Kế hoạch bài dạy Tiếng Anh 4 - Unit 18: At the shopping centre

 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 UNIT 18: AT THE SHOPPING CENTRE
 Lesson 1 – Period 1
I. OBJECTIVES
 By the end of the unit, pupils will be able to:
 – use the words behind, between, near, opposite, gift shop, skirt, T-shirt, 
 dong and thousand in relation to the topic “At the shopping centre”;
Language – use Where’s the bookshop? – It’s . to ask and answer questions about 
knowledge & locations;
skills – listen to and demonstrate understanding of simple communicative 
 contexts in relation to the topic “At the shopping centre”;
 – read and write about locations;
 - Communication and collaboration: work in pairs and groups to complete the 
Competences learning tasks
 - Self-control & independent learning: perform listening tasks
 - use appropriate gestures and intonation when talking about locations of some 
Attributes
 places in a shopping center.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 52
 - Teacher’s guide: Pages 253, 254
 - Website hoclieu.vn
 - Flash cards/ pictures and posters 
 - Computer, projector, 
III. Warm-up and review – Look, listen and repeat – Listen, point and say – 
PROCEDURE 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. Whole class
 1. Option 1: Say the chant on page 50
 - Ask pupils to open their books at page 50 and look at 
 Activity 3. 
 - Ask pupils to chant and do the actions in Unit 17, Lesson 
 3 in groups. 
 - Give points to the groups and encourage them.
 Option 2: Game: Game: Pass the ball 
 - Divide the class into 3 teams.
 - Each team has 1 sticky ball.
 - Play the music, pupils in each team take turns passing the 
 ball. After the music ends, 3 pupils who have the balls will 
 stand up and say the model sentences.
EXPLORATION
Activity 1. Listen and number. 5 minutes
a. Goal To understand and correctly repeat the sentences in two communicative 
 contexts focusing on asking and answering questions about locations of 
 some shops at the shopping centre.
b. Input – Context a: Bill: Excuse me!
 Shop assistant: Yes?
 – Context b:
 Bill: Where’s the bakery, please?
 Shop assistant: It’s near the gift s
c. Outcome Pupils can understand and correctly repeat the sentences in two 
 communicative contexts focusing on asking and answering questions 
 about locations of some shops in the shopping centre.
d. Procedure Step 1: Ask pupils to look at Pictures a and b, and identify 
 the characters in the pictures. Whole 
 Encourage pupils to talk about details in the backgrounds class
 of the pictures.
 Step 2: Ask pupils to look at Picture a. Play the recording 
 for them to listen to the conversation a few times. 
 Step 3: Play the recording again, sentence by sentence, for 
 pupils to listen and repeat individually and in chorus. Individual 
 Correct their pronunciation where necessary. Repeat the work
 same procedure with Picture b.
 Step 4: Invite a few pairs to the front of the classroom to 
 listen to and repeat the sentences in the recording. Give 
 corrections and feedback where necessary.
 Step 5: Draw pupils’ attention to the question Where’s the 
 bakery, please? and the answer It’s near the gift shop. Tell 
 pupils that they are used to ask and answer questions about 
 locations. Pair work
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers
KNOWLEDGE CONSTRUCTION
Activity 2. Look, complete and read. 10 minutes
a. Goal - To correctly say the words and use Where’s the bookshop? – It’s _____.
 - To ask and answer questions about locations of a bookshop.
b. Input – Picture cues:
 a. a bookshop that is near a bakery
 b. a bookshop that is opposite a sports shop
 c. a bookshop that is behind a bakery
 d. a bookshop that is between a gift shop and a bakery
 – Speech bubbles: Where’s the bookshop? – It’s _____.
 Audio script:
 a. near b. opposite c. behind d. between
 a. A: Where’s the bookshop?
 B: It’s near the bakery.
 b. A: Where’s the bookshop?
 B: It’s opposite the sports shop.
 c. A: Where’s the bookshop?
 B: It’s behind the bakery.
 d. A: Where’s the bookshop?
 B: It’s between the gift shop and the bakery
c. Outcome Pupils can correctly say the words and use What’s the bookshop? – It’s 
 _____. to ask and
 answer questions about locations of a bookshop.
d. Procedure Step 1: Have pupils point at Picture a, listen to the recording 
 and repeat the word near. Repeat the same procedure with Whole 
 Pictures b, c and d. Have the class repeat the words a few class
 times and correct their pronunciation where necessary. 
 Step 2: Draw pupils’ attention to the speech bubbles and 
 elicit the missing words in Pair work
 the answer by pointing at Picture a. Play the recording for 
 pupils to listen to and repeat
 the sentences in both bubbles a few times (Where's the 
 bookshop? – It's near the bakery.).
 Repeat the same procedure with Pictures b, c and d.
 Whole 
 Step 3: Divide the class into two groups to take turns class
 repeating the question and the
 answer for Picture a until they feel confident. Repeat the 
 same procedure with Pictures b,
 c and d.
 Step 4: Have pairs practise asking and answering the 
 questions using the pictures. Invite
 a few pairs to point at the pictures and say the questions and 
 answers in front of the class.
 Give corrections and feedback where necessary.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys 
PRACTICE
Activity 3. Let’s play. 8 minutes
a. Goal To enhance the correct use of Where’s the _____? – It’s _____. to ask and 
 answer questions
 about locations in a freer context.
b. Input – Picture cue: two characters talking at a shopping centre
 – Speech bubbles: Where’s the _____?
c. Outcome Pupils can enhance the correct use of Where’s the _____? – It’s _____. to 
 ask and answer
 questions about locations in a freer context.
d. Procedure Step 1: Draw pupils’ attention to the picture and elicit the 
 words or phrases to describe locations. Whole 
 Step 2: Elicit the missing word in the first bubble. Ask class
 pupils to look at the second bubble and identify what the 
 answer should be. Give an example conversation: Where’s Individual 
 the bakery? – It’s near the bookshop. Get pupils to repeat work
 the question and answer several times.
 Step 3: Have pairs practise asking and answering questions 
 about the locations of the shops in the picture. Go around 
 the classroom to observe and provide help.
 Whole 
 Step 4: Invite a few pairs to practise asking and answering class 
 questions in front of the class. Give corrections and 
 feedback where necessary.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & Answers
Fun corner and wrap-up: 5 minutes
 Option 1: Game: Lucky number
 - Divide the class into 2 teams (boys and girls). Each team takes turns to 
 choose a number. They need to ask and answer with the picture 
 corresponding to that number to get points.
 - The group with more points at the end of the game will be the winner.
 - Praise the winner, encourage the other team.
 Option 2: Preparation for the project: Ask pupils to prepare for the 
 project on page 57 by making a shopping list as homework so that they 
 can give a short presentation in front of the class at Project time in Lesson 
 3,Activity 6. 
 School: ____________________
 Grade: ____________________
 Teacher: ____________________ 
 Date of teaching: ____________________
 UNIT 18: AT THE SHOPPING CENTRE 
 Lesson 1 – Period 2
 I. OBJECTIVES By the end of the unit, pupils will be able to:
 – use the words behind, between, near, opposite, gift shop, skirt, T-
Language shirt, dong and thousand in relation to the topic “At the shopping 
knowledge & centre”; use Where’s the bookshop? – It’s . to ask and answer 
skills questions about locations; listen to and demonstrate understanding 
 of simple communicative contexts in relation to the topic “At the 
 shopping centre”; read and write about locations;
Competences - Communication and collaboration: work in pairs and groups to complete the 
 learning tasks - Self-control & independent learning: perform listening tasks 
 - use appropriate gestures and intonation when talking about locations of some 
Attributes
 places in a shopping center.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 53 
 - Teacher’s guide: Pages 256, 257 
 - Website hoclieu.vn 
 - Flash cards/ pictures and posters 
 - Computer, projector, 
III. Warm-up and review – Listen and tick– Look, complete and read – Let’s 
PROCEDURE sing – Fun corner and wrap-up
Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes 
 - Greet the class. 
 Option 1: Game: Lucky number - Divide the class into 2 
 teams (boys and girls). Each team takes turns to choose a 
 number. They need to ask and answer with the picture Whole class 
 corresponding to that number to get points. - The group with 
 more points at the end of the game will be the winner. - 
 Praise the winner, encourage the other team. 
 Option 2: Game: Slap the board - T divides the class into Whole class 
 2 teams: BOYS and GIRLS. - T shows a picture, 1 boy and 
 1 girl from each team come to the board, look at the sentence 
 under the picture and choose the best words to make correct 
 sentences (Pupils slap the words on the board). 
EXPLORATION Activity 1. Listen and tick. 5 minutes
a. Goal To listen to and understand two communicative contexts in which pupils 
 ask and answer questions about the locations of shops at the shopping 
 centre and tick the correct pictures.
b. Input Picture cues:
 1a. a gift shop that is opposite a bookshop
 1b. a gift shop that is near a bookshop
 2a. a bakery that is behind a sports shop
 2b. a bakery that is between a sports shop and a pet shop
 Audio script:
 1. A: Excuse me. Where’s the gift shop?
 B: It’s over there. Can you see it?
 A: Yes. I can see it now. The gift shop is opposite the bookshop.
 B: That’s right.
 2. A: I want to buy some cakes. Where’s the bakery?
 B: Go straight and turn right. It’s between the sports shop and the pet 
 shop.
c. Outcome Pupils can listen to and understand two communicative contexts in 
 which pupils ask and answer questions about the locations of shops at 
 the shopping centre and tick the correct pictures.
 Key: 1. a 2. b
d. Procedure Step 1: Have pupils look at Activity 4. Ask them How Whole 
 many pairs of pictures are there? and What can you see in class 
 each picture? Draw pupils’ attention to the boxes in the 
 corners of the pictures. Check their comprehension. 
 Step 2: Have pupils look at Pictures 1a and 1b. Get them Individual 
 to talk about the differences between the two pictures. Play work 
 the recording of the first dialogue. Then play the recording 
 again for pupils to listen and tick the correct picture.
 Step 3: Repeat Step 2 with Pictures 2a and 2b. Have 
 pupils swap their books with a partner and check the 
 answers. Correct the answers as a class. Extension: If 
 there is enough time, play the recording, sentence by Pair 
 sentence, for pupils to listen and repeat individually and in work 
 chorus. Correct their pronunciation if necessary.
e. - Performance products: Student’s answers - Assessment tools: 
Assessment Observation; Questions & Answers
KNOWLEDGE CONSTRUCTION Activity 2. Look, complete and read. 10 minutes
a. Goal To complete four gapped exchanges about locations with the help of 
 picture cues.
b. Input Four picture cues and four gapped exchanges showing the locations of 
 shops. 
c. Outcome Pupils can complete four gapped exchanges about locations with the help 
 of picture cues.
 Key: 1. near 2. between 3. bookshop; opposite 4. Where’s; behind
d. Procedure Step 1: Ask pupils to look at the pictures and identify the Whole 
 locations of shops in them. class 
 Step 2: Ask pupils to look at the incomplete exchanges. 
 Draw their attention to the missing words in the sentences.
 Encourage pupils to guess the missing words.
 Step 3: Model Exchange 1. Have them look at the picture 
 and identify the location. Have pupils look at the exchange. 
 Pair work 
 Ask them what is missing in the answer (near). Then have 
 them complete the gap with the word (near). Repeat the 
 same procedure with Pictures 2, 3 and 4.
 Step 4: Get pupils to complete the exchanges individually, 
 then ask a few pairs to read them aloud. Check their answers, 
 and give corrections and feedback where necessary. Whole 
 class
e. - Performance products: Student's talks and interaction - Assessment tools: 
Assessment Observation; Answer keys 
PRACTICE Activity 3. Let’s play. 8 minutes
a. Goal To sing the song Where’s the bookshop? with the correct pronunciation, 
 rhythm and melody.
b. Input The lyrics and the recording of the song Where’s the bookshop? 
c. Outcome Pupils can sing the song Where’s the bookshop? with the correct 
 pronunciation, rhythm and melody. 
d. Procedure Step 1: Have pupils read the lyrics to familiarise Whole 
 themselves with the questions and answers. Check class 
 comprehension and give feedback. Step 2: Have pupils 
 listen to the whole song, drawing their attention to the Individual 
 pronunciation, the rhythm and the melody. work 
 Step 3: Play the recording of the song once or twice for 
 pupils to listen and repeat, line after line, and do related 
 actions.
 Step 4: When pupils feel confident and are familiar with 
 the tune and melody, ask them to sing the whole song while Whole 
 doing actions or clapping their hands. class 
 Step 5: Invite a few groups to the front of the class to sing 
 the song. The class may sing along to reinforce the activity.
e. - Performance products: Student’s interaction and performance - 
Assessment Assessment tools: Observation; Questions & Answers
Fun corner and wrap-up: 5 minutes
 Option 1:
 Using sachmem.vn, have pupils look at the words in the picture and repeat 
 after the recording.
 Option 2: Game: Look and choose!
 Divide the class into teams. Each team will place a question with an image 
 and a color. 
 The teacher will open the corresponding box. 
 Option 3: The teacher asks the student: "Which one do you choose?" The 
 student chooses for example 1A. 
 The student answers the teacher's question related to the lesson. The 
 teacher clicks on the corresponding image and the student receives points. 
 Bomb or explosive: lose points. 
 Smiley face/crying: -3 points. 
 Green gem: +1 point. 
 Purple gem: +5 points. 
 Trophy: 10 points.
 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 UNIT 18: AT THE SHOPPING CENTRE
 Lesson 2 – Period 3
 I. OBJECTIVES
 By the end of the lesson, pupils will be able to:
 – use the words behind, between, near, opposite, gift shop, skirt, T-shirt, dong 
 and thousand in relation to the topic “At the shopping centre”;
 Language – use How much is the ____? – It’s ____. to ask and answer questions about 
 knowledge & prices;
 skills – listen to and demonstrate understanding of simple communicative contexts 
 in relation to the topic “At the shopping centre”;
 – read and write about locations and prices;
 - Communication and collaboration: work in pairs and groups to complete the 
 Competences learning tasks
 - Self-control & independent learning: perform listening tasks
 Attributes - use appropriate gestures and intonation when talking about prices.
 II. RESOURCES AND MATERIALS
 - Student’s book: Page 54
 - Teacher’s guide: Pages 258, 259, 260
 - Website hoclieu.vn
 - Flash cards/ pictures and posters 
 - Computer, projector, 
 III. Warm-up - Look, listen and repeat - Listen, point and say - Let’s talk.
 PROCEDURE
Procedure Teacher’s and pupils’ activities Interaction Note