Kế hoạch bài dạy Tiếng Anh 4 - Unit 12: Jobs

 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
UNIT 12: JOBS
Lesson 1 – Period 1
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
knowledge & – Use What does he / she do? – He’s / She’s _____. to ask and answer questions 
skills about jobs. 
 – listen to and demonstrate understanding of simple communicative contexts 
 in relation to the topic “Jobs”; 
 – collect photos or draw pictures of family members at home and present them 
 to the class at Project time. 
Competences - Communication and collaboration: work in pairs and groups to complete the 
 learning tasks
 - Self-control & independent learning: perform listening tasks
Attributes - Show pride in what they can do and great respect for other people’s abilities 
 by using appropriate gestures and intonation when asking and answering about 
 abilities.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 12
 - Audio tracks 12, 13 
 - Teacher’s guide: Pages 155-157 
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 12)
 - Computer, projector, 
III. Warm-up and review – Look, listen and repeat – Listen, point and say – 
PROCEDURE Let’s talk – Wrap up
Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes 
 Greet the class and encourage pupils to respond to the 
 greeting. Whole 
 Option 1: ppt Spend a few minutes revising Unit 11 by class/ 
 singing the chant on page 10. Individual 
 Play the chant once and require pupils to listen carefully to work
 recall the rhythm and lyrics. 
 Play and pause randomly to let pupils sing
 If possible, ask pupils to chant and clap their hands without 
 music to recall the chant. Correct pronunciation if 
 necessary. 
 Option 2: miming game
 ask pupils to think about jobs, name one thing related to the 
 job they choose, ask the rest to say the name of the job their 
 friend descibes. If possible, prepare some working tools for 
 a policeman (a hat/ white gloves), a farmer, an office 
 worker and an actor to make the game more exciting. 
EXPLORATION
Activity 1. Look, listen and repeat. 5 minutes
a. Goal To understand and correctly repeat the sentences in two communicative 
 contexts in which pupils ask and answer the questions about the job of a 
 family member. 
b. Input – Context a: Mai: How many people are there in your family? Ben: There 
 are four. – Context b: Ben: This is my father. Mai: What does he do? Ben: 
 He’s a policeman. 
c. Outcome Pupils can understand and correctly repeat the sentences in two 
 communicative contexts in which pupils ask and answer the question about 
 the job of a family member.
d. Procedure Step 1: Ask pupils to look at Pictures a and b and identify Whole 
 the characters in the pictures. Ask Who is he / she? and class
 Where is he / she? 
 Step 2: Ask pupils to look at Picture a. Play the recording Individual 
 for them to listen. Play the recording again, sentence by work
 sentence, for pupils to listen and repeat. Repeat the same 
 procedure with Picture b. Correct their pronunciation where 
 necessary. 
 Step 3: Play the recording again, sentence by sentence, for Whole 
 pupils to listen, point at the sentences and repeat in chorus class
 and individually. Correct their pronunciation where Pair work
 necessary. Whole 
 Step 4: Draw pupils’ attention to the question What does he class
 do? and the answer He’s a policeman. Explain that they are 
 used to ask and answer questions about jobs. Pair work 
 Extension: Invite a few pairs of pupils to act out the 
 conversations in front of the class. 
e. - Performance products: Pupils’ answers
Assessment - Assessment tools: Observation; Questions & Answers
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 10 minutes
a. Goal To correctly say the words and use What does he / she do? – He’s / She’s 
 _____. to ask and answer questions about jobs. 
b. Input – Picture cues:
 a. A woman working on a farm b. A policeman
 c. A woman working in an office d. A man acting in a film – Speech 
 bubbles: What does he / she do? – He’s / She’s _____. Audio script:
 a. a farmer b. a policeman c. an office worker d. an actor
 a. A: What does she do? 
 B: She’s a farmer.
 b. A: What does he do? 
 B: He’s a policeman. c. A: What does she do? 
 B: She’s an office worker. d. A: What does he do? 
 B: He’s an actor.
c. Outcome Pupils can correctly say the phrases and use What does he / she do? – He’s 
 / She’s _____. to ask and answer questions about jobs. 
d. Procedure Step 1: Ask pupils to look at Pictures a, b, c and d and Whole 
 identify the jobs of the people in the pictures. class/ 
 Step 2: Play the recording for pupils to listen to and repeat Individual 
 the phrases under the pictures in chorus and individually work
 until they feel confident. Individual 
 Step 3: Draw pupils’ attention to the speech bubbles and work
 elicit the missing words in the answer by pointing at Picture 
 a. Play the recording for pupils to repeat the sentences in Whole 
 both bubbles a few times. class
 Step 4: Repeat Step 3 with Pictures b, c and d. Then let 
 pupils practise asking and answering questions in pairs. Go Whole 
 around the classroom to offer help if necessary. class/ 
 Step 5: Invite a few pairs to point at the pictures and ask and Individual 
 answer questions about the jobs of the people in the pictures. work
 Pair work
 Whole 
 class/ Pair 
 work
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers. 
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of What does he / she do? – He's / She's _____. 
 to ask and answer questions about jobs in a freer context. 
b. Input – Picture cues: a policeman, a farmer, an actress, an actor, a teacher – 
 Speech bubbles: What does he / she do? – _____. 
c. Outcome Pupils can enhance the correct use of What does he / she do? – He's / She's 
 _____. to ask and answer questions about jobs in a freer context. 
d. Procedure Step 1: Draw pupils’ attention to the pictures. Ask questions Whole 
 to help them identify the jobs of the people in the pictures class/ 
 (see Input). Individual 
 Step 2: Elicit the missing words in the speech bubble and work
 write them on the board. Get pupils to say the completed Whole 
 sentence. class/ 
 Step 3: Put pupils into pairs to practise the exchanges. Go Individual 
 around the classroom to offer support where necessary. work
 Step 4: Invite a few pairs to point at the pictures and ask and 
 answer questions about the jobs of the people in the pictures. Pair work
 Extension: If time allows, get a few pairs to ask and answer 
 questions about their real family members. Pair work
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers. 
Fun corner and wrap-up: 5 minutes
 Tell pupils about the project on page 17. Ask them to prepare 
 for it at home by collecting photos or drawing pictures of Whole 
 their family members, focusing on their jobs and workplaces. class/ 
 They should ask their parents if they do not know their 
 parents’ jobs or workplaces. Remind pupils to bring their 
 photos or drawings to the class at Project time in Lesson 3, 
 Activity 6. 
 wrap-up: 
 Option 1: ppt
 Option 2: play online quiziz game 
 Option 3: Board Games 
 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
UNIT 12: JOBS
Lesson 1 – Period 2
 I. OBJECTIVES
 By the end of the lesson, pupils will be able to: 
 Language – Use What does he / she do? – He’s / She’s _____. to ask and answer 
 knowledge & questions about jobs. 
 skills – listen to and demonstrate understanding of simple communicative contexts 
 in relation to the topic “Jobs”; 
 Competences - Communication and collaboration: work in pairs and groups to complete the 
 learning tasks
 Attributes - Self-control & independent learning: perform listening tasks
 II. RESOURCES AND MATERIALS
 - Student’s book: Page 13
 - Audio tracks 14, 15 
 - Teacher’s guide: Pages 157-159
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 12)
 - Computer, projector, 
 III. Warm-up and review – Listen and tick or cross- Look, complete and read- 
 PROCEDURE Let’s sing – Wrap up
Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes
 Greet the class and encourage pupils to respond to the 
 greeting.
 ￿ Option 1: Q-A with some students and asks pupils Whole 
 to count how many friends like the same occupations class/ 
 ￿ Option 2: Spend a few minutes revising the previous Individual 
 lesson by inviting a few pairs of pupils to come to the work 
 front of the class to ask and answer questions about 
 the jobs of the people in Activity 3 on page 12, using 
 What does he / she do? – He’s / She’s _____. 
