This document summarizes an English lesson plan for teaching daily routines and times. The lesson includes: 1. Introducing vocabulary and structures for asking and answering about daily activities and times, such as "What time do you get up?" and "I get up at 6 o'clock." through pictures, recordings, and repetition. 2. Having students practice the target language in pairs and groups by asking and answering about times from pictures and completing written exercises. 3. Reviewing the target language through a game to reinforce the vocabulary and structures learned in the lesson.

1. Theme THREE: MY FAMILY
Week: 19 Date of teaching: Thursday, January 12th
, 2012.
Period: 37th
Unit 7: MY DAY
Lesson 1: Section A (1, 2, 3)
I. Objectives:
- By the end of this lesson, students will be able to ask and answer about the time.
- Develop speaking skill.
II. Teaching methods:
- Communicative method.
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2. - Techniques:
o Ask and answer.
o Work in pairs/ groups
o Discuss.
III. Teaching aids:
- Teacher’s aids: computer, CD – rom, flashcards, some clocks.
- Students’ aids: book, notebook, workbook.
IV. Language focus:
What time is it?
- It’s six o’clock.
V. Procedures:
Time Steps/Activities Work
arrangement
3’
10’
10’
I. Warm up:
- Greet Ss and have them reply.
- Let Ss sing the song “Ten little Indians” for fun.
II. New lesson.
1. Look, listen and repeat.
- Ask Ss to identify the characters in the picture on page 66
and what they are saying.
- Set the scene “You are going to listen to the dialogue
between Nam and his mother.”
- Play the recording all the way through for Ss to listen as
they look at the picture.
- Play the recording for Ss to listen and repeat each line of
the dialogue.
- Play the recording one more time and ask students listen
and repeat as they look at the dialogue on page 67.
Correct pronunciation error(s) when necessary.
- Divide the class into two. Have them to repeat the Nam’s
part and his mother’s part.
- Have Ss practice in pairs.
- Ask some questions to check Ss’ comprehension of the
language
- Elicit the structures:
What time is it?
- It’s six o’clock.
2. Look and say
- Have Ss look at the pictures on page 66.
- Ask them to identify the clocks in the pictures.
T – whole
class
T – whole
class
Whole class
Half – half
class
Pair – work
T – whole
class
T – whole
========================================================================

3. 8’
3’
1’
Model: Click on each clock.
•Point to the fist clock and ask What time is it?
• Students may answer the question in Vietnamese
• Play the recording. Student listen and repeat (whole class,
in group and then individually)
• Then fill in the speech bubbles with the phrase promted by
the Ss
• Have Ss repeat both the question and answer.
• Repeat the step with some other pictures.
- Ask Ss to practice asking and answering half and half
- Have the students practice in pairs.
- Monitor the activity and offer help. Correct pronunciation
error(s) when necessary.
- Call on some pairs to demonstrate at the front of the
class. Others observe and comment.
3. Talk
- Let students listen to a song about numbers for relaxing.
- Help student know some numbers such as twenty, thirty,
forty, fifty..... (show the slide13)
- Have Ss look at the pictures on page 67 and ask Ss to
work in groups and practice asking and answering about
the time using the structures:
What time is it?
- It’s six o’clock.
- Go round the class and provide help if necessary.
- Call on some volunteers to perform the task at the front
of the class. The rest of the class observe and comment
III. Consolidation.
- Have students do the exercise 1 – workbook – page 53.
- Students look at the screen and say the task of the
exercise.
- Organize the game: Who faster?
- Ss give the answer and make sentences with the word.
- Remember the structures: What time is it?/ It’s six
o’clock.
IV. Home- link:
- Encourage Ss to practice the structure everywhere when
someone asks the time.
class
Pair- work
T – whole
class
Group work
T – whole
class
Individually
T – whole
class
Week: 19 Date of teaching: Friday, January 13th
, 2012.
Period: 38th
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4. Unit 7: my day
Lesson 2: Section A (4, 5, 6, 7)
I. Objectives:
- By the end of this lesson, students will be able to ask and answer about the time.
- Develop speaking skill.
II. Teaching methods:
- Communicative method.
- Techniques:
•Ask and answer.
•Work in pairs/ groups
•Discuss.
III. Teaching aids:
- Teacher’s aids: computer, CD – rom, flashcards, some clocks.
- Students’ aids: book, notebook, workbook.
IV. Language focus:
 Phonics:
thirty five breakfast
twenty fifteen brother
 Vocabulary: numbers from one to sixty.
 Sentence Patterns:
• What time is it?
• It’s six o’clock.
V. Procedures:
Time Steps/Activities Work
arrangement
3’
10’
1. Warm up:
- Greet Ss and have them reply.
- Let students sing the song “Round the clock” for fun
2. Listen and tick.
- Have Ss look at Pictures 1a, b; 2a, b and d on Page 68 and
identify the clock and say the time in English.
- Set the scene: “you are going to listen to the recording
and tick the box in the correct pictures.”
- 1st
:Play the recording all the way through for Ss to listen
while they are looking the pictures in their books
T- whole
class
T – whole
class
Individually
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5. 10’
10’
- 2nd
: play the recording for Ss to listen and tick the correct
pictures.
- Choose one or two Ss to share their answers with their
classmates.
- 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
1. A: What time is it, Alan?
B: It’s ten o’clock.
2. A: What time is it, Linda?
B: It’s seven fifteen..
Answers: 1 – b: 2 – a.
3. Say it right.
- Have Ss open the book page 68, draw their attention to the
letters colored differently in the words thirty/ twenty; five/
fifteen; breakfast/ brother.
- Set the scene: “We are going to learn how to produce the
sound of letters ch in the word which and that of the letter
oo in the word school”
- Produce the sound a few times
- Ask Ss to say what they think about when they hear the
sounds.
Play the recording for Ss to listen
- Have Ss practice in groups.
- Monitor the activity and offer help when necessary/
correct typical pronunciation errors.
- Call on some Ss to practice in front of the class.
4. Listen and write
- Set the scene: “We are going to going to complete the
missing word(s) in the dialogue.”
- Ss read silently and complete the sentences.
- 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.
For example: A: What time is it?
B: It’s seven twenty.
- Have the whole class read the dialogue that they’ve
Pair- work
T – whole
class
Individually
Group work
T – whole
class
Individual
========================================================================

