Kế hoạch bài dạy Tiếng Anh 4 - Unit 19: The animal world

 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 UNIT 19: THE ANIMAL WORLD
 Lesson 1 – Period 1
 I. OBJECTIVES
 By the end of the lesson, pupils will be able to:
 Language – use the words and phrases crocodiles, giraffes, hippos, lions, dance 
 knowledge & beautifully, roar loudly, run quickly and sing merrily in relation to the topic 
 skills “The animal world”; 
 – use What are these animals? – They’re _____. to ask and answer questions 
 about animals;
 – listen to and demonstrate understanding of simple communicative 
 contexts in relation to the topic “The animal world”;
 Competences - Communication and collaboration: work in pairs and groups to complete the 
 learning tasks.
 - Self-control & independent learning: perform listening tasks.
 Attributes -Show their love for animals by using appropriate gestures and intonation when 
 talking or asking and answering about animals.
 II. RESOURCES AND MATERIALS
 - Student’s book: Page 58
 - Teacher’s guide: Pages 243,244, 245
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 19)
 - Computer, projector, 
 III. Warm-up – New words–Look, listen and repeat–Listen, point and say– 
 PROCEDURE Let’s talk – Game
Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and New words: 5 minutes 
 Greet the class.
 Option 1: 
 – Greet the class. Encourage pupils to respond to your Whole 
 greeting. class/ 
 – Spend a few minutes revising Unit 18 by getting the class Individual 
 to sing the song At the shopping centre on page 53. work
 – Have pupils open their books at page 58 and look at Unit 
 19, Lesson 1, Activity 1. Whole 
 Option 2: Sing a song class/ 
 Individual 
 –Have students sing a song “I like animals” and guess the work
 topic. (about animals)
 –Teacher introduces new words and asks students to listen 
 and repeat. 
 –Have students look and guess the words to practise 
 vocabulary.
EXPLORATION
Activity 1. Look, listen and repeat.
a. Goal – To understand and correctly repeat the sentences in two communicative 
 contexts (pictures) focusing on asking and answering questions about 
 animals.
b. Input – Context a:
 Ben: Mum, what are these animals? 
 Ben's mother: They’re giraffes, dear. 
 – Context b: 
 Ben: And what are these animals?
 Ben's mother: They’re hippos.
c. Outcome Pupils can understand and correctly repeat the sentences in two 
 communicative contexts (pictures) focusing on asking and answering 
 questions about animals.
d. Procedure Step 1: Ask pupils to look at Pictures a and b and identify Whole 
 the characters and the animals in the pictures. class
 Step 2: Ask pupils to look at Picture a. Play the recording 
 for them to listen and familiarise themselves with the Whole 
 pronunciation and stress of the exchange. class 
 Step 3: Play the recording again, sentence by sentence, Individual
 for pupils to listen and repeat individually and in chorus. 
 Correct their pronunciation where necessary. Repeat the 
 same procedure with Picture b. 
 Step 4: Invite a few pairs to stand up to listen to and 
 repeat the sentences in the recording. Pair work
 Step 5: Draw pupils’ attention to the pictures. Tell them 
 that the question What are these animals? and the answers 
 They’re giraffes. and They’re hippos. are used to ask and 
 answer questions about animals
e. - Performance products: Student’s talk.
Assessment - Assessment tools: Observation; 
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say
a. Goal To correctly say the words and use What are these animals? – They’re 
 _____. to ask and answer questions about animals.
b. Input – Picture cues: 
 a. two giraffes 
 b. two hippos 
 c. two lions
 d. two crocodiles
 – Speech bubbles: What are these animals? - They’re _____. 
 Audio script: 
 a. giraffes 
 b. hippos 
 c. lions 
 d. crocodiles 
 a. A: What are these animals? 
 B: They’re giraffes. 
 b. A: What are these animals? 
 B: They’re hippos. 
 c. A: What are these animals? 
 B: They’re lions. 
 d. A: What are these animals? 
 B: They’re crocodiles.
c. Outcome Pupils can correctly say the words and use What are these animals? – 
 They’re _____. to ask and answer questions about animals.
d. Procedure Step 1: Have pupils look at the pictures. Elicit the names of Whole 
 the animals. class/ 
 Individual 
 Step 2: Have pupils point to Picture a, listen to the work
 recording and repeat the word (giraffes). Repeat the same 
 procedure with Pictures b, c and d. Have pupils point at the 
 animals and repeat their names a few times. 
