giao an tieng anh lop 4 tuan 15

Week 1:
Monday, August 27 th , 2018
Starter: Welcome back !
Lesson One – Period 1
I/ Aims:
- Identifying different places in a home.
II/ Language contents:
1.Structure: Where’s …?This is… These are
2.Vocabulary: Welcome back, learning, end (v) Hide (v) / hiding, come out (v)
III/ Teaching Aids: CD tracks 1-2, Starter story Poster
IV/ Steps of teaching:
1.Warm up and reviews:
- As children come into class, smile and say Hello. Encourage children to say
Hello back to you. Say It’s a new year. Welcome back!
2. Presentation:
Listen and sing:
- Tell children that they are going to begin the lesson with a song. Ask children to
open their Class Books and look at the three children at the top of the page. Point
to each one in turn for children to tell you their names. Explain that they will see
these characters the whole way through the course.
- Explain that they’re going to listen to a 'Welcome back' song and then sing it.
Play the recording once for children to listen and follow the song in their books.
Focus attention on the words. Read each line for children to repeat after you. Play
the recording again for children to sing along.


3. Practice:
Sing and do:
-Ask children to think of some actions for the song. Play the song again for
children to sing and do their actions. Repeat if you wish.

---------------------------------------------------------------------------------------------------Lesson One – Period 2
I/ Aims:
- Identifying different places in a home.
II/ Language contents:
1.Structure: Where’s …?This is… These are
2.Vocabulary: Welcome back, learning, end (v) Hide (v) / hiding, come out (v)
III/ Teaching Aids: CD tracks 1-2, Starter story Poster
IV/ Steps of teaching:
1.Warm up and reviews:
- Begin the class with some common greetings. Children then practice greeting
each other in pairs or small groups.
2. Presentation:
Listen and read
- Use the Starter Story Poster to present the story. Point to the characters for
children to say the names. Ask What’s happening in the story?/ Where’s Billy?/ Is
he behind the door?...
3. Practice:
- Look and write: 2. dining room 3. He’s in the bedroom. 4. She’s in the kitchen.
5. He’s in the bathroom.


4. Production:
- Describe a character from the story for children to guess who it is, e.g. She’s in
the kitchen. Ask different children to describe another character for the class to
guess.
V/ Extension: .................................................................................................
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Thursday, August 30th , 2018
Lesson Two – Period 3

I/ Aims:
- Introducing friends.
II/ Language contents:
1 .Structure: This is my… His name’s…/ her name’s… He’s…/ She’s…
2. Vocabulary: Greetings and introductions
III/ Teaching Aids: CD tracks 1-2, Starter story Poster
IV/ Steps of teaching:
1.Warm up and reviews:
- Ask children if they can remember what happened in the story in the previous
lesson. Hold up the Starter story poster to encourage ideas. Ask questions about the
people in the story, e.g. Where’s Billy? Is he behind the door?...
2.Presentation:
Listen to the story again and repeat. Act.
-Ask children to turn to the story on page 4 of their Class Books. Play the
recording, asking children to repeat. Play the recording again for children to mime
the actions as they listen. Children practise acting out the story in their groups. Ask
some of the groups to act out the story before the class.


3.Practice:
Read again and circle T ( true) or F ( false)
-Ask children to look at the sentences in the book. Ask Is grandma in the kitchen?
to establish that the first sentence is true. Allow time for them to read all the
sentences again and decide whether they are true or false. Go through the answers
with the class. (1 T 2 F 3 T 4 F 5 F 6 T )
---------------------------------------------------------------------------------------------------Lesson Two – Period 4
I/ Aims:
- Introducing friends.
II/ Language contents:
1 .Structure: This is my… His name’s…/ her name’s… He’s…/ She’s…

2. Vocabulary: Greetings and introductions
III/ Teaching Aids: CD tracks 1-2, Starter story Poster
IV/ Steps of teaching:
1.Warm up and reviews:
Sing the Welcome song (p. 4) and do the actions to energize the class.
2.Presentation:
Ask and answer:
-Ask a child to read the dialogue. Say the dialogue again. Ask them to practice the
dialogue in pairs. Ask some pairs to say the dialogues aloud for the class.
3.Practice:
Look and say. Introduce a friend.
-Elicit or explain that the children in the pictures are introducing a friend to
someone else. Ask a child to stand up and read the sentences in the first speech


bubble to the class. Divide the class into groups of three. Children take turns to
'introduce' their friends to each other.
4. Production:
Introducing circle: Ask children to stand in a circle. Ask the first child to introduce
the person on his left to the person on his right. The person on the right then
introduces the one on his left. Continue in this way around the class to introduce
the friend.
V/ Extension: .................................................................................................

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Week 2:
Tuesday, September 4

th

, 2018

Starter: ( cont )
Lesson Three – Period 5
I/ Aims:
- Identifying toys and possession .
II/ Language contents:
1.Structure: What’s this? It’s…
2.Vocabulary: Days of the week Toys: car, teddy, kite, doll, ball, puzzle
III/ Teaching Aids: CD tracks 3, Extra Practical Classroom Activities: Song
worksheet
IV/ Steps of teaching:
1.Warm up and reviews:
Team work: Ask children to write the names of the toys they know/ like.
2.Presentation:


Look at the picture. Then write.
- Play the recording once for children to listen. Read each line of the song aloud for
children to repeat after you. Play the recording again for children to sing along.
Repeat (more than once if you wish).
3.Practice:
Point, ask and answer.
- Ask children to look at the pictures and decide together on what the actions
should be. Play the recording for children to listen, sing, and do their actions.

---------------------------------------------------------------------------------------------------Lesson Three – Period 6
I/ Aims:
- Identifying toys and possession .

II/ Language contents:
1.Structure: What’s this? It’s…
2.Vocabulary: Days of the week Toys: car, teddy, kite, doll, ball, puzzle
III/ Teaching Aids: CD tracks 3, Extra Practical Classroom Activities: Song
worksheet
IV/ Steps of teaching:
1.Warm up and reviews:
- Ask children to open Class book, p. 6 and look at the pictures. Ask What can you
see? Elicit the actions the children are doing (jumping, waving).
2.Presentation:
Listen and sing.
Suggested song actions
Monday, Tuesday, Wednesday, Jump! – jump in the air


Thursday, Friday, down with a bump! – sit down on chairs
Saturday, Sunday, let’s say ‘Hi!’ – wave hello
Days of the week, let’s say ‘Goodbye!’ – turn around and wave
3.Practice:
Sing and do.
- Song worksheet: This is a simple gap-fill activity that could be used after
listening to the song and looking at the class book, or before. Students can listen
and fill in the missing words (prompted by pictures) and then check with their
partner before looking in the Class Book.
4. Production:
- Tell children that they are going to make their own version of the song. Write the
words to the song on the board with the actions missing. Invite different children to
suggest new actions, e.g. Monday, Tuesday, Wednesday, clap!Thursday, Friday,
Touch your head… Fill in the gaps on the board. Sing the new song and perform
the new actions with the class.

V/ Extension: .................................................................................................


Saturday, September 8 th , 2018
Lesson Four – Period 7
I/ Aims:
- Identifying school objects and possession.
II/ Language contents:
1 .Structure: I've got...
2. Vocabulary: Colours: red, black, blue, green and pink; School objects
III/ Teaching Aids: CD tracks 4
IV/ Steps of teaching:
1.Warm up and reviews:
- Sing Monday, Tuesday, Wednesday, Jump! from page 6 to energize the class and
revise the days of the week.
2. Presentation:
Listen and tick :
- Ask them to look at the table with the class. Point to each item in the column
heading and ask What is this? What colour is it? Tell them they are going to hear a
recording of the children talking about what they have in their bags. They must
listen and say which child owns each object.
- Play the first part of the recording, Luke’s speech, and demonstrate the example.
Play the whole recording again for children to listen and tick. Go through the
answers with the class.
Luke: red ruler, blue pen, black pencil
Sarah: black pen, green pencil, rubber, book
3. Practice:
Look at the table again. Ask and answer.

