giao an tiếng anh 4 kì 2

Date of planning: 22/01/2017
Date of teaching:25/01/2017
Period 81:

UNIT 12: WHAT DOES YOUR FATHER DO?
Lesson 3 (1-2-3)

I. Objectives:
- By the end of the lesson, Ps will be able to pronounce the sounds of the letters ie
and ea in the words field, piece, teacher and reading respectively.
II. Language focus:
- Vocabulary and structures: Review
- Phonics: field, piece, teacher, reading
III. Resources:
- Teacher’s: pictures, recording, posters....
- Students’: Book, notebook
IV. Procedure:
Steps

Learning activities

Language
focus

1. Warm
up.

Play game: Palmanism

2. Listen
and

repeat.

- Tell pupils that they are going to practise
saying the sounds of the letters ie and ea
in the words field, piece, teacher and
reading respectively.
- First, put the letters ie and ea on the
board. Play the recording and ask pupils
to repeat the sounds a few times. Then
write the words field, piece, teacher and
reading and the four sentences on the
board, Play the recording more than once,
if necessary, and let pupils say the words
and the sentences, paying attention to the
target sounds.
- Do choral and individual repetition of
the sounds, words and sentences until

1

Modes
- Whole class

1

Phonics:
field,
piece,
teacher
and

reading

- Whole class
- Individuals
- Pairs
- Groups


3. Listen
and
circle.
Then say
sentences
with the
circled
words

4. Let’s
chant

5.
Homelink

2

pupils feel confident.
- Get some pupils to saythe words and
sentences.Check as a class and correct the
pronunciation, if necessary.
- Tell Ps that they are going to listen to

- Whole class
two sentences and circle the correct
words.
- Give Ps a few seconds to read the words
in silence.
- Have Ps listen to circle the words.
- Individuals
Remind them to focus on the words with
the sound ie/ea while listening. Check as
a class. Then give Ps time to make
sentences with the circled words.
- Pair work
- Play the recording again for Ps to check
their answers.
- Groups
- Call a few Ps to read aloud their
sentences.
Key: 1.b 2.b
-Tell pupils that they are going to say the
- Whole class
chant “Jobs and places of work”. Follow
the procedure in Teaching the unit
Components in Introduction.
- Have them read the chant and check
comprehension. • Play the recording a few
- Individuals
times for pupils to do choral and
individual repetition. Show them how to
chant and do actions.
- Put the class into two groups to practise

- Pair work
chanting and doing actions. Each of the
groups should sing one verse of the chant.
- Groups
Go around and offer help, if necessary.
- Call two pairs to the front of the class to
chant and do actions. The rest of the class
claps along to the rhythm.
-Learn by heart the new words and model
Individuals
sentence.
-Be ready for lesson 3: 4,5,6
************************************************
2


Date of planning: 22/01/2017
Date of teaching:03/02/2017
Period 82:

UNIT 12: WHAT DOES YOUR FATHER DO?
Lesson 3 (4-5-6)
I. Objectives:
- By the end of the lesson, Ps will be able to use words and phrases related to the
topic Jobs and do a project about parents’ jobs.
II. Language focus:
- Vocabulary and structures: Review
III. Resources:
- Teacher’s: Pictures
- Students’: Book, notebook

IV. Procedure:
Steps

Learning activities

1. Warm up.

-Spend a few minutes revising the
previous lesson. Get two pairs of
pupils to go to the front of the class
to say the chant “Jobs and places of
work” .

2. Read and
complete.

- Introduce the activity by saying:
You’re going to read about an
interview between Mai and Phong.
Give a few minutes for Ps to read
the text. Check comprehension by
asking: Who’s the interview? Who
is she interviewing? What does
Phong’s father do? Where does he
work? What’s his mother’s job?
Where does she work? Does he
have a sister? What does his
brother do? Where does he work?
- Get Ps to read the paragraph. Tell

3

3

Language
focus

Modes
Individuals
- Whole
class

-Structures:
My father
is a
teacher in
Le Hong
Phong
Primary
School.

- Whole
class
- Pairs
- Groups
Individuals


them that they have to complete the
table, using the text cues.

- Monitor the activity and offer help
when necessary
- Have Ps trade the answers in pairs
for correction
- Call on some Ps to report their
answers. Others listen and
comment.
- Have the whole class read each
sentence of the paragraph in chorus
to reinforce their pronunciation
Answers:
Job
Father
teacher

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

4. Project.

4

Mother
nurse
Brother

factory
- Introduce the activity by saying:
Now it’s time for you to write about
the jobs of your family members
and where they work. Tell Ps to
stick a photo of their family next to
paragraph, or draw simple stick
figures.
- Ask Ps to do the task. T goes
around and offers help.
- Get them to swap their answers
before checking as a class.
- Ask Ps to read the answers aloud
to the class. The others listen and
give comments.
- Tell the class about the project and
how to carry it out by saying: In
this project, you’re going to
interview two classmates about
their parent’ jobs and the places
where they work. Complete the
tables when you interview your
classmates.
- Prepare the interview questions
4

- Individual
- Pair work

Individuals

- Whole
class


with the class and write them on the
board for Ps to practice.
- Ask Ps to do the interviews.
- Invite a few Ps to report their
interviews to the class.
- Teach Ps how to report their
interviews. Ex: Hi. My name’s ...
My first interview is with ... His/
her father/ mother is ... He/She
works in ... My second interview is
with ... His/ her father/ mother is ...
He/She works in ... And that’s the
end of my report. Thanks for
listening.
- T gives comments.
5. Homelink: -Learn by heart the new words and
model sentence.
-Be ready for unit 13 -lesson 1 1,2

Individuals

************************************************
Week:22
Date of planning: 22/01/2017
Date of teaching:06/02/2017
Period 83:

UNIT 13: WOULD YOU LIKE SOME MILK?
Lesson 1- Part 1,2

I.Objectives:
- By the end of the lesson, Ps will be able to ask and answer questions about
favourite food and drink.
II. Language focus:
- Vocabulary: would like, milk, favourite, food, fish, chicken, drink, orange juice,
beef, pork, water.
- Structures: What is your favourite food/ drink? - It’s (chicken).
III. Resources:
- Teacher’s: Posters, flashcards, puppets, CD player and projector
- Students’: Book, notebook
5

5


IV. Procedure:
Steps

Learning activities

1. Warm up.

Play “jumbled letters” game

2.
Look,

listen
and
repeat.

- Tell Ps that they are going to learn
to ask and answer questions about
favourite food and drink.
- Ask Ps to identify the characters in
4 pictures on page 12 and ask:
+ Who are they?
+ Where are they?
+ And What are they talking
about?
- Open the tape and have the Ps
listen the sound of the words.
- Play the recording a few times for
pupils to listen and repeat. Do
choral and individual repetition,
pointing to the characters speaking
- Tell Ps that they are going to
practice asking and answering
questions about favourite food and
drink.
+ Teacher read first as a model and
ask the Ps to repeat
+ Have the Ps repeat in groups and
individuals
- Instruct how to ask and answer
questions about someone’s job.
- T practices as a model and ask Ps

to practice in choral, groups and
pairs. Correct Ps’ error pronunciation

6

6

Language
focus

Modes
- Whole
class
- Individual
- Whole
class

- Individual
- Whole
class
I.
New
words:
would like:
muốn
milk: sữa
favourite:
yêu thích
food: thức
ăn

fish: cá
chicken:
thịt gà
drink: đồ
uống
orange
juice: nước

- Whole
class

Individuals,
Pair work


cam
beef: thịt
bò
pork: thịt
heo
water:
nước uống
II.
Model
sentences:
S1:What is
your
favourite
food/ drink?
S2:It’s

(chicken).
* 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 time,
using What is your favourite food/
drink? - It’s + name of food/ drink..
- Ask Ps to work in pairs.
- Have Ps write the answer on the
board.
- Have the whole class to read aloud
the answers on the board. Correct
the pronunciation.