6. 5’
2’
completed.
5. Let’s play: Hangman game
- Organize the game with the words of numbers.
6. Home- link:
- Ss practice about the numbers.
T – whole
class
Week: 20 Date of teaching: Thursday, February 2nd
, 2012.
Period: 39th
.
Unit Seven: My Day
Lesson 1: Section B (1, 2, 3)
I. Objectives: By the end of the lesson, Ss will be able to talk about daily routine. Sts
listen and understand every activities.
II. Teaching methods:
- Communicative method.
- Techniques:
+ Ask and answer
+ Work in pairs and individually.
+ Work in groups, discuss
III. Teaching aids:
− Teacher’s aids: Extra- board, tape, cassette, pictures, word cards, a chart.
− Students’ aids: book, notebook, workbook teacher’s book.
IV. Language focus:
 Structure:
I_________ at __________.
V. Procedures:
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7. ========================================================================
Time Steps/Activities Work
arrangement
5’
8’
11’
1. Warm up:
Game: “Miming game”.
2. Presentation:
− Set the scene: “I’ll instruct you how to talk about
everyday activities.”
− Ask Ss to look at the picture, discuss in pairs by
answering the questions.
a. Who are they?
b. Where are they?
c. What are they doing?
− Ask Ss to close the books and listen for the first time
(pay attention to the phonics and intonation).
− Play the tape again twice and ask Ss to repeat in chorus
(sentence by sentence).
− Have Ss work in pairs.
− Call some pairs to speak aloud
− Check Ss’ understanding.
− Elicit the model sentences:
− I ___________ at _____.
3. Practice
− Ask Ss to look at the pictures and read aloud the
opened- sentences in B2- page 31.
 Elicit vocabulary: (pictures)
swim(v): ride a bike(v):
dance(v): play football(v):
can: cannot = can’t:
 Checking vocabulary: What and Where
− Ask Ss to use the cues to practice talking about the
abilities.
I can _____________.
I can’t ____________.
− Model the first and ask Ss to repeat.
− Ss work in groups of 4 or 5, practice talking about the
abilities.
− Move around and give help if necessary.
− Have 2 Ss from each group speak out their work, the
others listen and comment.
− Asks Ss to works in pairs and then fill in the table.
4. Further practice: (Section B3)
- Encourage Ss look at the pictures and discuss the
situation using these questions:
a. Who are they?
b. What are they talking?
T- whole
class
T- whole
class
Pair- work
T- whole
class
Group work

8. Week: 20 Date of teaching: Friday, February 3rd
, 2012.
Period: 40th
.
Unit Seven: My Day
Lesson 4: Section B (4, 5, 6, 7)
I. Objectives:
By the end of this lesson, Ss will be able to describe daily routine through reading and
writing.
II. Teaching methods:
- Communicative method.
- Techniques:
+ Ask and answer
+ Work in pairs and individually.
+ Work in groups, discuss
III. Teaching aids:
− Teacher’s aids: Extra- board, pictures, word cards, a chart.
− Students’ aids: book, notebook, workbook teacher’s book.
IV. Language focus:
 Structure:
S + V + at + time.
V. Procedures:
Stage/ Time Steps/Activities Work
arrangement
Warmer
(5’)
Pre-reading
(10’)
+Game: Sts play the ” