 58 of their Student Books to see how
much they remembered correctly.
Ask students to look at the pictures of Sadie’s dad in exercise 1 and to predict
what they are going to hear.
Listen and draw the time: Tell students they are going to listen to Sadie’s dad
talking about what he does every day. Play track 93 and have the students
point to the pictures as the activities are mentioned.
Play the recording again, pausing for students to draw the times on the clocks.
Have the students check their answers in pairs before checking with the whole

class.
DEVELOPMENT
Look and say: Ask children to read the phrases in the word box. Focus
attention on the speech bubbles. Ask a child to stand up. Read the first speech
bubble for him / her to respond. Children repeat the dialogue in chorus.
ask children to work in pairs. They take turns saying the times or saying what
Sadie’s dad does. Monitor and help with pronunciation as necessary.
Circle What and underline When. Draw a square around Where:
Ask children to close their Student Books. Copy the three example questions
and answers onto the board.
Ask three students to come to the front of the class. Ask one to circle What,
another to underline When, and the third one to draw a square around Where.
Write some of your own questions and answers on the board, e.g. Where’s
Phuong? She’s in the house. / When do you go to bed? I go to bed at six
o’clock. Invite individual children to come and identify What, Where and When
in the questions.
Ask children to look at exercise 3, p.59. Tell them to circle, underline or draw a
square around the question words.
Have students check in pairs before checking with the whole class.
CONSOLIDATION
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Happy Pairs: Children work in groups of six. Put question and answer strips
from Exercise 3 face down in front of each group. Each student takes a
question from one pile and an answer from the other pile without letting
anyone see.
Each child reads out his / her question one at a time. The child with the correct
answer reads it and then gives it to the person with the question. By the end,
everyone should have a matching question and answer.

Pelmanism: Students can use the same question / answer cards to play a game
of pelmanism.
Tic Tac Toe: Draw the following tic tac toe grid on the board:
why..? when..? where
who..? what

how

what
do..?
does..?
time..?
Divide the class into two teams and assign them 0 and X. One student from the
first team chooses a square and has to make a question beginning with that
question word, e.g. when – When do you have English class? If they are
correct, erase the word and put a 0 / X in the square. Now it is the other
team’s turn. The first team to get three in a row are the winners.
Unit 8 Tests (Teacher’s Resource CD-ROM)
Time to Talk! Student Audio CD – Unit 8, Tracks 47, 50, 51, 52.

Story time:
Homework = Workbook p.59

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Unit 8 Lesson 6

1) Ask your classmates questions about their everyday activities:
Example: What time do you get up?

I get up at 6 o’clock.
Name

get up?

have
breakfast?

go to
school?

go home?

have
dinner?

2) Now write about one of your classmates:
Example: Hoang gets up at 7 o’clock. Then he has breakfast. He has rice and
vegetables for breakfast
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