 Individual 
 Step 3: Point to the first bubble and have pupils listen to 
 work
 and repeat after the recording (What are these animals?). 
 Point to Picture a and have pupils listen to and repeat after 
 the recording (They’re giraffes.). Repeat the same 
 procedure with Pictures b, c and d. 244 
 Step 4: Set a time limit for pupils to work in pairs to practise 
 asking and answering the questions. 
 Step 5: Invite a few pairs to the front of the class to take Pair work
 turns pointing at the pictures and saying the questions and 
 answers.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; answer keys 
PRACTICE
Activity 3. Let’s talk
a. Goal To enhance the correct use of What are these animals? – They’re _____. 
 to ask and answer questions about animals in a freer context.
b. Input – Picture cue: a zoo with crocodiles, lions, giraffes and hippos 
 – Speech bubbles: What are these animals? – _____.
c. Outcome Pupils can enhance the correct use of What are these animals? – They’re 
 _____. to ask and answer questions about animals in a freer context.
d. Procedure Step 1: Draw pupils’ attention to the two speech bubbles. Group 
 Read the question aloud, and have pupils repeat it. Ask work/ Pair 
 them to look at the second bubble to identify what the work
 answer should be. Draw pupils’ attention to the animals. 
 Get pupils to repeat the questions and answers several 
 times. 
 Step 2: Set a time limit for pupils to work in pairs, point at 
 the different animals in this section, and ask and answer 
 questions about animals using What are these animals? – Pair work
 They’re _____. Go around the classroom to observe and 
 offer help where necessary. 
 Step 3: Invite some pairs to take turns asking and Pair work
 answering questions about animals in front of the class.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; 
Games 5 mins
 Option 1: Game “Collect cookies”
 -T divides the class into 2 teams (boys and girls). Each team takes turns to 
 choose and answer the questions. 
 -At the end of the games, the team with more cookies is the winner.
 Option 2: What is missing?
 -Show the pictures of animals “lions, crocodiles, giraffes, hippos”. 
 -Ask students to close their eyes and take away 1 picture. Students open 
 their eyes and guess what is missing.
 Option 3:
 - Ask students to answer the following questions: 
 What have you learnt from the lesson today? 
 (use the words lions, crocodiles, giraffes, hippos in relation to the topic 
 “The animal world”) 
 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
UNIT 19: THE ANIMAL WORLD
Lesson 1 – Period 2
 I. OBJECTIVES
 By the end of the lesson, pupils will be able to:
 Language – use the words and phrases crocodiles, giraffes, hippos, lions, dance 
 knowledge & beautifully, roar loudly, run quickly and sing merrily in relation to the topic 
 skills “The animal world”; 
 – use What are these animals? – They’re _____. to ask and answer questions 
 about animals;
 – listen to and demonstrate understanding of simple communicative 
 contexts in relation to the topic “The animal world”;
 Competences - Communication and collaboration: work in pairs and groups to complete the 
 learning tasks.
 - Self-control & independent learning: perform listening tasks.
 Attributes -Show their love for animals by using appropriate gestures and intonation when 
 talking or asking and answering about animals.
 II. RESOURCES AND MATERIALS
 - Student’s book: Page 58
 - Teacher’s guide: Pages 245, 246, 247
 - Website hoclieu.vn++
 - Flash cards/ pictures and posters (Unit 19)
 - Computer, projector, 
 III. Warm-up – Listen and number - Look, complete and read - Let’s sing -
 PROCEDURE Fun corner and wrap-up
Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up:
 Greet the class.
 Option1: Whole 
 class/ 
 - Spend a few minutes revising What are these animals? – Individual 
 They’re ... Invite some pairs to ask and answer work
 questions about animals in front of the class.
 - Have pupils open their books at page 59 and look at Unit 
 19, Lesson 1, Activity 4.
 Option2: Guess the animals
 - Have pupils listen to the animals’ soung. Pupils listen and 
 guess the animals. 
 - Repeat with 3 more pictures. 
EXPLORATION
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 animals and number the correct pictures.
b. Input – Picture cues:
 a. two hippos
 b. two lions
 c. two crocodiles
 d. two giraffes
 Audio script:
 1. A: What are these animals?
 B: They’re giraffes.
 2. A: What are these animals?
 B: They’re hippos.
 3. A: What are these animals?
 B: They’re lions.
 4. A: What are these animals?
 B: They’re crocodiles.
c. Outcome Pupils can listen to and understand four communicative contexts in which 
 pupils ask and answer questions about animals and number the correct 
 pictures.
 Key: 1. d 2. a 3. b 4. c
d. Procedure Step 1: Draw pupils’ attention to the pictures and ask them Whole 
 to identify the animals. class
 Individual 
 Step 2: Play the recording of Exchange 1 and tell pupils to 
 work
 pay attention to the name of the animals and put the number 
 in the box in the right-bottom corner of the correct picture. 
 Play the recording again and have pupils check their 
 answers. Praise pupils if they have the correct answer. 
 Repeat the same procedure with Exchanges 2, 3 and 4.
 Step 3: Set a time limit for pupils to swap books with a 
 Pair work
 partner and check their answers before checking as a class.
 Extension: If time allows, play the recording, sentence by 
 Whole 
 sentence, for the class to listen and repeat individually and class
 in chorus. Correct their pronunciation where necessary.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers, Peer correction
KNOWLEDGE CONSTRUCTION
Activity 5. Look, complete and read. 10 minutes
a. Goal To complete four exchanges about animals with the help of picture cues.
b. Input Four pictures showing different animals and four incomplete exchanges
c. Outcome Pupils can complete four exchanges about animals with the help of 
 picture cues 
 Key: 1. lions 2. crocodiles 3. What; They’re 4. are they; hippos
d. Procedure Step 1: Get pupils to look at the pictures and identify the Whole 
 animals. class/ 
 Individual 
 Step 2: Ask pupils to look at each picture and read the work
 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 pupils look at the 
 exchange. Ask them what is missing in the answer (lions). Individual 
 Have them look at the picture and identify the animals. Then work
 have them complete the gap (lion). Repeat the same 
 procedure with Exchange 2.
 Step 4: For Picture 3, elicit the missing words in the question 
 and answer. Tell pupils to rely on the context of the 
 sentences to guess the missing words. Repeat the same 
 procedure with Picture 4. 
 Step 5: Set a time limit for pupils to complete the exchanges Whole 
 individually, then invite a few pairs to take turns playing the class/ Pair 
 roles of the characters in this section. work
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; answer keys 
PRACTICE
Activity 6. Let’s sing. 8 minutes
a. Goal To sing the song Animals with the correct pronunciation, rhythm and 
 melody.
b. Input The lyrics and recording of the song Animals
c. Outcome Pupils can sing the song Animals with the correct pronunciation, rhythm 
 and melody
d. Procedure Step 1: Draw pupil’s attention to the title and lyrics of the 
 song. Encourage them to point at the pictures to reinforce Whole 
 their understanding. class/ 
 Step 2: Have pupils read the lyrics to familiarise Individual 
 themselves with the questions and answers. Check work
 comprehension and give feedback.
 Step 3: Have pupils listen to the whole song, drawing their 
 attention to the pronunciation, rhythm and melody.
 Step 4: Play the recording of the song again for pupils to 
 listen and repeat, line after line, and do related actions.
 Step 5: When pupils feel confident and are familiar with 
 the melody, ask them to sing the whole song while doing 
 actions or clapping their hands.
 Group 
 Step 6: Invite a few groups to the front of the class to sing work/pair
 the song. The class may sing along to reinforce the activity. work
Fun corner and wrap-up: 5 minutes
 Option 1: Game “ Whose tail is this?”
 - Put pupils into pairs.
 - Give pupils the dice. Pupils in pairs answer the questions. 
 For each correct answer pupil can roll the dice. 
 - The pupil ( in each pair) who has the most points is the 
 winner.
 Option 2: Team race 
-Put pupils in 2 teams. Show pictures on board.
- Invite 1 ss from another team to be a timer and point to 
the pictures.
- T asks SS1: " What are these animals?" - SS1 answers. 
Then SS1 asks and SS2 answers. 
- Continue until all SS have asked and answered.
- The fastest team to finish all the pictures wins.
- Extra SS from each team can be the supervisor.
Option 3:
- Ask students to answer the following questions: 
What have you learnt from the lesson today? 
(use the words lions, crocodiles, giraffes, hippos in relation 
to the topic “The animal world”)