- Ask one child to read the example dialogue. Say the dialogue again, pausing after
each line for the class to repeat. Ask children to work in pairs and say the dialogue
with their partner. Encourage children to name different objects. Ask children to
continue the activity in pairs. Ask some of the pairs to say their dialogues aloud for
the class.
---------------------------------------------------------------------------------------------------Lesson Four – Period 8
I/ Aims:
- Identifying school objects and possession.
II/ Language contents:
1 .Structure: I've got...
2. Vocabulary: Colours: red, black, blue, green and pink; School objects
III/ Teaching Aids: CD tracks 4
IV/ Steps of teaching:
1.Warm up and reviews:
- Revise colours red, black, blue, green and pink. Ask questions to practise using
colours, e.g. hold up a bag and say What colour is this bag?
2. Presentation:
Now talk about your school bag.
- Hold up some items from your bag and describe these to the class in the same
way. Say an item that you haven’t got. Encourage children to talk about their
school bags in the same ways.
- Ask children to open their workbook, p. 7. Ask them to look at the pictures. Point
to each item in the pictures and ask What is this? What colour is it?
3. Practice:


- Tell children that they are going to look at the pictures carefully and say which
child owns which object. Ask them to read the bubbles and number them. Then
colour the pictures
1b, 2a, 3d, 4c

- Ask children to look at the pictures carefully and say which object each child
owns. Write I’ve got or I haven’t got in the gaps. Give feedback.
1. I’ve got; 2. I haven’t got; 3. I haven’t got; 4. I’ve got
4. Production:
Board game: The board games are all available in colour and in black and white.
Colour is obviously more appealing to children. If you can print out the games in
colour, you can laminate them and keep them to use again and again in your
staffroom. In Grade 3 all the board games are vocabulary based and just rely on
students saying the relevant words when they land on those squares. You will need
to teach board game language as well, including “roll again,” “miss a turn,” and
“go forward or back”, “spaces.”
V/ Extension: ........................................................................................................


Week 3:
Tuesday, September 11

th

, 2018

Unit 1: A new friend !
Lesson One – Period 9
I/ Aims:
- Describing someone's appearance.
II/ Language contents:
1.Structure: She’s got, he’s got, we’re….
2.Vocabulary: Appearance: long, short, blond, brown, curly, straight, hair .
III/ Teaching Aids: CD tracks 5- 7, My friends flashcards 1-6; Story Poster 1;
IV/ Steps of teaching:

1.Warm up and reviews:
- Sing Monday, Tuesday, Wednesday, Jump! (p. 6) to warm the class up.
2. Presentation:
- Put your hands on your own hair. Say the word hair and write it up on the board.
Use flashcards 1-6 to elicit the vocabulary for this lesson. Hold them up one at a
time and ask Long or short hair? Blond or brown hair? Curly or straight hair?
Hold the flashcards up in a different order and repeat.
3. Practice:
Listen , point and repeat.
- Ask children to look at their Class Books/ p. 8. Play the 1 st part of the recording
for children to listen & point to the appropriate picture. Play the 2 nd part of the
recording for children to repeat. Play the recording all the way through for children
to listen, point and repeat the words.
Listen and chant.


- Play the recording for children to listen to the chant. Play the chant a second time
for children to say the words.
---------------------------------------------------------------------------------------------------Lesson One – Period 10
I/ Aims:
- Describing someone's appearance.
II/ Language contents:
1.Structure: She’s got, he’s got, we’re….
2.Vocabulary: Appearance: long, short, blond, brown, curly, straight, hair .
III/ Teaching Aids: CD tracks 5- 7, My friends flashcards 1-6; Story Poster 1;
IV/ Steps of teaching:
1.Warm up and reviews:
- Remind children of the last story. Tell children that today's story is about friends.
Ask several children to tell you the name of one of their friends.
2. Presentation:

Listen and read
- Use Story poster 1 to present the story. Ask What's happening? Encourage
predictions from different members of the class. Ask children to look at the poster,
listen to the recording, point to each speech bubble. Ask Who's Rosy's new friend?
What's Alice got? Who's Tim's new friend? Are the new friends cousins? Ask
children to open their Class Books, listen again and follow the words in the story.
3. Practice:
- Who am I? Remind children of Rosy, Tim, Alice and Adam. Ask one child to
come before the class, imagine that he/ she were one of the four children. Ask him/
her to describe himself/ herself. E.g. My hair is curly. My eyes are blue. My
….Who am I? The class listen carefully and say who she/ he is. E. g. You are Alice.


He who gives correct answer will come before the class and describe himself.
Continue the game in the same way until all characters are described
4. Production:
- Ask six children to come to the front of the class. Give each child one of the
flashcards (1-6). Play the recording again. The children at the front stamp their feet
when their hair type is mentioned. If you wish, ask six different children to come to
the front of the class and repeat the activity doing a different action.
V/ Extension: ........................................................................................................
----------------------------------------------------------------------------------------------------

Friday, September 14 th , 2018
Unit 1: ( cont )
Lesson Two – Period 11
I/ Aims:
- Describing someone’s appearance.
II/ Language contents:
1.Structure: She’s got, he’s got…

2.Vocabulary: Appearance: long, short, blond, brown, curly, straight, hair .
III/ Teaching Aids: CD tracks 5- 7, My friends flashcards 1-6; Story Poster 1;
IV/ Steps of teaching:
1.Warm up and review:
- Play Board slap with the children. Put the appearance flashcards on the
whiteboard and bring up two teams of 3 children to the front. Two children from
each team compete against each other to slap the correct flashcard as the teacher
spells the word. The first child to touch for their team wins a point.
2. Presentation:


Listen to the story again and repeat.Act
- Children listen again to the story and follow Story Poster 1.
Look and say
- Look at exercise 2 and hold up different flashcards asking children to describe the
person in each flashcard. E.g. She’s got long hair.
3. Practice:
- Pronunciation: Focus on the contractions of He has got (He’s got) and He has not
got (He hasn’t got) and have children practicing the words as a class, groups and
pairs.

--------------------------------------------------------------------------------------------------Lesson Two – Period 12
I/ Aims:
- Describing someone’s appearance.
II/ Language contents:
1.Structure: She’s got, he’s got…
2.Vocabulary: Appearance: long, short, blond, brown, curly, straight, hair .
III/ Teaching Aids: CD tracks 5- 7, My friends flashcards 1-6; Story Poster 1;
IV/ Steps of teaching:
1.Warm up and review:

- Play Snap with appearance flashcards. Say what each person has got. Show the
flashcards one by one. If the word is different to the picture, the children say the
word matching the picture. If it is the same they shout “Snap” and the first child to
say it can hold the flash card for the rest of the game.
2. Presentation:
Write:


- Put flashcards on the board again and write a gapped sentence like the ones in the
Class Book, e.g. She _____ straight hair. He _____ curly hair. Elicit the target
structure and get two children to come to the front to write the missing words.
Children then do Exercise 3.
3. Practice:
Look at the picture again. Say and answer.
- Children look at the pictures from Exercise 3. Say curly hair …Children point to
the appropriate pictures. Model the dialogue. PW: one says what each person has
got/ hasn't got; the other guesses the number.
4. Production:
Game: Ask children to work in groups of four to six. They take turns to describe a
member of the group while the rest of the group guess who it is. E.g. The first child
says: She’s got long hair. It’s straight and black. She’s got brown eyes… Other
group members say: It’s Lan.
Ask some of the children to describe a member of their group for the class to
guess.
V/ Extension: ........................................................................................................

Week 4:


Monday, September 17 th , 2018

Unit 1: ( cont )
Lesson Three – Period 13
I/ Aims:
- Identifying and describing shapes, Listening and speaking skills.
II/ Language contents:
1.Structure: It’s got, It’s hasn’t got, They’re…
2.Vocabulary: Shape: square, circle, triangle, rectangle.
III/ Teaching Aids: CD tracks 8- 9, My friends flashcards 7- 10;
IV/ Steps of teaching:
1.Warm up and reviews:
- Play Simon says... (see Teacher’s Book page 20) to warm up the class, using
instructions children have already learnt.
2. Presentation:
- Use flashcards 7-10 to introduce the new words. Hold up each one and say the
words for children to repeat. E.g. circle, rectangle, triangle, square. Draw one of
the shapes on the board, with one side missing. Ask a child to come to the front
and draw the missing side. The class calls out the name of the shape. Repeat with
the rest of the shapes.
3. Practice:
Listen, point and repeat.
- Ask children to look at the pictures and play the first and second parts of the
recording as children point to the words. Play again for children to repeat the
words after the audio.
Lesson Three – Period 14


I/ Aims:
- Identifying and describing shapes, Listening and speaking skills.
II/ Language contents:
1.Structure: It’s got, It’s hasn’t got, They’re…

2.Vocabulary: Shape: square, circle, triangle, rectangle.
III/ Teaching Aids: CD tracks 8- 9, My friends flashcards 7- 10;
IV/ Steps of teaching:
1.Warm up and reviews:
- Put the flashcards around the room, on the walls. Show some parts of a real
object or point to a real object. E.g. A door. Children point to the corresponding
flashcard and say the shape of the object. E.g. rectangle.
2. Presentation:
Listen and sing.
- Use the song worksheet (without opening the Class Book) where children listen
and fill in the correct words. After that ask children to sing along with the CD and
then sing together without the CD audio.
3. Practice:
Sing and do.
-Tell children they are going to sing the song again, but this time they are going to
do the actions. E.g.: It's got three/ four sides - hold up right number of fingers It
hasn't got sides - shake heads. It's a square /circle /rectangle /triangle! - draw
shapes in the air.
4. Production:
Drawing: Tell children that they are going to make pictures out of the shapes in
this lesson. Divide the class into groups of four to six. Give each child a piece of
plain paper and each group a selection of coloured shapes and a glue stick.
Children make pictures by sticking the shapes onto their piece of paper.


V/ Extension: ........................................................................................................
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Thursday, September 20 th , 2018
Unit 1: ( cont )

Lesson Four – Period 15
I/ Aims:
- Phonics - digraphs th, Speaking and writing skills.
II/ Language contents:
1.Structure:
2.Vocabulary: Three, bath, teeth
III/ Teaching Aids: CD tracks 10 - 11, Phonics cards 1-3
IV/ Steps of teaching:
1.Warm up and review:
- Tell children that today they will be looking at the letters th that represent the
sound /θ/. Write th on the board in large letters. Model the sound for children to
repeat. Hold up phonics cards 33-35 one at a time, saying the words for the class to
repeat. Hold them up in a different order and repeat.
2. Presentation:
Listen, point and repeat
- Ask children to look at the words that contain the letters th in their Class Books.
Elicit the words on the phonics cards and say the letter names and sounds for
children to repeat. Use the cards in order and then out of order to drill the first
letter sounds and the words.
- Play the first part of the recording for children to listen and point to the pictures.
Play the second part of the recording for children to repeat the sounds and words in


chorus. Play the recording all the way through for children to point to the words
and then repeat them.
3. Practice:
Listen and chant
- Children join in with the chant. Put the three cards around the room and children
point as they say the chant.
--------------------------------------------------------------------------------------------------Lesson Four – Period 16

I/ Aims:
- Phonics - digraphs th, Speaking and writing skills.
II/ Language contents:
1.Structure:
2.Vocabulary: Three, bath, teeth
III/ Teaching Aids: CD tracks 10 - 11, Phonics cards 1-3
IV/ Steps of teaching:
1.Warm up and review:
- Show the phonics cards and elicit the words again. Ask individual children to
come to the front and write the letters on the board.
2. Presentation:
Read the chant again.Circle the th sound.
- Read the text for children to follow and model the activity first on the board.
Then children read and circle the sounds at the start of the words.
Look at the picture and circle the correct sound.
- Ask children to look at the picture and circle the correct sound. Go through the
answers with the class. 1.th _2. t_ 3. th_ 4. s
3. Practice:


- Children do the exercise and write the words. Put the children in pairs and ask
them to point and say the words.
- Children write the words with th to complete the chant about Theo. Then
children sit in groups of 4 -6 to join in with the chant.
- This is a dictation activity. Children listen as you read out the words on the
second page, and write them in the correct box with the corresponding sound.
Check as a whole class once the dictation activity has finished. You could write the
sounds on the board and ask individual children to come up and write the words.
4. Production:
Phonics game: Ask children to work in groups of two desks. Ask each group to

find more words which have the same sound th. Encourage children to make the
words into a chant. In turns, the group come before the class, join in with their own
chant.
V/ Extension: ........................................................................................................

Week 5:
Monday, September 24 th , 2018
Unit 1: ( cont )