Kế hoạch bài dạy Tiếng Anh 4 - Unit 20: At summer camp

 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 UNIT 20: AT SUMMER CAMP
 Lesson 1 – Period 1
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – use the phrases building a campfire, putting up a tent, taking a photo and 
knowledge & telling a story in relation to the topic “At summer camp”; 
skills – use What’s he / she doing? – He's / She’s _____. to ask and answer questions 
 about what someone is doing at a camp; 
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 64
 - Audio tracks 93, 94
 - Teacher’s guide: Pages 255, 256
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 20)
 - 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: Spend a few minutes revising Unit 19 by getting class/ 
 the class to chant to revise the expressions “dance 
 beautifully” ”run quickly” “sing merrily” 
 Play the chant once and require pupils to listen carefully to Individual 
 recall the rhythm and lyrics. work
 If possible, ask pupils to chant and clap their hands without 
 music to recall the chant. Correct pronunciation if 
 necessary. 
 Option 2: ppt
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 answering questions about what someone 
 is doing at a camp. 
b. Input – Context a:
 Bill: Hi, Mai. Is Nam there? Mai: Yes, he is.
 – Context b:
 Bill: What’s he doing?
 Mai: He’s building a campfire. 
c. Outcome Pupils can understand and correctly repeat the sentences in two 
 communicative contexts focusing on asking and answering questions 
 about what someone is doing at a camp. 
d. Procedure Step 1: Have pupils look at Pictures a and b, and identify the Whole 
 characters and their activities at the summer camp. class
 Step 2: Ask pupils to look at Picture a. Play the recording 
 for them to listen. Play the recording again, sentence by Individual 
 sentence, for pupils to listen and repeat individually and in work
 chorus. Correct their pronunciation where necessary. Repeat 
 the same procedure with Picture b. 
 Step 3: Play the recording again for pupils to listen and 
 repeat in chorus sentence by sentence. Whole 
 Step 4: Invite a few pairs to the front of the classroom to class
 listen to and repeat the sentences in the recording. Pair work
 Step 5: Draw pupils’ attention to the question What’s he Whole 
 doing? and the answer He’s building a campfire. Tell pupils class
 that they are used to ask and answer questions about what 
 someone is doing at a camp. Pair work
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 phrases and use What's he / she doing? – He's / She's 
 _____. to ask and answer questions about what someone is doing at a 
 camp. 
b. Input – Picture cues:
 a. A boy putting up a tent
 b. A girl building a campfire
 c. A boy telling a story and his friends listening to him
 d. A girl taking a photo
 – Speech bubbles: What's he / she doing? – He's / She's _____. Audio 
 script:
 a. putting up a tent
 c. telling a story
 a. A: What’s he doing? 
 B: He’s putting up a tent. b. A: What’s she doing? 
 B: She’s building a campfire. c. A: What’s he doing? 
 B: He’s telling a story. d. A: What’s she doing? 
 B: She’s taking a photo. 
c. Outcome Pupils can correctly say the phrases and use What's he / she doing? – He's 
 / She's _____. to ask and answer questions about what someone is doing 
 at a camp. 
d. Procedure Step 1: Have pupils look at the pictures and elicit the Whole 
 activities of the characters. class/ 
 Step 2: Have pupils point at Picture a, listen to the recording Individual 
 and repeat the phrase (putting up a tent). Point at the speech work
 bubbles and Picture a again and have pupils listen to and Individual 
 repeat after the recording (What's he doing? – He's putting work
 up a tent.). Have the class repeat the question and answer a 
 few times. Whole 
 Step 3: Repeat Step 2 with the other three pictures. class
 Step 4: Have pairs practise asking and answering the 
 questions What's he / she doing? Whole 
 – He's / She's ___. using the picture cues. class/ 
 Step 5: Invite a few pairs to point at the pictures and say the Individual 
 questions and answers in front of the class. 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's he / she doing? – He's / She's _____. 
 to ask and answer questions about what someone is doing at a camp in a 
 freer context. 
b. Input – Picture cue: a boy building a campfire, a boy telling a story and his 
 friends listening to him, a girl taking a photo of her friend, a girl putting 
 up a tent 
 – Speech bubbles: What's he / she doing? – _____.
c. Outcome Pupils can enhance the correct use of What's he / she doing? – He's / She's 
 _____. to ask and answer questions about what someone is doing at a camp 
 in a freer context. 
d. Procedure Step 1: Draw pupils’ attention to the picture. Ask questions Whole 
 to help them identify the context (see Input). class/ 
 Step 2: Elicit the missing words in the speech bubble and Individual 
 write them on the board. Get pupils to say the completed work
 sentences. Whole 
 Step 3: Put pupils into pairs and encourage them to practise class/ 
 asking and answering questions about what someone is Individual 
 doing at a camp. Go around the classroom to offer support work
 where necessary. 
 Step 4: Invite a few pairs to the front of the class to ask and Pair work
 answer questions about what someone is doing at a camp 
 using the picture cue. Praise pupils if they perform well. 
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers. 
Fun corner and wrap-up: 5 minutes
 Option 1: ppt
 Option 2: play the online game from 
 https://www.tinytap.com/activities/g3p9x/play/i-like- Whole 
 camping class/ 
 Option 3: Spelling Game
 Divide pupils into groups. 
 Find the V-ing form of the verbs
 Groups get more answers win and get stickers
 Preparation for the project: Tell pupils about the project 
 on page 69, Lesson 3, Activity 6. Ask each pupil to draw a 
 simple picture of three or four friends and their activities at 
 a camp at home. They will say what the friends in the picture 
 are doing at Project time. 
 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 UNIT 20: AT SUMMER CAMP
 Lesson 1 – Period 2
I. OBJECTIVES
By the end of the lesson, pupils will be able to: 
Language - use the phrases building a campfire, putting up a tent, taking a photo and 
knowledge & telling a story in relation to the topic “At summer camp”; 
skills – use What’s he / she doing? – He's / She’s _____. to ask and answer questions 
 about what someone is doing at a camp; 
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 65
 - Audio track 95
 - Teacher’s guide: Pages 257-259
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 20)
 - Computer, projector, 
III. Warm-up and review – Listen and tick- Look, complete and read- Let’s 
PROCEDURE play – 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: Spend a few minutes revising the previous Whole 
 lesson by asking the questions What's class/ 
 he / she doing? and call on a few pupils to answer the Individual 
 questions. work 
 ￿ Option 2: Q-A with some students and asks pupils to 
 count how many friends like camping and their 
 favourite activities at the campsite.
 ￿ Option 3: ppt
EXPLORATION
Activity 4. Listen and match. 5 minutes
a. Goal To listen to and understand four communicative contexts in which 
 characters ask and answer questions about what someone is doing at a camp 
 and match the correct pictures. 
b. Input Picture cues:
 1. Mai 2. Ben 3. Lucy 4. Nam
 a. a person taking a photo (stick figure)
 b. a person building a campfire (stick figure)
 c. a person telling a story and two friends listening (stick figures) d. a person 
 putting up a tent (stick figure)
 Audio script:
 1. A: What is Mai doing?
 B: She’s telling a story.
 2. A: What is Ben doing?
 B: He’s putting up a tent.
 3. A: What is Lucy doing?
 B: She’s taking a photo.
 4. A: What is Nam doing?
 B: He’s building a campfire.
c. Outcome Pupils can listen to and understand four communicative contexts in which 
 characters ask and answer questions about what someone is doing at a camp 
 and match the correct pictures. 
 Key: 1. c 2. d 3. a 4. b 
d. Procedure Step 1: Draw pupils’ attention to the pictures and stick Whole 
 figures. Ask questions to help pupils identify the characters in class
 the pictures and the activities of the stick figures. 
 Step 2: Play the recording for pupils to listen to. Play the Individual 
 recording again for them to do the task by matching the work
 characters to their activities. Play the recording a third time to 
 give pupils another listening opportunity. 
 Step 3: Check answers as a class. Play the recording again for Whole 
 pupils to double-check their answers. class
 Extension: If time allows, play the recording, sentence by Pair work
 sentence, for the class to listen and repeat individually and in 
 chorus. Correct their pronunciation where necessary. 
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 exchanges to complete 
c. Outcome Pupils can complete four exchanges about characters’ favourite subjects 
 with the help of picture cues. 
d. Procedure Step 1: Have pupils look at the pictures. Get them to identify Whole 
 the characters and their activities in the pictures. class/ 
 Step 2: Have pupils look at the exchanges and guess the Individual 
 missing words with the help of picture cues. work
 Step 3: Model Exchange 1. Have pupils look at the gap. Ask Individual 
 them what phrase is missing (a story). Then have pupils work
 complete the answer (He's telling a story.). Repeat the same 
 procedure with Exchanges 2, 3 and 4. Whole 
 Step 4: Have pupils complete the exchanges individually. class
 Check their answers as a class and ask a few pairs to read 
 them aloud. Whole 
 Step 5: Have pupils complete the exchanges individually. class/ Pair 
 Check their answers and ask a few pairs to read them aloud. work
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
PRACTICE
Activity 3. Let’s sing. 8 minutes
a. Goal Whispering game 
 To revise target words about what someone is doing at a camp by playing 
 Whispering game. 
b. Input Pieces of paper with secret sentences written on them. 
c. Outcome Pupils can revise target words about what someone is doing at a camp by 
 playing 
 Whispering game. 
d. Procedure Step 1: Tell pupils that they are going to play Whispering Whole 
 game in groups of four or five. Write sentences from the unit class/ 
 on small pieces of paper, e.g. He's building a campfire; She's Individual 
 telling a story; She's putting up a tent; He's taking a photo. work
 Step 2: Give a piece of paper with a secret sentence to the Whole 
 first player of two groups. class/ 
 Step 3: The first player of each group reads the secret 
 sentence in silence and whispers it to the next player. Then 
 the second player whispers the sentence to the next player in Individual 
 his / her group until the last player gets the sentence. work
 Step 4: The group that first correctly reads the sentence is the Pair work
 winner. Have pupils work in groups. Invite two groups to the 
 front of the class to play the game each time. 
 Pair work
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
Fun corner and wrap-up: 5 minutes
 Option 1: ppt Whole 
 Option 2: guessing game: pupils look at the cards, act, the rest class/ 
 of the group name the activity
 Option 3: Planning a camping trip. The teacher prepares some 
 real things for a camping trip. Give pupils time to think and 
 plan their group camping trip. Mind-mapping the things and 
 discussing. This activity will help pupils to train their critical 
 thinking.