Kế hoạch bài dạy Tiếng Anh 4 - Unit 2: Time and daily routines

 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 Attendance: ____________________
 UNIT 2: TIME AND DAILY ROUTINES
 Lesson 1 – Period 1
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - understand and correctly repeat the sentences in two communicative 
knowledge & contexts focusing on asking and telling the time.
skills - correctly say the phrases and use What time is it? – It’s _____. to ask and 
 tell the time.
 - enhance the correct use of What time is it? – _____. to ask and tell the time 
 in a freer context.
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 16
 - Audio tracks 16, 17
 - Teacher’s guide: Pages 30, 31, 32
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 2)
 - 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
 Option 1: Whole 
 Sing the song What time is it? class
 Link: https://www.youtube.com/watch?v=0Yq_rztquuU 
 Option 2: Game: Slap the board (with numbers)
 - Divide the class into 3 teams. For each turn, invite 1 
 member from each team. Group 
 - Teacher says the numbers for the pupils to slap and say work
 aloud.
 - Give points to the pupils with the correct choice and 
 encourage them.
 - Sum up and lead in to the lesson. 
EXPLORATION
Activity 1. Look, listen and repeat. 5 minutes
a. Goal To understand and correctly repeat the sentences in two communicative 
 contexts focusing on asking and telling the time.
b. Input – Context a:
 Ms Hoa: What time is it?
 Class: It’s eight thirty.
 Ms Hoa: Let’s have a break.
 – Context b:
 Bill: What time is it?
 Linh: It’s three fifteen. Let’s go into the classroom.
c. Outcome Pupils can understand and correctly repeat the sentences in two 
 communicative contexts focusing on asking and telling the time.
d. Procedure Step 1: Ask pupils to look at Pictures a and b and identify Whole 
 the characters and the time shown on the clocks in the class/ 
 pictures. Individual 
 work 
 Step 2: Ask pupils to look at Picture a. Play the recording 
 for them to listen.
 Step 3: Play the recording again, sentence by sentence, for 
 pupils to listen and repeat individually and in chorus. 
 Correct their pronunciation where necessary. Repeat the 
 same procedure with Picture b. Pair work
 Step 4: Invite a few pairs to stand up to listen to and repeat 
 the sentences in the recording.
 Step 5: Draw pupils’ attention to the contextual pictures. 
 Tell pupils that the question What time is it? and the 
 answers It’s eight thirty. and It’s three fifteen. are used to 
 ask and tell the time.
e. - Performance products: Student’s answers
Assessment - 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 time is it? – It’s _____. to ask 
 and tell the time.
b. Input – Picture cues:
 a. a clock showing 6:00 AM b. a clock showing 6:15 AM
 c. a clock showing 6:30 PM d. a clock showing 6:45 PM
 – Speech bubbles: What time is it? – It’s _____.
 Audio script:
 a. six o’clock b. six fifteen c. six thirty d. six forty-five
 a. A: What time is it?
 B: It’s six o’clock.
 b. A: What time is it?
 B: It’s six fifteen.
 c. A: What time is it?
 B: It’s six thirty.
 d. A: What time is it? 
 B: It’s six forty-five.
c. Outcome Pupils can correctly say the phrases and use What time is it? – It’s _____. 
 to ask and tell the time.
d. Procedure Step 1: Have pupils look at the pictures. Elicit the time on Whole 
 the clocks. Spend a few minutes explaining how to tell the class/ 
 time. Give the meaning of a.m. and p.m., and when to say Individual 
 o’clock in telling the time. work
 Note: a.m. is used to tell the time in the morning, from 00:00 
 to 12:00; p.m. is used to tell the time in the afternoon and 
 evening (afternoon is from 12:00:01 to 17:00 or 18:00, and 
 evening is from 17:00 or 18:00 to 23:59:59).
 Step 2: Have pupils point at Picture a (6:00 AM), listen to 
 the recording and repeat. Repeat the same procedure with 
 Pictures b, c and d. Have the class point at the pictures and 
 repeat the time a few times.
 Step 3: Point at the first bubble and have pupils listen to 
 and repeat after the recording (What time is it?). Point at 
 Picture a and have pupils listen to and repeat after the 
 recording (It’s six o’clock.). Repeat the same procedure 
 with Pictures b, c and d.
 Step 4: Set a time limit for pupils to work in pairs to practise 
 asking and answering the question What time is it? – It’s 
 _____.
 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. 8 minutes
a. Goal To enhance the correct use of What time is it? – _____. to ask and tell the 
 time in a freer context.
b. Input – Picture cue: Two pupils ask and tell the time shown on different 
 clocks: 7:00 AM, 8:15 AM, 2:30 PM and 4:45 PM. 
 – Speech bubbles: What time is it? – _____.
c. Outcome Pupils can enhance the correct use of What time is it? – _____. to ask and 
 tell the time in a freer context.
d. Procedure Step 1: Draw pupils’ attention to the two speech bubbles. Whole 
 Read the question aloud and ask pupils to repeat it. Ask class/ 
 them to look at the second bubble and identify what the Individual 
 answer should be. Elicit the answer: It's seven o’clock. Get work
 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 clocks in the picture, ask and tell the time using 
 What time is it? – _____. Go around the classroom to 
 observe and offer help where necessary.
 Step 3: Invite some pairs to ask and tell the time in front of Whole 
 the class. class/ Pair 
 work
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
 Game: Dart Board 
 Pupils give the correct answers to get scores. If the answer 
 is wrong, the arrow will fall.
 * Preparation for the project: 
 Tell pupils about the project on page 21. Ask them to 
 prepare for it at home by drawing some pictures in relation 
 to their daily routines. Remind pupils to bring their pictures 
 to the class at Project time in Lesson 3. 
 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 Attendance: ____________________
 UNIT 2: TIME AND DAILY ROUTINES 
 Lesson 1 – Period 2
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - listen to and understand two communicative contexts in which two pupils 
knowledge & play a game asking and telling the time and tick the correct pictures.
skills
 - complete four gapped exchanges with the help of picture cues.
 - review telling the time by playing the game Which clock says ...?
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 17
 - Audio track 18
 - Teacher’s guide: Pages 32, 33, 34
 - Website hoclieu.vn
 - Flash cards/ pictures (Unit 2)
 - Computer, projector, 
III. Warm-up and review – Listen and tick – Look, complete and read – 
PROCEDURE Let’s play – Fun corner and wrap-up 
Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes
 Greet the class. Whole 
 Sing the song “What time is it?” class/ 
 Individual 
 Link: https://www.youtube.com/watch?v=0Yq_rztquuU work
PRACTICE
Activity 4. Listen and tick. 5 minutes
a. Goal To listen to and understand two communicative contexts in which two 
 pupils play a game asking and telling the time and tick the correct pictures.
b. Input Picture cues:
 1a. a clock showing 9:00 AM 1b. a clock showing 9:15 AM
 2a. a clock showing 4:00 PM 2b. a clock showing 4:30 PM
 Audio script:
 1. A: Let’s play a game.
 B: OK!
 A: Look. What time is it?
 B: It’s nine fifteen.
 A: Very good!
 2. A: Now what time is it?
 B: It’s four o’clock.
 A: No it isn’t. It’s four thirty.
c. Outcome Pupils can listen to and understand two communicative contexts in which 
 two pupils play a game asking and telling the time and tick the correct 
 pictures.
 Key: 1. b 2. b
d. Step 1: Draw pupils’ attention to the pictures and ask them to Whole 
Procedure identify the time on the clocks. class/ 
 Step 2: Play the recording of the first dialogue for pupils to Individual 
 listen and tick the correct picture. Play the recording again for work
 pupils to listen and check their answers. Praise pupils if they 
 have the correct answer (Picture 1b).
 Step 3: Repeat Step 2 with the second dialogue.
 Step 4: Set a time limit for pupils to swap books with a Pair work
 partner to check their answers in pairs before checking as a 
 class.
 Extension: If time allows, play the recording, sentence by 
 sentence, for the class to listen and repeat individually and in Whole 
 chorus. Correct their pronunciation where necessary. class/ 
 Individual 
 work
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers, Peer correction
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 and four gapped exchanges to complete
c. Outcome Pupils can complete four gapped exchanges with the help of picture cues.
 Key: 1. ten 2. is it 3. What time; thirty 4. What time; four forty-five
d. Step 1: Ask pupils to look at the pictures and identify the time Whole 
Procedure on the four clocks. class/ 
 Step 2: Ask pupils to look at each gapped exchange. Draw Individual 
 their attention to the missing words and time. Remind them to work
 complete the answers using words, not numbers.
 Step 3: Have pupils look at Picture 1. Ask them what is Individual 
 missing in the answer (ten). Then have them complete the gap work
 (It’s ten o’clock.). Repeat the same procedure with Pictures 2, 
 3 and 4.
 Step 4: Set a time limit for pupils to complete the gapped Individual 
 exchanges individually, then invite a few pairs to stand up to work/ Pair 
 ask and tell the time on the clock faces. work 
e. - Performance products: Student's talks and interaction
Assessment
 - Assessment tools: Observation; Answer keys 
PRODUCTION
Activity 6. Let’s play. 8 minutes
a. Goal To review telling the time by playing the game Which clock says ...?
b. Input A picture shows two pupils playing the game. Minh says It’s five fifteen. 
 Mary finds the clock showing the time, points at it and says It’s clock F!
c. Outcome Pupils can review telling the time by playing the game Which clock says ...?
d. Step 1: Tell pupils that they are going to play a game that Group 
Procedure involves finding and saying which clock shows the time told work/ Pair 
 by another player. work
 Step 2: Invite two volunteers to stand in front of the board. 
 Tell them to decide who is the time teller and who is the clock Pair work
 finder.
 Step 3: The time teller will tell a certain time, for example 
 5:15, for the other player to find the clock which shows the Group 
 correct time by saying its letter. If it is correct, the correct work/ Pair 
 finder will get one point. Every player has eight times to try. work
 After the first round, the time teller will become the clock 
 finder. All the clocks on the board are kept for later use. When 
 the game is over, the player who has the most points is the 
 winner. Encourage the class to cheer whenever a player gets a 
 point.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
 Game: Reorder the words 
 Pupils take turns to reorder the words into a complete Group work
 sentence. Whole class 
 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 Attendance: ____________________
 UNIT 2: TIME AND DAILY ROUTINES 
 Lesson 2 – Period 3
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - understand and correctly repeat the sentences in two communicative 
knowledge & contexts focusing on asking and answering questions about the characters’ 
skills daily routines.
 - correctly say the phrases and use What time do you _____? – I _____ at 
 _____. to ask and answer questions about daily routines.
 - enhance the correct use of What time do you _____? - I _____ at ______. to 
 ask and answer about someone’s daily routines.
Competences - Communication and collaboration: work in pairs and groups to complete the 
 learning tasks
 - Self-control & independent learning: perform listening tasks
Attributes - Show their responsibility by noticing the time and follow the timetable on 
 time.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 18
 - Audio tracks 19, 20
 - Teacher’s guide: Pages 34, 35, 36, 37
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 2)
 - Computer, projector,