Kế hoạch bài dạy Tiếng Anh 4 - Unit 11: My home

 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 UNIT 11: MY HOME
 Lesson 1 – Period 1
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
knowledge & skills - use the words at, in, live, road, street, in relation to the topic “My home”;
 - use Where do you live? – I live _____. to ask and answer questions about where 
 someone lives;
Competences - Communication and collaboration: work in pairs and groups to complete the 
 learning tasks.
 - Self-control & independent learning: perform listening tasks.
Attributes -Show their pride about their places/ address.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 6
 - Audio tracks 1, 2
 - Teacher’s guide: Pages 158, 159
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 11)
 - Computer, projector, 
III. PROCEDURE Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s 
 talk – Fun corner and wrap-up
 Procedure Teacher’s and pupils’ activities Interaction Note
 Warm-up and review: 5 minutes
 - Greet the class.
 Option 1: Have the whole class say a chant they like in Tieng 
 Anh 4, Book 1. Teacher may suggest two or three chants for 
 pupils to choose from.
 - Get pupils to open their books at page 6 and look at Unit 11, 
 Lesson 1, Activity 1.
 - Tell pupils what they will learn in this lesson.
 Option 2: Sing the song in Unit 10, Lesson 1.
 Whole class/ 
 - Ask pupils to sing the song.
 Individual 
 - Invite some of them to come to the board to role play, the rest work
 of the pupils will sing.
 Option 3: Chant and do activities (Unit 10, Lesson 3).
 - Ask pupils to chant and do the actions in Unit 10, Lesson 3 in 
 groups. 
 - Give points to the groups and encourage them. 
EXPLORATION
Activity 1. Look, listen and repeat. 5 minutes
a. Goal To understand and correctly repeat the sentences in two communicative contexts 
 (pictures) in which characters ask and answer the question about where Mary 
 lives.
b. Input – Context a: Mary: My birthday party is on Sunday. Can you come to my party? 
 Minh: Yes, I can.
 – Context b: Minh: Where do you live? Mary: I live in Tran Hung Dao Street
c. Outcome Pupils can understand and correctly repeat the sentences in two communicative 
 contexts (pictures) in which characters ask and answer the question about where 
 Mary lives.
d. Procedure Step 1: Ask pupils to look at Pictures a and b and identify the 
 characters and say what they can see in the pictures (e.g. class 4A, 
 81, Tran Hung Dao Street, lockers, door, building).
 Step 2: Have pupils look at Picture a and predict when Mary’s 
 birthday is. Play the recording and have pupils check the 
 prediction. Repeat the same procedure with Picture b.
 Step 3: Play the recording again and encourage pupils to point at Whole 
 the characters while listening. class/ 
 Step 4: Play the recording again, sentence by sentence, for pupils Individual 
 to listen, point at the sentences and repeat after each character in work
 chorus and individually. Correct their pronunciation where 
 necessary.
 Step 5: Draw pupils’ attention to the question Where do you live? 
 and the answer I live in Tran Hung Dao Street. Tell them that they 
 are used to asking and answering about where Mary lives.
 Extension: Invite a few pairs of pupils to act out the conversations 
 in front of the class.
e. Assessment - Performance products: Student’s answers
 - Assessment tools: Observation; Questions & Answers
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 10 minutes
a. Goal To correctly say the phrases and use Where do you live? – I live _____. to ask 
 and answer questions about where someone lives.
b. Input – Picture cues:
 a. A house (without a house number) in Tran Hung Dao Street
 b. A house (without a house number) in Quang Trung Road
 c. A house at 81 Tran Hung Dao Street
 d. A house at 9 Quang Trung Road
 – Speech bubbles: 
 Where do you live? – I live _____.
 – Audio script:
 a. in Tran Hung Dao Street b. in Quang Trung Road
 c. at 81 Tran Hung Dao Street d. at 9 Quang Trung Road
 a. A: Where do you live?
 B: I live in Tran Hung Dao Street.
 b. A: Where do you live?
 B: I live in Quang Trung Road. 
 c. A: Where do you live?
 B: I live at 81 Tran Hung Dao Street.
 d. A: Where do you live?
 B: I live at 9 Quang Trung Road.
c. Outcome Pupils can correctly say the phrases and use Where do you live? – I live _____. 
 to ask and answer questions about where someone lives.
d. Procedure Step 1: Ask pupils to look at Pictures a and b and tell what the 
 words and numbers on the plaques are about (e.g. the street name, 
 the street / road number).
 Step 2: Play the recording for pupils to listen to and repeat the 
 phrases under the pictures in chorus and individually until they Whole 
 feel confident. Use the flashcards for in Tran Hung Dao Street and class/ 
 at 81 Tran Hung Dao Street to practise the word street and Individual 
 distinguish in and at in the phrases. work
 Step 3: Repeat Steps 1 and 2 with Pictures b and d.
 Step 4: Draw pupils’ attention to the speech bubbles and elicit the 
 missing phrases in the answer by pointing at Picture a. Play the 
 recording for pupils to repeat the sentences in both bubbles a few 
 times. Repeat Step 3 with Pictures b, c, and d.
 Step 5: Let pupils practice asking and answering questions in 
 pairs. Go around the classroom to offer help if necessary.
 Step 6: Invite a few pairs to point at the pictures and ask and 
 answer questions about where someone lives.
e. Assessment - Performance products: Student's talks and interaction
 - Assessment tools: Observation; Answer keys 
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of Where do you live? – I live _____. to ask and 
 answer questions about where someone lives in a freer context.
b. Input – Picture cues: some houses on two maps
 – Speech bubbles: Where do you live? – _____.
c. Outcome Pupils can enhance the correct use of Where do you live? – I live _____. to ask 
 and answer questions about where someone lives in a freer context.
d. Procedure Step 1: Draw pupils’ attention to the maps. Ask questions to help Whole 
 them identify the names of the streets and roads, the house class/ 
 numbers and the houses without specific numbers. Individual 
 Step 2: Elicit an answer to the question and write it on the board. work
 Get pupils to say the completed sentence.
 Step 3: Ask each pupil to choose a house on the map. Put pupils 
 into pairs to ask and answer about where they live using the map. 
 Go around the classroom to offer support where necessary.
 Step 4: Invite a few pairs to practise asking and answering Pair work 
 questions about where they live in front of the class.
e. Assessment - Performance products: Student’s interaction and performance
 - Assessment tools: Observation; Questions & Answers
Fun corner and wrap-up: 5 minutes 
 Option 1: 
 Game: Lucky wheel
 Pupils spin the wheel and answer the question, if they have the 
 correct answer they will get the point.
 Option 2:
 Using hoclieu.vn, have pupils look at the phrases or sentences in 
 the pictures of the lesson and repeat after the recordings.
 Option 3: Whole 
 class/ 
 Game: Sentence Puzzle
 Individual 
 - Divide the class into groups of four. Give each group a work
 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.
 Wrap-up:
 1. What have you learnt today?
 2. What are the core values of the lesson? 
 Preparation for the project: Tell pupils about the project on 
 page 11. Ask them to prepare for it at home by drawing the place 
 (street, road, village, etc.) where they live and preparing how to 
 present it at home. They should say at least five sentences about 
 where they live. Remind pupils to bring the drawing to the class 
 to present it at Project time in Lesson 3, Activity 6.
 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 UNIT 11: MY HOME
 Lesson 1 – Period 2
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
knowledge & - Identity specific information by listening to conversation related to topic my home;
skills - Fill in the gaps using given picture cues;
 - Recall some vocabulary related to the topic “my home” by playing the whispering 
 game.
Competences - Communication and collaboration: work in pairs and groups to complete the learning 
 tasks
 - Self-control & independent learning: perform listening tasks
Attributes - Show their knowledge about their places/ address.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 7
 - Audio tracks 3
 - Teacher’s guide: Pages 160, 161, 162
 - Website hoclieu.vn 
 - Flash cards/ pictures and posters (Unit 11)
 - Computer, projector, 
III. Warm-up and review – Listen and tick or cross – Look, complete and read – Let’s 
PROCEDURE talk – Fun corner and wrap-up
Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes
 - Greet the class.
 Option 1: Use the flashcards to revise the vocabulary learnt in 
 Period 1 by asking Where do you live?
 - Get pupils to open their books at page 7 and look at Unit 11, 
 Lesson 1, Activity 4.
 Option 2: Chant and do activities (Unit 10, Lesson 3).
 Whole class/ 
 - Ask pupils to chant and do the actions in Unit 10, Lesson 3 in 
 Individual 
 groups. 
 work
 - Give points for the groups and encourage them.
 Option 3: 
 Game: Hangman
 - Divide the class into 2 teams.
 - Have pupils guess the word letter by letter. 
 - Whenever a team guesses a letter, click that letter. If it belongs 
 to the secret word, it will be filled in the blank, and the team will 
 get one point. If not, parts of the hangman will appear.
EXPLORATION
Activity 4. Listen and check. 5 minutes
a. Goal To listen to and understand four communicative contexts in which the characters 
 talk about where they live and tick or cross the correct pictures.
b. Input Picture cues:
 1. A house at 12 Le Loi Street 2. A house in To Hieu Street
 3. A house at 15 Hoa Binh Road 4. A house in Quang Trung Road
 Audio script:
 1. A: Where do you live?
 B: I live at 12 Le Loi Street.
 2. A: Where do you live?
 B: I live in To Hieu Road.
 3. A: Where do you live?
 B: I live at 50 Hoa Binh Road.
 A: 50 Hoa Binh Road.
 4. A: I live in Quang Trung Road.
 B: Quang Trung Street?
 A: No. Quang Trung Road
c. Outcome Pupils can listen to and understand four communicative contexts in which the 
 characters talk about where they live and tick or cross the correct pictures.
 Key: 1. v 2. x 3. x 4. v
d. Procedure Step 1: Draw pupils’ attention to the pictures and elicit the names Whole class
 of the streets or roads, and the house numbers. Remind them to 
 look at the street or road names, the house numbers and tick or 
 cross in the boxes while they listen. 
 Step 2: Play the recording all the way through for pupils to listen. 
 Play the recording again for them to do the task by ticking or Individual 
 crossing the correct pictures. Then play it a third time for pupils to work
 check and complete the activity.
 Step 3: Get pupils to swap books with a partner to check their 
 answers before checking as a class. Correct the answers, if Pair work
 necessary.
 Extension: If time allows, play the recording, sentence by 
 sentence, for pupils to listen and repeat individually and in chorus. Whole class
 Correct their pronunciation where necessary.
e. Assessment - Performance products: Student’s answers
 - Assessment tools: Observation; Questions & Answers, Peer correction
KNOWLEDGE CONSTRUCTION
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
 – Four gapped exchanges to complete
c. Outcome Pupils can complete four gapped exchanges with the help of picture cues.
 Key: 
 1. 35 
 2. Tran Phu Road
 3. Where; 4 Thai Ha Street. 
 4. live; in London Road
d. Procedure Step 1: Model Exchange 1. Have pupils read the exchange and Whole class/ 
 guess the missing word in the answer. Then draw pupils’ attention Individual 
 to the picture and elicit the number to fill in the gap (35). work
 Step 2: Give pupils time to do the task independently. Go around 
 the classroom to offer help where necessary. Individual 
 Step 3: Get pupils to swap books with a partner and check their work
 answers before checking as a class. Nominate a pupil to write the 
 answers on the board. Give further support to those pupils who find Pair work
 it difficult to do the task.
 Step 4: Invite four pairs of pupils to act out four completed 
 exchanges in front of the class. Correct their pronunciation where 
 necessary.
e. Assessment - Performance products: Student's talks and interaction
 - Assessment tools: Observation; answer keys 
PRACTICE
Activity 6. Let’s play. 8 minutes
a. Goal To practise the target vocabulary and sentence patterns by playing the game 
 Whispering.
b. Input A picture of a teacher at the back of two lines of pupils holding a sentence and a 
 group of pupils as a demonstration of the game
c. Outcome Pupils can practise the target vocabulary and sentence patterns by playing the game 
 Whispering. 
d. Procedure Step 1: Invite two or three teams of four pupils to the front. Each Group work
 team makes a line. /Pair work
 Step 2: Show a sentence to the last pupil of each team. Ask them 
 to whisper the sentence to the next pupil. The pupil continues 
 whispering until the one at the front of the line gets the sentence. 
 The pupil at the front of the line shouts out the sentence or writes Pair work
 the sentence on the board. If it is correct, the team gets one star.
 Step 3: Play the game with other teams in the class.
e. Assessment - Performance products: Student’s interaction and performance
 - Assessment tools: Observation; questions & answers
Fun corner and wrap-up: 5 minutes
 Option 1: 
 Game: Bomstar
 Pupils choose a number and answer the question if they have the 
 correct answer they will get 1 point for their team.
 Option 2: Whole class
 Game: Sentence Puzzle /Group work
 Divide the class into groups of four. Give each group a sentence 
 that is broken/cut into pieces. Ask them to arrange the words to 
 make a complete sentence, then read it aloud.
 Wrap-up:
 1. What have you learnt today?
 2. What are the core values of the lesson? 
 School: ____________________ 
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 UNIT 11: MY HOME 
 Lesson 2 – Period 3
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
knowledge & skills - Identify the situation between Nam and Peter (setting, participants, topic);
 - use the phrases a big city, a noisy road, a busy street, a quiet village in relation to 
 the topic “My home”;
 - use What’s the _____ like? – It’s _____. to ask and answer questions about what 
 a place is like;
Competences - Communication and collaboration: work in pairs and groups to complete the 
 learning tasks
 - Self-control & independent learning: perform listening tasks
Attributes -Show their pride about their places/ address.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 8
 - Audio tracks 5,6
 - Teacher’s guide: Pages 162, 163, 164
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 11)
 - Computer, projector, 
III. PROCEDURE Warm-up and review – Look, listen and repeat – Listen, point, and say – Let’s 
 talk – Fun corner and wrap-up
Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes
 Option 1: Greet the class, then play the game Whispering with Whole class/ 
 the vocabulary and sentences in Period 2. Individual 
 – Get pupils to open their books at page 8 and look at Unit 11, work
 Lesson 2, Activity 1. Tell pupils what they will learn in this 
 lesson.
 Option 2: Sing the song in Unit 11, Lesson 1.
 - Ask pupils to sing the song.
 - Invite some of them to come to the board to role play, the rest 
 of the pupils will sing.
 Option 3: Game Buzz! 
 - Arrange pupils into a circle and ask pupils to count from 1 in 
 sequence from pupil to pupil.
 - Set a goal from one to twenty for pupils.
 - Each pupil shouts out one number in their turn.
 If a number is a multiple of 5, or a number with a 5 in it, the 
 player has to shout out "buzz!" instead of saying that number.
 - The game is meant to be fast paced, so if a pupil takes too long 
 or buzzes at a wrong place, they are eliminated.
EXPLORATION
Activity 1. Look, listen and repeat. 5 minutes
a. Goal To understand and correctly repeat the sentences in two communicative contexts 
 (pictures) in which characters ask and answer the question about what a place is 
 like.
b. Input – Context a: Bill: Where do you live? Minh: I live in Hai Ba Trung Street.
 – Context b: Bill: What’s the street like? Minh: It’s a busy street.
c. Outcome Pupils can understand and correctly repeat the sentences in two communicative
 contexts (pictures) in which characters ask and answer the question about what a 
 place is like.
d. Procedure Step 1: Ask pupils to look at Pictures a and b and identify the Whole class
 characters and predict
 what they are talking about (e.g. Bill’s house, Minh’s house, the Individual 
 street, the road). work
 Step 2: Ask pupils to look at Picture a. Play the recording for them 
 to listen and check Group work
 the prediction. Play the recording again, sentence by sentence, for 
 pupils to listen and repeat after each character. Correct their Whole class
 pronunciation where necessary. Repeat the same procedure with Pair work
 Picture b.
 Step 3: Invite a few pairs to the front of the class to listen to and 
 act out the exchanges.
 Step 4: Draw pupils’ attention to the question What’s the street 
 like? and the answer It’s a busy street. Explain that they are used 
 to ask and answer about what a place is like.
e. Assessment - Performance products: Student’s answers
 - Assessment tools: Observation; Questions & Answers
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 10 minutes
a. Goal To correctly say the phrases and use What’s the _____ like? – It’s _____. to ask 
 and answer questions about what a place is like.
b. Input – Picture cues:
 a. a busy street b. a quiet village c. a noisy road d. a big city
 – Speech bubbles: What’s the _____ like? – It’s _____.
 Audio script:
 a. a busy street b. a quiet village c. a noisy road d. a big city
 a. A: What’s the street like?
 B: It’s a busy street.
 b. A: What’s the village like?
 B: It’s a quiet village.
 c. A: What’s the road like?
 B: It’s a noisy road.
 d. A: What’s the city like?
 B: It’s a big city 
c. Outcome Pupils can correctly say the phrases and use What’s the _____ like? – It’s _____. 
 to ask and
 answer questions about what a place is like.
d. Procedure Step 1: Ask pupils to look at Pictures a, b, c and d and identify Whole class/ 
 the places in the pictures. Have pupils describe what they can see Individual 
 in each picture. work
 Step 2: Play the recording for pupils to listen to and repeat the Individual 
 phrases in chorus and individually until they feel confident. Use work
 the flash cards for a busy street, a quiet village, a noisy road and 
 a big city to practise the phrases. Whole class/ 
 Step 3: Draw pupils’ attention to the speech bubbles and elicit the Individual 
 missing words and phrases in the question and answer by pointing work
 at Picture a. Play the recording for
 pupils to repeat the sentences in both bubbles a few times. Repeat Pair work
 Step 3 with Pictures b, c and d.
 Step 4: Let pupils point at the pictures and say the sentences in 
 pairs. Go around the classroom to offer help if necessary.
 Extension: Invite a few pairs to act out the exchanges in front of 
 the class
e. Assessment - Performance products: Student's talks and interaction
 - Assessment tools: Observation; questions & answers
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of What’s the _____ like? – It’s _____. to ask and 
 answer
 questions about what a place is like in a freer context.
b. Input – Picture cues: a busy street, a quiet village, a noisy road, a big city
 – Speech bubbles: What’s the _____ like? – _____.
c. Outcome Pupils can enhance the correct use of What’s the _____ like? – It’s _____. to ask 
 and
 answer questions about what a place is like in a freer context.
d. Procedure Step 1: Ask pupils to look at the pictures and elicit the phrase to Whole class/ 
 describe the place in each picture. Individual 
 Step 2: Give pupils time to work in pairs and take turns pointing at work
 the picture and asking What’s the _____ like? and answering about Whole class/ 
 what the place is like. Pupils can use Individual 
 the pictures or part of a picture to ask questions. For example, they work
 can point at a street in the city and ask What’s the street like?. Pair work
 Step 3: Invite a few pairs to come to the front of the class and act 
 out the roles.
e. Assessment - Performance products: Student’s interaction and performance
 - Assessment tools: Observation; questions & answers
Fun corner and wrap-up: 5 minutes
 Option 1: Game: Quiz
 Pupils take turns to answer the quiz, they will get 1 point if the 
 answer is correct. Whole class
 Option 2: