Giáo án Tiếng Anh 4 - Tuần 5 - Năm học 2023-2024 - Lê Khánh Ly

Week 5
Period 14
 03/10/2023
 UNIT 2: TIME AND DAILY ROUTINES 
 Lesson 2: 4, 5, 6
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - listen to and understand four communicative contexts in which pupils 
knowledge & ask and answer questions about daily routines and number the correct 
skills pictures.
 - complete four gapped exchanges with the help of picture cues.
 - sing the song What time do you go to school? with the correct 
 pronunciation, rhythm, and melody.
Competences - Communication and collaboration: work in pairs and groups to 
 complete the learning tasks.
 - Self-control & independent learning: perform learning tasks.
Attributes - Show their responsibility by noticing the time and follow the timetable 
 on time.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 19
 - Audio tracks 21, 22
 - Teacher’s guide: Pages 37, 38, 39
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 2)
 - Computer, projector, 
III. Warm-up and review – Listen and number – Look, complete and 
PROCEDUR read – Let’s sing – Fun corner and wrap-up
E
 Interactio
Procedure Teacher’s and pupils’ activities Note
 n
Warm-up and review: 5 minutes 
 - Greet the class.
 Option 1: Game: Slap the board (ppt) Group 
 Use the vocabulary from the previous lesson. Have work 
 students stand in 2-3 rows of 5 or more pupils and take 
 turns to slap the board. Give the points to the team 
 with the faster and correct answers.
 Option 2: 
 Spend a few minutes revising the previous lesson by 
 inviting a few pairs to the front of the class to take 
 Pair work
 turns asking and answering questions about their daily 
 routines with What time do you ____? – I ____ at 
 ____.
PRACTICE
Activity 4. Listen and number. 5 minutes
a. Goal To listen to and understand four communicative contexts in which 
 pupils ask and answer questions about daily routines and number 
 the correct pictures.
b. Input Picture cues:
 a. a girl getting up at 5:45 a.m. 
 b. a boy having breakfast at 6:00 a.m.
 c. a girl going to school at 6:30 a.m. 
 d. a girl is in bed at 9:15 p.m.
 Audio script:
 1. A: What time do you go to bed?
 B: I go to bed at nine fifteen.
 2. A: What time do you go to school?
 B: I go to school at six thirty.
 3. A: What time do you get up?
 B: I get up at five forty-five.
 4. A: What time do you have breakfast?
 B: I have breakfast at six o’clock.
c. Outcome Pupils can listen to and understand four communicative contexts in 
 which pupils ask and answer questions about daily routines and 
 number the correct pictures.
 Key: 1. d 2. c 3. a 4. b
d. Step 1: Have pupils look at the pictures. Elicit the Whole 
Procedure activities and the time in the pictures. Draw pupils’ class/ 
 attention to the boxes at the bottom right-hand corners Individual 
 of the pictures. work
 Step 2: Play the recording of the first dialogue. Tell 
 pupils that they will need to pay attention to the activity 
 and time (e.g. go to bed, 9:15) and look for the right 
 picture. Whole 
 Step 3: Play the recording of the other dialogues and class/ Pair 
 get pupils to number the pictures. Set a time limit for work
 pupils to swap books with a partner and check the 
 answers before checking as a class. Correct the answers 
 where necessary.
 Extension: If time allows, play the recording, sentence 
 by sentence, for the class to listen and repeat 
 individually and in chorus. Correct their pronunciation 
 where necessary.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers
PRACTICE
Activity 5. Look, complete and read. 10 minutes
a. Goal To complete four gapped exchanges with the help of picture cues.
b. Input Four picture cues with four gapped exchanges to complete
c. Outcome Pupils can complete four gapped exchanges with the help of 
 picture cues.
 Key: 1. six o’clock 2. six thirty 
 3. What time; six forty-five
 4. go to bed; go to bed; nine fifteen
d. Step 1: Get pupils to look at Picture 1. Have them Whole 
Procedure identify the time (6:00 AM) in the picture. Elicit the class/
 missing words in the answer (six o’clock). Complete Individual
 the answer. work
 Step 2: Repeat the same procedure with Picture 2 (six 
 thirty). Individual 
 Step 3: Get pupils to look at Picture 3. Elicit the work
 missing words in the question and answer from pupils 
 (What time; six forty-five). Then have them complete 
 the gaps (What time do you go to school? – I go to 
 school at six forty-five.). Repeat the same procedure 
 Pair work
 with Picture 4 (go to bed; go to bed; nine fifteen).
 Step 4: Set a time limit for pupils to complete the 
 exchanges individually, then invite a few pairs to take 
 turns reading the completed exchanges.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers
PRACTICE
Activity 6. Let’s sing. 8 minutes
a. Goal To sing the song What time do you go to school? with the correct 
 pronunciation, rhythm, and melody.
b. Input The lyrics and the recording of the song What time do you go to 
 school? 
c. Outcome Pupils can sing the song What time do you go to school? with the 
 correct pronunciation, rhythm and melody.
d. Step 1: Have pupils read the lyrics to familiarize Whole 
Procedure themselves with the questions and answers. Check class/
 comprehension and give feedback. Individual 
 Step 2: Have pupils listen to the whole song, drawing work
 their attention to the pronunciation, rhythm, and 
 melody. Encourage them to point at the pictures to 
 reinforce their understanding.
 Step 3: Play the recording of the song again, once or 
 twice, for pupils to listen and repeat line by line and 
 do related actions, e.g. using a finger to trace the 
 words or clapping hands.
 Step 4: When pupils feel confident and are familiar 
 with the tune and melody, ask them to sing the whole 
 song while doing actions or clapping hands.
 Step 5: Invite a few groups to the front of the class to 
 sing the song and do the actions. The class may sing Group 
 along to reinforce the activity. work
e. - Performance products: Student’s interaction and performance
Assessment 
Fun corner and wrap-up: 5 minutes
 Option 1: Rearrange the words (ppt) Whole 
 Pupils take turns to rearrange the words into a class/
 complete sentence. Individual 
 work
 Option 2: Game: Pass the ball Group 
 - Divide the class into 3 teams. work
 - Each team has 1 sticky ball.
 - Play the music, students in each team take turns to 
 pass the ball. After the music ends, 3 students holding 
 the ball will stand up and say the name, using the 
 sentence model.
 Group 
 Option 3: Game: Sentence Puzzle work
 Divide the class into groups of four. Give each group a 
 sentence that is broken/ cut into pieces. Ask them to 
 arrange them to make a complete sentence, then read it 
 aloud. The group who makes it first will be the winner.
 Week 5
 Period 15
 04/10/2023
 UNIT 2: TIME AND DAILY ROUTINES
 Lesson 3: 1, 2, 3
 I. OBJECTIVES
 By the end of the lesson, pupils will be able to:
 Language - correctly repeat the sounds of the letters t and d in isolation, in the 
 knowledge & words get and bed, and in the questions What time do you get up? and 
 skills What time do you go to bed?
 - identify the sounds of the letters t and d in sentences while listening.
 - say the chant with the correct rhythm and pronunciation.
 Competences - Communication and collaboration: work in pairs and groups to 
 complete the learning tasks
 - Self-control & independent learning: perform learning task, solve 
 problems
Attributes - Show their responsibility by noticing the time and follow the timetable 
 on time.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 20
 - Audio tracks 23, 24, 25
 - Teacher’s guide: Pages 39, 40
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 2)
 - Computer, projector, 
III. Warm-up and review – Listen and repeat – Listen and circle – Let’s 
PROCEDUR chant – Fun corner and wrap-up
E
 Not
Procedure Teacher’s and pupils’ activities Interaction
 e
Warm-up and review: 5 minutes
 - Greet the class. Encourage pupils to respond to your Whole 
 greeting. class/ 
 Option 1: Individual 
 - Spend a few minutes revising the previous lesson by work
 inviting two groups of three to the front of the class to 
 take turns singing the song What time do you go to 
 school?
 - Ask pupils to open their books at page 20 and look at 
 Unit 2, Lesson 3, Activity 1.
 Option 2: Game: Pass the ball 
 Group work
 - Divide the class into 3 teams.
 - Each team has 1 sticky ball.
 - Play the music, students in each team take turns to 
 pass the ball. After the music ends, 3 students holding 
 the ball will stand up and say the name, using the 
 sentence model. 
 Option 3: Game: Sentence Puzzle
 Divide the class into groups of four. Give each group a 
 sentence that is broken/ cut into pieces. Ask them to 
 arrange them to make a complete sentence, then read it 
 aloud. The group who makes it first will be the winner.
KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 5 minutes
a. Goal To correctly repeat the sounds of the letters t and d in isolation, in the 
 words get and bed, and in the questions What time do you get up? and 
 What time do you go to bed? 
b. Input – The letter t, the word get and the question What time do you get up?
 – The letter d, the word bed and the question What time do you go to 
 bed?
c. Outcome Pupils can correctly repeat the sounds of the letters t and d in 
 isolation, in the words get and bed, and in the questions What time do 
 you get up? and What time do you go to bed? with the correct 
 pronunciation and intonation.
d. Step 1: Have pupils look at the letter t, listen to the Whole 
Procedure recording and repeat the letter until they feel confident. class/
 Correct the pronunciation where necessary. Individual 
 Step 2: Have pupils point at the word get, listen to the work
 recording and repeat the word until they feel confident. 
 Monitor the activity and offer help where necessary.
 Step 3: Get pupils to point at the sentence What time do 
 you get up?, listen to the recording and repeat it several 
 times. Then invite a few pupils to stand up to listen to 
 and repeat the sentence.
 Step 4: Repeat Steps 1 to 3 for the letter d. Go around 
 the classroom and correct the pronunciation where 
 necessary.
 Step 5: Give pupils a time limit to practise pronouncing 
 the letters, saying the words, and reading the sentences 
 in pairs or groups.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers 
PRACTICE
Activity 2. Listen and circle. 10 minutes
a. Goal To identify the sounds of the letters t and d in sentences while 
 listening.
b. Input Two gapped sentences with three answer options
 Audio script:
 1. I read a book at six thirty.
 2. I go out at five forty-five.
c. Outcome Pupils can identify the sounds of the letters t and d in sentences 
 while listening.
 Key: 1. c 2. a
d. Step 1: Have pupils read the incomplete sentences. Whole 
Procedure Explain that they must listen to the recording and circle class/ 
 the correct options to complete the sentences. Check Individual 
 comprehension. work
 Pair work
 Step 2: Play the recording and have pupils listen and 
 circle the correct options. Then get pupils to swap books 
 with a partner to check their answers before checking as 
 a class. Correct the answers where necessary. Whole 
 Step 3: Invite a few pupils to stand up and read the class/ 
 completed sentences. Remind the class how to stress the Individual 
 target sentences. work
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys 
PRACTICE
Activity 3. Let’s chant. 8 minutes
a. Goal To say the chant with the correct rhythm and pronunciation.
b. Input The lyrics and the recording of the chant
c. Outcome Pupils can say the chant with the correct rhythm and pronunciation.
d. Step 1: Have pupils scan the chant, and elicit the words Whole 
Procedure ending with t and d in the lines (get, bed). Check pupils’ class/ 
 comprehension of the chant. Individual 
 Step 2: Play the recording. Get pupils to listen to and work
 repeat the first verse, line by line. Show them how to 
 chant and clap hands. 
 Step 3: Play the recording of the first verse again for 
 pupils to do choral and individual repetition.
 Step 4: Repeat Steps 2 and 3 for the second verse of the 
 chant. Go around the classroom and offer help where 
 necessary.
 Extension: If there is enough time, divide the class into 
 two groups to take turns chanting and clapping hands. 
 Each of the groups should sing one verse of the chant. Group work
 Then invite some groups to the front of the class to 
 chant and clap.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
 Option 1: Game: Spin and say (ppt) Group work
 Click the needle to start and then again to stop the 
 wheel. Then say aloud the words to practise the target 
 sounds.
 (Teachers can divide class into 2 - 3 groups and let them 
 take turns to spin the wheel (add star for correct 
 answers).
 Option 2: Game: Sentence Puzzle
 - Divide the class into groups of four. Give each group a 
 sentence that is broken/ cut into pieces. 
 - Ask them to arrange them to make a complete 
 sentence, then read it aloud.
 - The group that makes it first will be the winner.
 Option 3: Game: Tug of war
 - Divide the class into 2 teams. 
 - Pupils will choose t or d to fill in the blanks. For each 
 Whole class
 correct answer, pupils will get 5 stars for their teams.
 Option 4:
 Ask students to answer the following question: 
 What have you learnt from the lesson today? 
 (- Correctly pronounce the sound of the letters t and d in 
 isolation, in the words get and bed and in the correct 
 questions What time do you get up? and What time do 
 you go to bed? 
 - Identify the specific information by listening to 2 
 sentences to identify the target word.)
 Week 5
 Period 16
 04/10/2023
 UNIT 2: TIME AND DAILY ROUTINES
 Lesson 3: 4, 5, 6
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - read and match the activities in a paragraph with the clocks 
knowledge & showing the corresponding time.
skills - complete a paragraph about pupils’ daily routines.
 - draw pictures of their daily routines at home and present them to 
 the class by using the target language.
Competences - Communication and collaboration: work in pairs and groups to 
 complete the learning tasks
 - Self-control & independent learning: perform presentation skill
Attributes Show their responsibility by noticing the time and follow the timetable 
 on time.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 21
 - Teacher’s guide: Pages 41, 42
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 2)
 - Computer, projector, 
III. Warm-up and review – Read and match – Let’s write – Game – 
PROCEDURE Project
 Not
 Procedure Teacher’s and pupils’ activities Interaction
 e
 Warm-up and review: 5 minutes
 - Greet the class. Encourage pupils to respond to your 
 greeting.
 Option 1: Whole 
 - Spend a few minutes revising the previous lesson by class/ 
 inviting two groups of three to the front of the class to Individual 
 take turns saying the two verses of the chant. work
 Option 2: Racing game
 - Divide the class into 2 teams standing in lines.
 - Have a pupil in the front row choose a number. The 
 pupil MUST give the answer before the time’s up. If Group work
 they answer correctly, they will get stars. If their 
 answer is wrong or given after the time meter goes off, 
 they will have to go to the back of the line.
 - How to use a time-meter: After clicking a number, 
 simply click on the time meter to start it.
 - Click the STAR at the corner to turn back to the 
 Select Menu.
 - Give points to the pupils (corresponding to the stars 
 on the pictures).
PRACTICE
Activity 4. Read and match. 5 minutes
a. Goal To read and match the activities in a paragraph with the clocks 
 showing the corresponding time.
b. Input The paragraph, the sentences referring to activities in the text and the 
 clocks showing the corresponding time
c. Outcome Pupils can read and match the activities in a paragraph with the 
 clocks showing the corresponding time.
 Key: 1. d 2. c 3. b 4. a
d. Step 1: Have pupils read the paragraph, the sentences, Whole 
Procedure and the time on the clocks. Tell them to scan the class
 paragraph for the appropriate time for the activities. /Individual 
 Model Sentence 1 (clock d). work
 Step 2: Set a time limit for pupils to do the activity 
 independently. Go around the classroom and offer help 
 where necessary.
 Step 3: Get pupils to swap books with a partner and Pair work
 check their answers before checking as a class.
 Step 4: Invite some pupils to stand up to read the 
 paragraph aloud. Whole 
 class
 /Individual 
 work
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers, Keys
PRODUCTION
Activity 5. Let’s write. 10 minutes
a. Goal To complete a paragraph about pupils’ daily routines.
b. Input An incomplete paragraph with four gaps to fill in
c. Outcome Pupils can complete a paragraph about their daily routines.
 Suggested answer: I get up at six o’clock. I have breakfast at seven 
 o’clock. I go to school at seven fifteen. What about you? What time 
 do you go to school?
d. Step 1: Tell pupils what they are going to do. Then get Whole 
Procedure them to read the incomplete paragraph. Ask them what class/ 
 the paragraph is about (daily routines). Remind them to Individual 
 pay attention to the contexts of the sentences before work
 completing them with the appropriate information.
 Step 2: Set a time limit for pupils to complete the 
 paragraph independently. Go around the classroom and 
 offer help where necessary.
 Step 3: Get pupils to swap books and check their 
 Pair work
 answers in pairs or groups before checking as a class.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys 
PRODUCTION
Activity 6. Project 8 minutes
a. Goal To draw pictures of their daily routines at home and present them to 
 the class by using the target language.
b. Input A picture showing Ben presenting some pictures about his daily 
 routine to his classmates
c. Outcome Pupils can draw pictures of their daily routines at home and present 
 them to the class by using the target language.
d. Step 1: Explain that pupils have to show simple Whole 
 pictures of their daily routines (getting up, having class/ 
Procedure breakfast, etc.) which they have prepared at home as Individual 
 homework. They will tell the class about their daily work
 routines in the pictures.
 Step 2: Invite a pupil to the front of the class to model 
 the presentation. Help him / her stick pictures of his / 
 her daily routine on the board. Observe and offer help 
 with the presentation language where necessary. Put the 
 key presentation language on the board (e.g. I get up at Group 
 six fifteen.). Have pupils repeat the key presentation work
 language a few times to make them feel confident when 
 they present their daily routines before an audience.
 Step 3: Set a time limit for pupils to work in groups. 
 Each pupil shows his / her pictures to the group and Whole 
 describes his / her daily routine. class/ 
 Step 4: Invite a few pupils to the front of the class to Individual 
 present the project. Encourage the class to cheer to work
 praise the good presenters.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
 Option 1: Game: Angry bird (ppt) Group work
 Pupils choose the correct answer and have the score for 
 their team.
 Option 2: Game: Sentence line-up
 Put pupils into two teams, A and B, and have them sit 
 on chairs facing the rest of the class. Give each team a 
 set of word cards that together form a sentence (each 
 team’s set should be different to the other’s). Read a 
 sentence, e.g. “This is Lan.” If team A has the word 
 cards containing this, is, Lan and the full stop, they 
 should stand up and move quickly into a line to show 
 the sentence in the correct order.
 Team B should remain seated. If they stand up when T 
 says team A’s sentence, they will lose the game, and 
 vice versa.
 Option 3: Game: Sentence Puzzle
 Divide the class into groups of four. Give each group a Whole 
sentence that is broken/ cut into pieces. Ask them to class
arrange them to make a complete sentence, then read it 
aloud.
The group that makes it first will be the winner.