Giáo án Tiếng anh Lớp 4 - Unit 1 đến Unit 8 - Năm học 2012-2013

Preparing: 17/8/2012
Teaching: 20/8/2012 – 22/8/2012
UNIT 1: GOOD MORNING. HOW ARE YOU?
Week 1: Period 1,2-Lesson 1
Aims: Greeting someone formally
Objectives:
By the end of this lesson, students will be able to greet someone formally . 
Develop speaking skill.
Teaching methods:
Communicative approach.
Techniques:
+ Ask and answer (say individually)
+ Work in pairs/ groups.
+ Discuss.
Teaching aids:
Teacher’s aids: student’s and teacher’s book, word cards, pictures, tape, cassette, puppets.
Students’ aids: books, notebooks, workbooks.
Languages focus:
Phonics: Good morning / Good afternoon /Good evening/Goodbye
Vocabulary: Good morning / Good afternoon /Good evening/Goodbye
Structures: Good morning / Good afternoon /Good evening/Goodbye
Procedures:
Steps/Activities
Work
arrangement
Class organization.
 New lesson.
Warm up: 	Chatting.
Let Ss introduce some information about themselves (may be in Vietnamese) and introduces oneself in English.
Example: Hello. I’m Long. (Hi. I am Long). 
Presentation:
* Pre- teach: Teaching vocabulary.
Good morning 
Good afternoon 
Good evening
Goodbye
Get Ss to read all the new words in chorus, in groups, then individual.
* Checking vocabulary: Slap the board.
Giving introduction of the text (set the scene): Miss Hien and her students greet each other.(at 8.00 AM)
Play the recording and asks Ss to listen to the tape twice.
T asks Ss to listen and repeat in chorus three times.
Let Ss practice the dialogue in pairs
Gets some pairs to read it aloud.
* Presenting new structure:
T gives a situation to present (using picture)
T elicits the structures by asking Ss to speak out the model sentence:
Good morning 
Good afternoon 
Good evening
Goodbye
 3. Practice:
Have Ss look at the pictures a,b,c,d and introduce four characters. 
T models the dialogue (use a picture) 
Good morning, Mr Loc - Good morning, Nga
Good afternoon,  - 
Good evening,  - 
Goodbye,  - 
 - Have Ss to repeat the sentences in the bubbles a few times 
Call on one pair and ask them to pretend to be Nam and Mai.
Call on one more pair to be Nga and Phong and do the same way.
Have the class repeat all the phrases
Have Ss to work in pairs:.
Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary.
Call on some pairs to perform the task at the front of the class. Others observe and comment.
Make some questions to check Ss’ comprehension of language
Have the whole class repeat all the phrases to reinforce their pronunciation.
Production:
Have Ss look at the pictures on page 7 and identify the characters in the pictures. 
Point to Picture a, ask Ss to guess what the girls would say to greet each other. 
 - Have Ss to repeat the sentences in the bubbles a few times before let them practice freely.
Have Ss to work in pairs (use the names in their books or the real names to practice.
Monitor the activity and offer help when necessary/ correct typical pronunciation errors.
Call on a pair to demonstrate at the front of the class.
Have the whole class repeat all the phrases to reinforce their pronunciation.
Other activities:
Consolidate the content of the lesson 
Home- link:
Learn and write new words and structures.
Prepare for the next lesson
T-WC
T-WC
T-WC
Whole class, group and individual.
T-WC
Group work
Pair- work
T – whole class
T – whole class
Pair- work
T – whole class
Pair – work 
T – whole class
Preparing: 20/8/2012
Teaching: 23/8/2012 – 24/8/2012
UNIT 1: GOOD MORNING. HOW ARE YOU ?
Week 1: Period 3,4 - Lesson 2
Aims: Practice listening and numbering the pictures about greeting “Hello/Hi” and self – introducing.
Objectives: 
By the end of this lesson, students will be able listen to the dialogue and tick on the pictures about greeting “Hello/ Hi” and self – introducing.
Develop listening, reading and writing skill.
Teaching methods:
Communicative method.