 ￿ Option 3: ppt
EXPLORATION
Activity 4. Listen and tick or cross. 5 minutes
a. Goal To listen to and understand four communicative contexts in which pupils 
 ask and answer questions about the jobs of family members. 
b. Input Picture cues: a. A factory worker Audio script:
 1. A: What does your mother do? 
 B: She’s a farmer.
 2. A: What does your father do? 
 b. A policeman 
 c. An office worker 
 d. An actor 
 B: He’s a policeman. 
 3. A: Is your mother an office worker? B: Yes, she is. 
 4. A: What does your father do? B: He’s a farmer. 
c. Outcome Pupils can listen to and understand four communicative contexts in which 
 pupils ask and answer questions about the jobs of family members. 
d. Procedure Step 1: Draw pupils’ attention to the pictures and ask the Whole 
 questions What does he / she do? Elicit the answers from class
 pupils. Tell pupils that they have to look at the people in the 
 pictures, recognise their jobs and tick or cross the boxes Individual 
 while listening. work
 Step 2: Play the recording all the way through for pupils to 
 listen. Then play the recording again for them to listen and 
 tick or cross the pictures. Whole 
 Step 3: Get pupils to swap books with a partner to check class
 their answers before checking as a class. Correct the Pair work
 answers, if necessary. 
 Extension: If time allows, play the recording, sentence by 
 sentence, for pupils to listen and repeat in chorus. Correct Whole 
 their pronunciation where necessary. class
 Key: a. x b.v c.V d.x 
 Pair work
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
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.
d. Procedure Step 1: Model Exchange 1. Have pupils read the exchange Whole 
 and guess the missing word in the answer. Then draw pupils’ class/ 
 attention to the picture and elicit the woman’s job that can be Individual 
 used to fill in the gap (e.g. office worker). work
 Step 2: Give pupils time to do the task independently. Go Individual 
 around the classroom to offer help where necessary. work
 Step 3: Get pupils to swap books with a partner and check 
 their answers before checking as a class. Nominate a pupil to Whole 
 write the answers on the board. Give further support to those class
 pupils who find it difficult to do the task. 
 Step 4: Invite four pairs of pupils to act out four completed Whole 
 exchanges in front of the class. Correct their pronunciation class/ Pair 
 where necessary. work
 Key: 1. office worker 2. an actor 3. do; a policeman 4. What; 
 She’s a farmer. 
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
PRACTICE
Activity 3. Let’s sing. 8 minutes
a. Goal To sing the song My lovely family with the correct pronunciation, rhythm 
 and melody. 
b. Input The lyrics and the recording of the song My lovely family 
c. Outcome Pupils can sing the song My favourite subject with the correct 
 pronunciation, rhythm and melody. 
d. Procedure Step 1: Draw pupils’ attention to the title and lyrics of the Whole 
 song. Encourage them to point at the pictures to reinforce class/ 
 their understanding. Individual 
 Step 2: Have pupils read the first verse of the lyrics. Explain work
 that the first verse is about a family’s jobs. Have pupils listen Whole 
 to the first verse, drawing their attention to the class/ 
 pronunciation, rhythm and melody. Then let them listen to Individual 
 and practise singing it line by line while clapping their hands. work
 Step 3: Repeat Steps 1 and 2 with the second verse. Explain 
 that it is about the jobs of another family. Check Pair work
 comprehension and give feedback. 
 Step 4: Ask pupils to listen to and sing the whole song while Pair work
 clapping their hands. Go around the classroom and offer help 
 if needed. 
 Step 5: Invite a few groups to the front of the class to sing 
 the song. The class may sing along and clap to reinforce the 
 activity. 
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
Fun corner and wrap-up: 5 minutes
 Option 1: ppt
 Option 2: play board game
 Option 3: Karaoke competition: “Beo dat may troi” version Whole 
 Pick some male and female pupils, divide them into two sex class/ 
 groups standing face to face, call them “lien anh” “lien chi”.
 Play the music track 15, they take turn to sing in “Beo dat 
 may troi” version. 
 If pupils perform well prepare some flashcards with other 
 jobs to change the lyrics