4. Homelink: -Learn by heart the new words and
model sentence.
-Be ready for lesson 1: 3,4,5
********************************************

7

7

Individuals
- Pair work
- Groups

Individual


Date of planning: 22/01/2017
Date of teaching:07/02/2017

Period 84:

UNIT 13: WOULD YOU LIKE SOME MILK?
Lesson 1 (3-4-5)

I. Objectives:
By the end of the lesson Ss will be able to listen to the CD then do the tasks.
II. Language focus:
- Vocabulary and structures: Review
- Skill: listening
III. Resources:
- Teacher’s: Pictures, recording, posters, puppets...
- Students’: Book, notebook
IV. Procedure:
Steps
1. Warm
up.

Learning activities
Have Ss play the game: Slap the board.

chicken

milk

pork

2. Listen
and tick.

8

Languag
e focus

Modes
Individual

fish

beef

food

- Tell Ps that they are going to listen to
three dialogues about some children’s
favourite food and drink and tick the
correct pictures.
- Have Ps look at the pictures on page 19
to identify the name of food and drink.
Have them say the words aloud. Check

8

- Whole
class


comprehension.
- Open the tape and have Ps listen the
sound of the words
Individuals
- Turn on the tape 2 times and ask Ps to
- Pairs
listen and tick.
- Answers: 1b 2c 3a
3. Look
- Tell Ps that they are going to write the
It’s
- Whole
answers to three questions about favourite chicken. class
and
food and drink suggested in the pictures.
write.
- Have Ps look at the pictures. Ask them to
read the question next to each picture and
write the answer.
- Ask Ps to do the task. Go around and
- Pairs
offer help.
- Get them to swap their answers before
checking as a class.

Individuals
- Ask Ps to read the answers aloud to the
class. The others listen and give comments.
- Have the whole class read the sentences
chorally to reinforce their pronunciation.
Answers: 1.It’s chicken
2.It’s orange juice
3.It’s fish and water
4. Let’s
- Tell Ps that they are going to sing the
song “My favourite food and drink”.
sing.
- Have Ps read each line of the lyrics.
- Whole
Check comprehension.
class
- Open the tape and have the Ss listen the
sound of the words.
- Groups
- Play the tape again for Ps to do choral
and individual repetition of the song by
Individuals
line.
- Ask Ps to sing in choral
- Have Ps practice singing in groups.
- Have class sing the song again to
reinforce their pronunciation.
5.
-Learn by heart the new words and model
- Whole

Homelink sentence.
class
-Be ready for lesson 2
:
Individuals
*************************************************
9

9


Date of planning: 05/01/2017
Date of teaching:08/02/2017
Period 85:

UNIT 13: WOULD YOU LIKE SOME MILK?
Lesson 2 (1-2-3)
I. Objectives:
By the end of the lesson, Ps will be able to offer someone food or drink and accept/
decline someone’s offer.
II. Language focus:
- Vocabulary: noodles ,lemonade , bread , rice ,vegetables
- Structures: Would you like some ...? Yes, please./ No, thanks.
III. Resources:
- Teacher’s: Pictures, recording, posters...
- Students’: Book, notebook
IV. Procedure:
Steps

Learning activities

1. Warm up.

Sing the song “My favourite food
and drink”.
2.
Look, Tell Ps that they are going to read a
listen
and story in which the characters offer
food and drink.
repeat.
-Ask pupils to look at the pictures to
identify the context in which the
language is used. Focus all the
picture and ask qs:
+ Who are they?
+ Where are they?
+ And What are they talking about?
-Play the recording more than once, if
necessary, for pupils to listen and
repeat. Do choral and individual
10

10

Language
focus

Modes
Individuals

Whole
class

- pairs

Individuals


repetition. pointing to the characters
speaking.
-Play the recording again for pupils to
listen and repeat
3. Point and -Tell pupils that they are going to
practice offering someone food/
say
drinks and accepting or declining
someone’s offer
-Have them look at the bubbles to
understand how to ask and answer
questions about offering someone
food/ drinks and accepting or
declining someone’s offer.
-Ask pupils to look at the four
pictures to identify the contents of
pictures.
-Point to the first picture and model
the task with one pupil, using the
sentences In the bubbles and the
phrase under the picture. (T-P). Ask
pupils to say the question and answer

chorally and individually. Repeat the
same procedure with the rest of the
pictures.
+ Teacher read first as a model and
ask the Ss to repeat
+ Have the Ps repeat in groups and
individuals
- Instruct how to offer someone
food/ drinks and accept or decline
someone’s offer.
-Ask pupils to practise in pairs, one
asking the question and the other
giving the answer, using the prompts
in the bubbles and the pictures.
-Select some pairs to demonstrate
the task in front of the class.
4. Let’s talk. -Tell pupils that they are going to
revise what they have learnt in
Lesson 1 and Lesson 2.
-Have them work in pairs: one pupil
11

11

I.
New - Whole
words:
class
noodles
,lemonade ,

bread ,
rice
,vegetables
II.
Model
sentence:
S1. Would
you like
some
(bread)?
S2. Yes,
please./ No,
thanks.
Individuals
- Pairs

Individuals
Pairs
Groups


asks the questions and the other
gives the answers. Then they change
the roles.
What’s your favourite drink?
-It’s milk.
Would you like some bread?
-No, thanks.
-Call on a few pairs to act out the
dialogue in front of the class. Correct

the pronunciation, if necessary.
5. Homelink: -Learn by heart the new words and
model sentence.
-Be ready for lesson 2: 4,5,6

Individuals

**************************************************
Date of planning: 05/01/2017
Date of teaching:10/02/2017
Period 86:

UNIT 13: WOULD YOU LIKE SOME MILK?
Lesson 2 (4-5-6)

I. Objectives:
By the end of the lesson Ss will be able to listen to the CD and number the
pictures. Look at the pictures and write about the pictures.
II. Language focus:
- Vocabulary: Review
- Structures: Review
- Skills: reading, writing and listening skills
III. Resources:
- Teacher’s: Pictures, recording, posters, puppets...
- Students’: Book, notebook
IV. Procedure:
Steps
1.
12

Learning activities

Warm -Spend a few minutes revising the
12

Language
focus

Modes
- Whole


up.

previous lesson by asking some pupils to
go on in front of the class and talk about
their favorite food and drink..
2. Listen - Tell the class that they are going to
listen 4 dialogues about people’s favourite
and
food and drink and number the pictures.
number
- Ask Ps to look at 4 pictures and identify
the characters
- Open the tape and listen the sound of the
words
- Turn on the tape 2 times and ask Ps to
listen and number the pictures.
- Ask some questions to ensure Ps’
comprehension of the listening text.

Answer keys: 1.b 2.c 3.a 4.d
3. Look
and write.

4. Let’s
play.

13

- Tell Ps that they are going to complete
the menu, using the picture cues.
- Have Ps look at two worked examples
in the menu. Then ask them to look at the
pictures and write the words for the food
and drink.
- Ask Ps to do the task
- Have Ps trade the answers in pairs for
correction
- Call on some Ps to report their answers.
Others listen and comment.
- Have the whole class read each
sentence in chorus to reinforce their
pronunciation
Answers: 1. Milk 2. Lemonade
3. Water 4. Fish 5. rice 6. Bread
- 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
13

class
individuals
- Whole
class

- Individual
- Pair work
Structures
:
Would
you like
some
lemonade
?.

- Whole
class

Individual,
- Pair work
- Whole
class
- Group
work

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.
- Give comments.
5.
-Learn by heart the new words and model
Homelink: sentence.
-Be ready for lesson 3

Individuals

****************************************************
WEEK:23
Date of planning: 11/02/2017
Date of teaching:13/02/2017
Period 87:

UNIT 13: WOULD YOU LIKE SOME MILK?
Lesson 3 (1-2-3)

I. Objectives:
- By the end of the lesson, Ps will be able to pronounce the sounds of the letters “
sh ” and “f” in the words beef, leaf and fish, dish respectively.
II. Language focus:
- Vocabulary and structures: Review
- Phonics: beef, leaf, fish, dish
III. Resources:

- Teacher’s: pictures, recording, posters....
- Students’: Book, notebook
IV. Procedure:
Steps
1. Warm up.

2. Listen and
14

Learning activities

Language
focus

- Spend a few minutes revising the
previous lesson by calling two pairs
of pupils to the board to play the
game Food or drink?
- Tell pupils that they are going to
Phonics:
14

Modes
- Whole
class

- Whole


repeat.

3.Listen and
tick. Then
write and
say aloud:

15

practise saying the sounds of the
beef, leaf,
fish, dish
letters f and sh in the words beef,
leaf, and fish,dish respectively.
- First, put the letters f and sh on the
board. Play the recording and ask
pupils to repeat a few times. Then
put the words beef, leaf, and
fish,dish and the four sentences on
the board. Play the recording more
than once, if necessary and let
pupils say the words and the
sentences, paying attention to the
target sounds.
- Do choral individual repetition of
the sounds, words and sentences
until pupils feel confident.
- Get some pupils to say the
sentences in front of the class.
Correct the pronunciation, if
necessary.

- Tell pupils that they are going to
listen to two sentences and circle the
correct words.
- Give them a few seconds to read
the words in silence.
- Play the recording once or twice
for pupils to circle the words.
Remind them to focus on the words
with the sound ie/ea while listening.
Check as a class. Then give pupils
time to make sentences with the
circled words.
- Call a few pupils to read aloud
their sentences and correct their
pronunciation, if necessary.
Key: 1.a, 2.b, 3.a, 4.b.
15

class
Individuals
- Pairs
- Groups

- Whole
class

Individuals

- Pair work
- Groups

4. Let’s
chant

-Tell pupils that they are going to say
the chant (You’re going to chant
about favourite food and drink)
- Follow the procedure in Teaching
the unit Components in Introduction.
- Have them read the chant and
check comprehension. • Play the
recording a few times for pupils to
do choral and individual repetition.
Show them how to chant and do
actions.
- Put the class into two groups to
practise chanting and doing actions.
Each of the groups should sing one
verse of the chant. Go around and
offer help, if necessary.
- Call two pairs to the front of the
class to chant and do actions. The
rest of the class claps along to the
rhythm.
5. Homelink: -Learn by heart the new words and
model sentence.
-Be ready for lesson 3: 4,5,6

- Whole

class

Individuals

- Pair work
- Groups

Individuals

************************************************

Date of planning: 11/02/2017
Date of teaching:14/02/2017

16

16


Period 88:

UNIT 13: WOULD YOU LIKE SOME MILK?
Lesson 3 (4-5-6)

I. Objectives:
- By the end of the lesson, Ps will be able to use words and phrases related to the
topic food and drink and do a project about food and drink.
II. Language focus:
- Vocabulary and structures: Review
III. Resources:

- Teacher’s: Pictures
- Students’: Book, notebook
IV. Procedure:
Steps
1. Warm up.

2. Read and
complete.

17

Learning activities

Language
focus

-Spend a few minutes revising the
previous lesson. Get two pairs of
pupils to go to the front of the class
to say the chant (You’re going to
chant about favourite food and
drink)
- Tell pupils that they are going to -Structures:
read the text and complete the table
- Ask them to look at the text to
find the information to fill the
blanks. If necessary, get pupils to
work in pairs or small groups.
Check undersatnding.
- Give pupils time to do the task

independently. Go around offering
help, if necessary.
- Get them to swap their answers
before checking as a class. Provide
explanations to the answers, if
necessary.
Key: beef
orange juice
17

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


Chicken
lemonade.
3. Write
- Tell pupils that they are going to
about your
write about their favourite food and
favourite
drink.
food and

- Have pupils work in pairs or
drink:
groups to discuss what they are
going to write. Give them enough
time to do the task independently.
- Get them to swap their answers
before checking as a class. If there
is time, ask one pupil to write the
answer on the board.
4. Project.
- Tell pupils that they are going to
interview their classmates about
their favourite food and drink and
then report the results to the class.
- Give them time to interview three
of their classmates and fill the gaps
in the table.
- Get some pupils to do a
demonstration in front of the class
+ Example:
Here are the results of my
interviews. Tien's favourite food is
fish and his favourite drink is
orange juice...Thanks for listening.
5. Homelink: -Learn by heart the new words and
model sentences.
-Be ready for unit 14 -lesson 1 1,2

- Individual
- Pair work

Individuals
- Whole
class

Individuals

*******************************************
Date of planning:11/02/2017
Date of teaching:15/02/2017
Period 89:

UNIT 14: WHAT DOES HE LOOK LIKE?
Lesson 1- Part 1,2

I.Objectives:
18

18


- By the end of the lesson, Ps will be able to ask and answer questions about
someone’s physical appearance.
-Be interested in describing someone’s Physical appearance
II. Language focus:
- Vocabulary: look like, email, now, footballer, tall, short, slim, old, young
- Structures: What does he/she look like?He’s/She’s (young).
III. Resources:
- Teacher’s: Posters, flashcards, puppets, CD player and projector
- Students’: Book, notebook

IV. Procedure:
Steps

Learning activities

Language
focus

1. Warm up.

Play “jumbled letters” game

2.
Look,
listen
and
repeat.

- Tell pupils that they are going to
read a story in which Phong asks
Linda questions about her brother
- Ask Ps to look at the pictures in
the book and ask:
Who are they in the picture?
What is Linda doing?
What does Phong ask her?
- Play the recording three times for
pupils to listen and repeat in choral,
pointing to the characters speaking

- Play the recording again for them
to listen and repeat in lines
- Call two Ps to role play
- Listen and repeat in chorally,
pointing to the characters speaking
- Listen again and repeat in lines
+Tell Ps that they are going to
I. New words:
practice asking and answering
tall, short,
questions about someone’s physical slim, old,

3. Point and
say
19

19

Modes
- Whole
class
- Individual
- Whole
class

- Individual
- Whole
class
- Whole
class

appearance
+ Teacher read first as a model and
ask the Ps to repeat
+ Have the Ps repeat in groups and
individuals
+ Instruct how to ask and answer
questions about someone’s job.
+T practices as a model and ask Ps
to practice in choral, groups and
pairs. Correct Ps’ error pronunciation

young
II.
Model
sentences:
S1: What
does he/she
look like?
S2: He’s/She’s
(young).

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

members.

- Tell pupils that they are going to
practise asking and answering about
their classmate’s family member’s
appearance
- Model with one pupil: What does
your father look like?- He’s tall.
- Call two pupils to practise as
model
- Tell pupils to work in pairs in five
minutes
- Ask three pairs to role play.
4. Homelink: -Learn by heart the new words and
model sentence.
-Be ready for lesson 1: 3,4,5

- Individ
uals,
- Pair
work

Individuals
- Pair work
- Groups

Individual

********************************************

Date of planning: 11/02/2017
Date of teaching:17/02/2017

20

20


Period 90:

UNIT 14: WHAT DOES HE LOOK LIKE?
Lesson 1 (3-4-5)

I. Objectives:
By the end of the lesson Ss will be able to listen to the CD then do the tasks.
II. Language focus:
- Vocabulary and structures: Review
- Skill: listening
III. Resources:
- Teacher’s: Pictures, recording, posters, puppets...
- Students’: Book, notebook
IV. Procedure:
Steps

Learning activities

Language
focus

1. Warm up. Revise the previous lesson. Call two

pupils to the front of the class to ask
and answer What does he/she look
like?He’s/She’s...
2. Listen
- Tell pupils that they are going to
listen to three dialogues about
and tick.
people’s apperance and tick the
correct pictures
- Have pupils look at the pictures to
identify the appearance of the people.
- Play the recording two times. Ask
pupils to listen to the recording and
tick the correct pictures
- Have them give their answer
- Play the recording the last time for
them to check as a class
Key: 1c 2c 3a

3. Look and
write.

21

- Tell pupils that they are going
complete the answers about
someone’s appearance, using the
picture cues
- Give example with the first picture:
What does he look like?

21

Modes
Individual

- Whole
class

Individuals

He’s tall..

- Pairs
- Whole
class


- Have them read the question under
each picture and write the answer.

4. Let’s
play.

5.
Homelink:

- Get pupils five minutes to do the
task individually. Go around and offer
help, if necessary.
- Get pupils to give their answer.

- Check
Key:
1. He’s tall/slim.
2. She’s short/young.
3. They’re old.
4. They’re young/tall.
- Tell pupils that they are going to
play the game Find someone who... ,
using the words related to people’s
physical appearance
- Divide the class into groups of five
- Give instructions: Say Find someone
who’s tall. The group which is the
quickest to point to a classmate who
fits that description and says the
correct sentence get a point. The
group that gets most points wins.
- Start game
- Declare the winner.
-Learn by heart the new words and
model sentence.
-Be ready for lesson 2

- Pairs
Individuals

- Whole
class
- Groups
Individuals

- Whole
class
Individuals

*************************************************

WEEK:24
Date of planning: 18/02/2017
Date of teaching:20/02/2017
22

22


Period 91:

UNIT 14: WHAT DOES HE LOOK LIKE?
Lesson 2 (1-2-3)

I. Objectives:
By the end of the lesson, Ps will be able to make comparisons . Be interested in
making comparative in English.
II. Language focus:
- Vocabulary: elder brother, tall – taller, short-shorter, big-bigger, small-smaller,
old-older, young-younger, slim-slimmer, strong-stronger
- Structures: Who is the taller? The girl is taller.
III. Resources:
- Teacher’s: Pictures, recording, posters...
- Students’: Book, notebook

IV. Procedure:
Steps
1. Warm up.

Learning activities

Language
focus

Sing the song “My favourite food
and drink”.

2.
Look, Tell Ps that they are going to read a
listen
and story in which the characters make
comparative.
repeat.
-Ask pupils to look at the pictures to
identify the context in which the
language is used. Focus all the
picture and ask qs:
+ Who are they?
+ Where are they?
+ And What are they talking about?
-Play the recording more than once, if
necessary, for pupils to listen and
repeat. Do choral and individual
repetition. pointing to the characters
speaking.

-Play the recording again for pupils to
listen and repeat
3. Point and - Tell pupils that they are going to I.
New
practise asking and answering words:
say
questions to compare people’s elder brother,
23

23

Modes
Individuals
- Whole
class

- pairs

Individuals

- Whole
class


appearance.
- Have them look at the bubbles and
the three pictures to understand how
the language is used in different
contexts.
- Teach the form and the meaning of

the pairs of adjectives under the
pictures
-Do choral and individual repetition.
- Repeat the procedure with the rest
of the pictures
- Ask pupils to work in pairs in five
minutes
- Call four pairs to act out the
dialogue in front of the class. Check
as a class and correct pronunciation,
if necessary

tall – taller,
short-shorter,
big-bigger,
small-smaller,
old-older,
youngyounger, slimslimmer,
strongstronger
II.
Model
sentence:
S1:Who
is
taller?
S2:The girl Individuals
is taller.

-Tell pupils that they are going to
revise what they have learnt in

Lesson 1 and Lesson 2.
-Have them work in pairs: one pupil
asks the questions and the other
gives the answers. Then they change
the roles.
What does Tu look like?
-He’s tall.
What does Trung look like?
-He’s tall.
Who is taller?
-Tu is taller.
-Call on a few pairs to act out the
dialogue in front of the class. Correct
the pronunciation, if necessary.
5. Homelink: -Learn by heart the new words and
model sentence.
-Be ready for lesson 2: 4,5,6

Individuals
Pairs
Groups

4. Let’s talk.

24

24

- Pairs

Individuals


**************************************************

Date of planning: 18/02/2017
Date of teaching:21/02/2017

Period 92:

UNIT 14: WHAT DOES HE LOOK LIKE?
Lesson 2 (4-5-6)

I. Objectives:
By the end of the lesson Ss will be able to listen to the CD and circle the right
answer.. Look at the pictures and write about the pictures.
II. Language focus:
- Vocabulary: Review
- Structures: Review
- Skills: reading, writing and listening skills
III. Resources:
- Teacher’s: Pictures, recording, posters, puppets...
- Students’: Book, notebook
IV. Procedure:
Steps
1. Warm up.

Learning activities
Sing an E song.

2. Listen and - Tell pupils that they are going to
circle
listen to Nam’s description of his
family and circle the correct
answers.
- Ask Ps to look at the four
incomplete sentences and guess the
possible answers for each sentence
- Play the recording three times for
pupils to listen and circle the
25

25

Language
focus

Modes
- Whole
class
individials
- Whole
class

- Individual