Techniques: + Work in pairs and individually 
 + Ask and answer.
 + Work in groups, discuss.
Teaching aids:
Teacher’s aids: pictures, word cards, extra board, tape, cassette.
Student’s aids: book, notebook, workbook. 
Language focus:
Revision the structures: Hi/ Hello. I am/ I’m + name.
Phonics: Hi, Hello
Procedures:
Steps/Activities
Work
arrangement
Class organization.
New lesson:
Warm up: Noughts and crosses
I
Nga
Hello
Nam
am
Mai
Hi
Phong
Hi, Mai
Listen and repeat
Have Ss open the book page 8, look at the words hello, hi and notice the letter coloured differently in both words.
Produce the sound of the letter h in the word hello and that in the word hi.
hello hi
Hello. I’m Mai.
Hi, Mai.
I’m Nam.
Hello, Nam.
Ask Ss to say what they think about when they hear the sound
Play the recording all the way through for Ss to listen while they are reading the chant in their books
Call on a group of six: three of them to repeat each line of the chant, other three clap the syllables
Have Ss practice the chant in groups and clap the syllables.
Monitor the activity and offer help when necessary/ correct typical pronunciation errors.
Call on a group to recite the chant. The others clap the syllables
Make a few questions to check Ss’ comprehension of language
 Have the whole class recite the chant to reinforce their pronunciation.
Have Ss circle all the words containing the focused sounds hello and hi in the chant.
Listen and number
Have Ss look at Pictures a, b, c and d on Page 8.
Elicit the identification of the characters in the pictures and the characters’ words. 
Ask Ss to listen to the recording and match the information they hear to the pictures and number the pictures.
1st:Play the recording all the way through for Ss to listen while they are looking the pictures in their books
2nd: play the recording for Ss to listen and number.
3rd: play the recording for Ss to check their answers.
Have Ss trade their answers in pairs for correction
Ask some questions to ensure Ss’ comprehension of the listening text.
Transcript:
Hello. I’m Nam.
Hi. I’m Phong.
Hi. I’m Quan.
Hello. I’m Hoa.
Answers: 1 – d; 2 – c; 3 – b; 4 – a.
Read and match.
Pre-reading:
T introduces the topic “you are going to read the sentences to get the information in order to match the pictures to the text”.
Ask Ss to predict “What is what”.
While-reading:
1st reading: Ss read the sentences individually and check their prediction.
2nd reading: Ss do the task (match the sentence with a appropriate picture.)
Monitor the activity and offer help when necessary
Have Ss trade the answers in pairs for correction
Call on some Ss to report their answers. Others listen and comment.
Post-reading:
Make a few questions to check Ss’ comprehension of the sentences.
 Have the whole class read each sentence in chorus to reinforce their pronunciation
Answers: 1 – d; 2 – c; 3 – b; 4 – a.
Other activities.
Consolidate the content of lesson.
Home- link: 
Learn to greet each other and self – introduce, using hello/ hi.
Practice the sound h as in hello and hi.
Recite the chant on page 7.
T-WC
T-WC
T-WC
Whole class, group and individual.
T-WC
Group work
Pair- work
T – whole class
T – whole class
Pair- work
T – whole class
Preparing: 23/8/2012
Teaching: 27/8/2012 – 29/8/2012
UNIT 1: GOOD MORNING. HOW ARE YOU ?
Week 2: Period 5,6 - Lesson 3
Aims: Practice saying goodbye.
Objectives:
By the end of this lesson, Students will be able to say goodbye.
 Develop speaking and listening skill.
Teaching methods:
Communicative method.
Techniques: + Work in pairs 
 + Work in groups, discuss.
 + Ask and answer.
Teaching aids:
Teacher’s aids: Tape cassette, pictures, poster, word cards.
Students’ aids: book, notebook, workbook.
Languages focus: 
Structures: Nice to meet you. / Nice to meet you too. 
Procedures:
Steps/Activities
Work
arrangement
Class organization.
New lesson.
Warm up: Chatting
T asks Ss to repeat the greeting and introducing oneself.
T sets the scene.
Listen and repeat.
Have Ss to look at the book at page 10.
Elicit the character and have Ss guess what they are saying.
Set the scene: we are going to review phrases saying hello and bye.
Have Ss listen to the recording as they read the lines in the speech bubbles
Play the recording again for Ss to repeat the lines in the speech bubbles two times.
Divide the class into two groups. One repeat Mai’s part and the other repeat Nam’ part.
Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation.
Elecit the structures
 3. Look and say.
Have Ss look at the pictures a, b, c and d on page 10
Elicit the characters in the pictures and their names. Ask Ss to guess and complete the speech bubbles.
T models/ allocates the parts of characters Mai and Nam to Ss
Ask them to act out the dialogue1. Repeat the step with some other pairs for pictures b, c, d
Have Ss practice acting out the dialogue in pairs, using the pictures.
Monitor the activity and offer help. Correct pronunciation errors (stress, assimilation of sounds,intonation) when it’s necssesary.
Call on some pairs to perform the task at the front of the class. The others observe and give comments.
Have the whole class repeat all the phrases in chorus to reinforce their pronunciation. 
Write.
Get Ss to identify the characters in the pictures on page 11 and what they are saying.
Tell Ss that they are going to read and get information to write the missing words in dialogue 1 and 2.
Ss read silently and complete the dialogues.
Ss trade their answers within pairs or groups for correction
Ask Ss to read the answers aloud to the class. The others listen and give comments.
Answers:
Hi, I’m
boy; girl
Make some questions to check Ss’ comprehension of the reading text.
Have the whole class read each line of the dialogues chorally to reinforce their pronunciation.
Home- link:
Consolidate the content of the lesson.
Ask Ss to learn and write new words and structure.
Prepare for Section B: 4, 5, 6, 7.
T – whole class 
T – whole class 
T – whole class
Whole class 
Groups
individually 
 Groupwork
Pairwork
T – whole class
Individually 
Pairwork/ Groupwork
Whole class
T-WC
Preparing: 27/8/2012
Teaching: 30/8/2012 – 31/8/2012
UNIT 2: MY FRIENDS
Week 2: Period 7,8 -Lesson 1
Aims: To understand about making and responding to instructions.
Objectives:
By the end of this lesson, students will be able to make and respond to instructions 
Develop writing, reading skill.
Teaching method:
Communicative method.
Techniques:
Ask and answer
Work in pairs and individually.
Work in groups, discuss.
Teaching aids:
Teacher’s aids: audio, stickers, puppets, flashcards.
Students’ aids: book, notebook, workbook.
Languages focus:
Sentence patterns: 
Hello, I’m Mai.
Hi, Mai. I’m Nam.
Procedures:
Steps/Activities
Work
arrangement
 Warm up: 
T asks some pairs to greet and introduce oneself.
	S1: Hello. I’m Mai
	S2: Hi, Mai. I’m Nam
	New lesson.
Look, listen and repeat.
Ask Ss to identify the characters in the picture on page 12 and what they are saying.
Set the scene “you are going to listen to hear Nam and Mai greet each other.
Play the recording and asks Ss to listen to the tape twice.
T asks Ss to listen and repeat in chorus two times.
Call on one pair. One repeats Mai’s part, the other repeats Nam’s part.
Have whole class repeat all the phrases a few times to reinforce their pronunciation.
Look and say 
Have Ss look at the pictures a and b
Ask them to identify the characters in the pictures and what they should say. Fill the bubbles and have Ss to repeat the lines a few times
T models the dialogue 
+ Assign a pair to pretend to be Mai and tom in picture a 
Mai: Hello. I’m Mai.
Tom: Hello, Mai. I’m Tom.
+ Have one repeat Mai’s part, the other Tom’s part. Then have the pair swap their parts.
+ Repeat the step with a few more pairs.
Ask Ss to practice making and responding to introductions using picture a and b
Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary.
Call on some pairs to perform the task at the front of the class. Others observe and comment.
Make some questions to check Ss’ comprehension of language
Have the whole class repeat all the phrases to reinforce their pronunciation.
Talk
Have Ss look at the pictures on page 13 and identify the characters in the pictures. 
Point to Picture a, ask Ss to guess what the girls should say to the boy and vice versa.
Fill in the speech bubbles with the correct phrases prompted by Ss
	A: Hello, I’m Mai.
	B: Hi, Mai. I’m Nga.
Have Ss to repeat the sentences in the bubbles a few times before let them practice freely. (use the pictures in their books or role – play the exchanges
Have Ss to work in pairs to practice acting the greeting.
Monitor the activity and offer help when necessary/ correct typical pronunciation errors.
Call on a pair to demonstrate at the front of the class.
Have the whole class repeat all the phrases to reinforce their pronunciation.
Home- link:
Encourage Ss to for Unit 2- Section 2.
T-WC
Pair- work
T – whole class
T 
T-WC
Pair- work
T- whole class
T- whole class
T- whole class
Group work
Individually.
Group work
T- whole class
Preparing: 01/9/2012
Teaching: 03/9/2012 – 05/9/2012
UNIT 2: MY FRIENDS
Week 3: Period 9,10 - Lesson 2
Aims: Practice listening and ticking the pictures about greeting “Hello/Hi” and saying goodbye.
Objectives: 
By the end of this lesson, students will be to greet and say goodbye (review).
Develop listening, reading and writing skill.
Teaching methods:
Communicative method.
Techniques: + Work in pairs and individually 
 + Ask and answer.
 + Work in groups, discuss.
Teaching aids:
Teacher’s aids: pictures, word cards, audio, puppets, flashcards.
Student’s aids: book, notebook, workbook. 
Language focus:
Revision the structures: Hi/ Hello. I am/ I’m + name.
Bye/ Goodbye.
How do you spell your name?
L – I – N – D – A.
Phonics: Linda Nam
Procedures:
Steps/Activities
Work
arrangement
Class organization.
New lesson:
Warm up: Noughts and crosses
I
Nga
Hello
Nam
am
Goodbye
Hi
Bye
Mai
Listen and repeat
Have Ss open the book page 14, look at the words Linda and Nam and notice the letter coloured differently in both words.
Set the scene: “you are going to learn how to produce the sound of the letter l in the word Linda and n in the word Nam
Produce the sound l and n a few times.
Teach the new phrases How do you spell + name? – Then show them how to spell Nam and Linda and some other names.
Play the recording all the way through for Ss to listen while they are reading the chant in their books
Linda Nam
I’m Linda.
How do you spell Linda?
L – I – N – D – A.
I’m Nam.
How do you spell Nam?
N – A – M. 
Call on a group of six: three of them to repeat each line of the chant, other three clap the syllables
Have Ss practice the chant in groups and clap the syllables.
Monitor the activity and offer help when necessary/ correct typical pronunciation errors.
Call on a group to recite the chant. The others clap the syllables
Make a few questions to check Ss’ comprehension of language
 Have the whole class recite the chant to reinforce their pronunciation.
Listen and tick.
Have Ss look at Pictures 1a, b; 2a, b and d on Page 14
Identify the characters and guess what they are saying.
Set the scene: “you are going to listen to the recording, match the information they hear to the pictures and tick the box in the appropriate picture.
1st:Play the recording all the way through for Ss to listen while they are looking the pictures in their books
2nd: play the recording for Ss to listen and tick the correct pictures.
3rd: play the recording for Ss to check their answers.
Have Ss trade their answers in pairs for correction
Ask some questions to ensure Ss’ comprehension of the listening text.
Transcript
Mai: How do you spell your name?
Tony: T – O – N – Y.
Mai: Sorry?
Tony: Tony. T – O – N – Y.
Phong: How do you spell your name?
Linda: L – I – N – D – A.
Phong: Sorry?
Linda: L – I – N – D – A.
Answers: 1 – a: 2 – b.
Read and match.
Ask Ss to identify the characters in the pictures on page 15.
Set the scene: “ you are going to read the dialogues to get the information in order to match the pictures to the appropriate dialogues.”
Have a revision of the language: “How do you spell your name?” – “L – I – N – D – A.”
 Ask Ss to read the dialogues and do the task (match the sentence with a appropriate picture.)
Monitor the activity and offer help when necessary
Have Ss trade the answers in pairs for correction
Call on some Ss to report their answers. Others listen and comment.
Make a few questions to check Ss’ comprehension of the sentences.
 Have the whole class read each sentence in chorus to reinforce their pronunciation
Answers: 1 – b; 2 – a 
Summary
Ss have revised how to greet and say goodbye
Say the letters in the alphabet, using How do you spell your name?
Produce the sound of the letter l in Linda and that the letter n in Nam.
Home- link: 
Sing The ABC Song on page at home.
T-WC
T-WC
T-WC
Whole class, group and individual.
T-WC
Group work
Pair- work
T – whole class
T – whole class
Pair- work
Individually 
T – whole class
Preparing: 03/9/2012
Teaching: 06/9/2012 – 07/9/2012
UNIT 2: MY FRIENDS
Week 3: Period 11,12 - Lesson 3
Aims: Practice spelling simple names.
Objectives:
By the end of this lesson, Students will be able to spell simple names.
 Develop speaking and listening skill.
Teaching methods:
Communicative method.
Techniques: + Work in pairs 
 + Work in groups, discuss.
 + Ask and answer.
Teaching aids:
Teacher’s aids: pictures, word cards, audio, puppets, flashcards.
Students’ aids: book, notebook, workbook.
Languages focus: 
Structures: How do you spell your name?
L – I – N – D – A.
Procedures:
Steps/Activities
Work
arrangement
Class organization.
New lesson.
Warm up: Chatting
T asks Ss to repeat the greeting and introducing oneself.
T sets the scene.
Listen and repeat.
Have Ss to look at the book at page 16; identify the characters in the picture and what they are doing.
Set the scene: “we are going to learn how to spell names and recall the alphabet.”
Use a poster to set up the situation
Have Ss listen to the recording as they read the lines in the speech bubbles
Play the recording again for Ss to repeat the dialogue two times.
Divide the class into two groups. Allocate the line of Nam and Tom to Ss of each group
Have one group repeat Nam’s part and the other Tom’s part.
Play the recording again for the whole class to repeat each line in the speech bubbles to reinforce their pronunciation.
Look and say
Have Ss look at the pictures a, b, c and d on page 16
Elicit the characters in the pictures and their names. 
Set the scene “ we are going to practice spelling names”
Ask Ss to guess and complete the speech bubbles.
T models the dialogue 
+ Assign a pair to pretend to be the characters in the pictures. 
.+ Ask the pair to act out the question and answer about spelling. Repeat the step but have the pair swap their parts.
.+ Continue the activities with sonme pairs.
Ask Ss to practice asking and answering 
Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary.
Call on some pairs to perform the task at the front of the class. Others observe and comment.
Have the whole class repeat the question and answer in chorus to reinforce their pronunciation.
Write.
Get Ss to identify the characters in the pictures on page 17 and what they are saying.
Tell Ss that they are going to read and get information to write the missing words in task 1 and 2.
Ss read silently and complete the sentences.
Monitor the activity and offer help when necessary
Ss trade their answers within pairs or groups for correction
Ask some Ss to read their answers aloud to the class. The others listen and give comments.
Answers:
Mai; Tony.
L – I – N – D – A.
Make some questions to ensure Ss’ comprehension of the writing text.
Have the whole class read each line of the dialogues chorally to reinforce their pronunciation.
Summary
Ss have learnt to ask and answer about names and to spell simple names, using How do you spell your name?
Homelink 
Ss spell their own names and the names of their family members at home.
T – whole class 
T – whole class 
Whole class 
Groups
individually 
Groupwork
Pairwork
Pairwork/ 
Groupwork
Individually 
T – whole class
T – whole class
Preparing: 06/9/2012
Teaching: 10/9/2012 – 12/9/2012
UNIT 3: MY BIRTHDAY
Week 4: Period 13,14 – Lesson 1
Objectives:
By the end of this lesson, students will be able to saying goodbye (review). 
Develop writing, reading skill.
Teaching method:
Communicative method.
Techniques:
Work in pairs and individually.
Work in groups, discuss.
Teaching aids:
Teacher’s aids: audio, stickers, puppets, flashcards.
Students’ aids: book, notebook, workbook.
Languages focus:
Vocabulary: how, thank, thanks, fine, and.
Sentence patterns: 
How are you?
I’m fine, thank you. And you?
I’m fine, thanks.
Procedures:
Steps/Activities
Work
arrangement
 Warm up: 
Have Ss to find out the names of the Ss.
- Answers: Lan, Phong, Tony, Nam, Linda.
Ask Ss work in pairs:
S1: Hello. I’m Nam.
S2: Hi, Nam. I’m Tom.
	New lesson.
Look, listen and repeat.
Ask Ss to identify the characters in the picture on page 18 and what they are saying.
Set the scene “you are going to review some phrases of greeting and learn some more.” (use two puppets to present the situation)
Explain the situation and the use of the titles Mr, Mrs and Miss
Play the recording and asks Ss to listen to the tape twice.
T asks Ss to listen and repeat in chorus two times.
Hold up the specific character puppets in the air / point to each character and tell the whole class to say the appropriate line in the dialogue.
Have whole class repeat all the phrases a few times to reinforce their pronunciation.
Note: 
Children do not tend to ask each other How are you? (That is something adults do to each other and to children, but not child to child
Thanks is an informal expression of thank you.
Look and say 
Have Ss look at the pictures a and bon page 18.
Ask them to identify the characters in the pictures, recall the greeting phrases. 
Point to Picture a, ask Ss to guess what each character should say. Fill the speech bubbles with correct phrases prompted by the Ss and have Ss to repeat the lines a few times
T models the dialogue 
+ Assign a pair to pretend to be Tom and Mrs Lan in picture a 
Mrs Lan: How are you, Tom?
Tom: I’m fine, thank you. And you?
Mrs Lan: Fine, thanks.
+ Have one repeat Mrs Lan’s part, the other Tom’s part. Then have the pair swap their parts.
+ Repeat the step with a few more pairs.
Ask Ss to act the dialogue using picture a and b
Monitor the activity, check the pronunciation ( sound, assimilation of sound and intonation) and offer help when necessary.
Call on some pairs to perform the task at the front of the class. Others observe and comment.
Have the whole class repeat all the phrases to reinforce their pronunciation.
Talk
Have Ss look at the pictures on page 19 and identify the characters in the pictures. 
Recall the titles Mr., Mrs., Miss.
Point to Picture a, ask Ss to guess what the characters should say.
Fill in the speech bubbles with the correct phrases prompted by Ss
	A: How are you?
	B: I’m fine, thank you. And you?
A: Fine, thanks.
Have Ss to repeat the lines in the bubbles a few times before let them practice freely. (use the characters in their books to practice or role play the greeting phrases.
Have Ss to work in pairs to practice acting the greeting.
Monitor the activity and offer help when necessary/ correct typical pronunciation errors.
Call on a pair to demonstrate at the front of the class.
Have the whole class repeat all the phrases to reinforce their pronunciation.
Home- link:
Encourage Ss to prepare for Unit 3 - Lesson 2.
T-WC
Pair- work
T – whole class
T 
T-WC
Pair- work
T- whole class
T- whole class
T- whole class
Group work
T – whole class
Pair – work 
T- whole class 
Group work
Pair – work 
T – whole class
Preparing: 10/9/2012
Teaching: 13/9/2012 – 14/9/2012
UNIT 3: MY BIRTHDAY
Week 4: Period 15,16 - Lesson 2
Objectives: 
By the end of this lesson, students will be to greet.
Develop listening, reading and writing skill.
Teaching methods:
Communicative method.
Techniques: + Work in pairs and individually 
 + Work in groups, discuss.
Teaching aids:
Teacher’s aids: pictures, word cards, audio, puppets, flashcards.
Student’s aids: book, notebook, workbook. 
Language focus: