Kế hoạch bài dạy Tiếng Anh 4 - Unit 6: Our school facilities

 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 Attendance: ____________________
 UNIT 6: OUR SCHOOL FACILITIES
 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 answering questions about the location of 
skills a school.
 - correctly say the words and use Where’s your school? – It’s in the _____. 
 to ask and answer questions about the location of a school.
 - enhance the correct use of Where’s your school? – It’s in the ___. to ask 
 and answer questions about the location of a school in a freer context.
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 where they’re from and great respect for other people’s 
 locations by using appropriate gesture and intonation when asking and 
 answering about school locations.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 44
 - Audio tracks 57, 58
 - Teacher’s guide: Pages 87, 88, 89
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 6)
 - 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.
 Option 1: Whole 
 - Spend a few minutes revising Unit 5 by asking the class class/ 
 to do the project in Lesson 3. Individual 
 work
 Option 2: 
 - Sing the song in Unit 5 - Lesson 2.
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 the location of 
 a school.
b. Input – Context a: 
 Hung: Where’s your school, Lucy?
 Lucy: It’s in the city.
 – Context b: 
 Lucy: And where’s your school, Hung?
 Hung: It’s in the mountains.
c. Outcome Pupils can understand and correctly repeat the sentences in two 
 communicative contexts focusing on asking and answering questions 
 about the location of a school.
d. Procedure Step 1: Ask pupils to look at Pictures a and b and guess the Whole 
 locations of the schools. class/ 
 Step 2: Ask pupils to look at Picture a. Play the recording Individual 
 for them to listen. work
 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.
 Step 4: Invite a few pairs to the front of the classroom to Pair work
 listen to and repeat the sentences in the recording.
 Step 5: Draw pupils’ attention to the question Where’s your Whole 
 school? and the answers: It's in the city. and It’s in the class/ 
 mountains. Tell pupils that they are a question and answers Individual 
 about the location of a school. work 
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 words and use Where’s your school? – It’s in the 
 _____. to ask and answer questions about the location of a school.
b. Input – Picture cues:
 a. a school in the mountains
 b. a school in the village
 c. a school in the city
 d. a school in the town
 – Speech bubbles: Where’s your school? – It’s in the _____.
 Audio script:
 a. mountains b. village c. city d. town
 a. A: Where’s your school?
 B: It’s in the mountains.
 b. A: Where’s your school?
 B: It’s in the village.
 c. A: Where’s your school?
 B: It’s in the city.
 d. A: Where’s your school?
 B: It’s in the town.
c. Outcome Pupils can correctly say the words and use Where’s your school? – It’s 
 in the _____. to ask and answer questions about the location of a school.
d. Procedure Step 1: Have pupils look at the pictures and elicit the Whole 
 locations of schools. class/ 
 Step 2: Have pupils point at Picture a (mountains), listen to Individual 
 the recording and repeat the word (mountains). Repeat the work
 same procedure with Pictures b, c and d. Have the class 
 repeat the words a few times.
 Step 3: Point at the first bubble and have pupils listen to 
 and repeat after the recording (Where’s your school?). Point 
 at Picture a and have pupils listen to and repeat after the 
 recording (It’s in the mountains.). Repeat the same 
 procedure with the other three pictures.
 Step 4: Divide the class into two groups to take turns 
 repeating the question and the answer in Picture a until they 
 feel confident. Repeat the same procedure with Pictures b, Group 
 c and d. work
 Step 5: Put pupils in pairs and have them practise asking 
 and answering with the pictures. Invite a few pairs to point 
 at the pictures and say the questions and answers in front of 
 the class. Correct their pronunciation where necessary. Pair work
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 Where’s your school? – It’s in the ___. to 
 ask and answer questions about the location of a school in a freer context.
b. Input – Picture cues: some paintings of schools; the boy painting one of them 
 and talking with the girl
 – Speech bubbles: Where’s your school? – _____.
c. Outcome Pupils can enhance the correct use of Where’s your school? – It’s in the 
 _____. to ask and answer questions about the location of a school 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/ 
 pupils to look at the second bubble and identify what the Individual 
 answer should be. Give an example answer It’s in the work
 village. Get pupils to repeat the question and the answer 
 several times.
 Step 2: Have pairs of pupils practise asking and answering Pair work
 questions about the locations of the schools in the paintings. 
 Go around the classroom to observe and provide help.
 Step 3: Invite some pairs to practise asking and answering Pair work
 questions about the locations of the schools in front of the 
 class and correct their pronunciation 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: Doraemon Game (ppt) Group 
- Divide the class into 3 teams. work
- Pupils from each team choose a letter, then answer the 
question.
- Pupils answer correctly to get some points corresponding 
to the number of pies.
Option 2: Whole 
- Ask students to answer the following questions: class/ 
1. What have you learnt from the lesson today? Individual 
(Use Where’s your school? – It’s in the ___. to ask and work
answer questions about the location of a school.) 
2. What are the core values of the lesson? 
(Show pride in where they’re from and great respect for 
other people’s locations by using appropriate gesture and 
intonation when asking and answering about school 
locations.)
* Preparation for the project:
Ask pupils to prepare for the project on page 49 by drawing 
their school and its facilities as homework so that they can 
tell the class about their school at Project time. 
 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 Attendance: ____________________
 UNIT 6: OUR SCHOOL FACILITIES
 Lesson 1 – Period 2
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - listen to and understand four communicative contexts in which pupils 
knowledge & ask and answer questions about school locations and number the correct 
skills pictures.
 - complete four target gapped exchanges with the help of picture cues.
 - review the words of locations by playing the game Matching pairs.
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 where they’re from and great respect for other people’s 
 locations by using appropriate gesture and intonation when asking and 
 answering about school locations.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 45
 - Audio track 59
 - Teacher’s guide: Pages 89, 90, 91
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 6)
 - Computer, projector, 
III. Warm-up and review – Listen and number – 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.
 Option 1: 
 - Spend a few minutes revising the sentence patterns Whole 
 Where’s your school? – It’s in the _____. Have pupils ask class/ 
 and answer questions about the locations of schools in front Individual 
 of the class. work
 Option 2: Group work
 - Dictate some sentences about locations (e.g. My school is 
 in the mountains.) and ask pupils to write them down. Then 
 let them work in pairs or groups to correct each other’s 
 answer.
 Option 3: 
 - Play Open the card game (ppt).
PRACTICE
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 school locations and number the correct 
 pictures.
b. Input Picture cues:
 a. a school in the city
 b. a school in the village
 c. a school in the town
 d. a school in the mountains
 Audio script:
 1. A: Where’s your school?
 B: It’s in the town.
 2. A: Where’s your school?
 B: It’s in the mountains.
 3. A: Where’s your school? Is it in the city?
 B: Yes, it is. It’s in the city.
 4. A: Is your school in the mountains?
 B: No. It’s in the village.
c. Outcome Pupils can listen to and understand four communicative contexts in which 
 pupils ask and answer questions about school locations and number the 
 correct pictures. 
 Key: 1. c 2. d 3. a 4. b 
d. Procedure Step 1: Have pupils look at Activity 4. Ask them How many Whole 
 pictures are there? and What can you see in each picture? class/ 
 Draw pupils’ attention to the boxes in the corners of the Individual 
 pictures. Check their comprehension. work
 Step 2: Play the recording of the first dialogue. Tell pupils 
 that they will need to listen to the location (e.g. city, village, 
 town, mountains). Ask pupils Where’s the school? Help 
 pupils find out the answer of the location in the dialogue. 
 Then ask pupils in which picture the location town appears 
 (Picture c). Tell pupils to write “1” in the box of Picture c.
 Step 3: Play the recording of the other dialogues and allow Pair work
 pupils to write down their answers. Give pupils some 
 minutes to swap books with a partner and then check the 
 answers as a class. Correct the answers where necessary.
 Extension: If time allows, play the recording, sentence by Whole 
 sentence, for the class to listen and repeat individually and in class/ 
 chorus. Correct their pronunciation if necessary. Individual 
 work
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers
PRACTICE
Activity 5. Look, complete and read. 10 minutes
a. Goal To complete four target gapped exchanges with the help of picture cues.
b. Input Four picture cues and four target gapped exchanges
c. Outcome Pupils can complete four target gapped exchanges with the help of 
 picture cues.
d. Procedure Step 1: Ask pupils to look at the pictures and identify the Whole 
 school locations in the four pictures. class/ 
 Step 2: Ask pupils to look at the incomplete exchanges. Individual 
 Draw their attention to the missing words in the sentences. work
 Step 3: Model Picture 1. Have pupils look at the dialogue. 
 Ask them what is missing in the answer (village). Then, 
 have them fill the gap. Repeat the same procedure with 
 Pictures 2, 3 and 4.
 Individual 
 work/ 
 Pair work 
 Step 4: Get pupils to complete the exchanges individually, 
 then ask a few pairs to read them aloud and check their 
 pronunciation if necessary.
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 the words of locations by playing the game Matching pairs.
b. Input Four picture cards showing school locations and four word cards 
 showing the words mountains, village, city and town
c. Outcome Pupils can review the words of locations by playing the game Matching 
 pairs.
d. Procedure Step 1: Tell pupils that they are going to find four pairs of Whole 
 pictures and words as quickly as possible. class/ 
 Step 2: Stick the picture cards face down in the left column Individual 
 on the board. Stick the word cards face down in the right work
 column on the board.
 Step 3: Invite one pupil to play the game by selecting a Individual 
 picture card and a word card, turning them over. If two cards work
 are a matching pair, ask the pupil to say the word aloud. The 
 pupil can continue to take another turn. If the cards do not 
 make a match, ask the pupil to turn them face down again, 
 and invite another pupil to take the next turn.
 Step 4: Let pupils play the game until all pairs have been 
 matched. Play the game several times if there is enough time. Pair work
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & Answers
Fun corner and wrap-up: 5 minutes 
Option 1: Matching Pair Game (ppt) Group 
- Divide the class into 3 teams. work 
- Pupils from each team choose two numbers to find out the 
matching pair.
- Pupils answer correctly and get one point.
- The team that gets the most points is the winner.
Option 2: Whole 
- Ask students to answer the following questions: class/
1. What have you learnt from the lesson today? Individual 
 work
(Use Where’s your school? – It’s in the ___. to ask and 
answer questions about the location of a school.)
2. What are the core values of the lesson? 
(Show pride in where they’re from and great respect for 
other people’s locations by using appropriate gesture and 
intonation when asking and answering about school 
locations.)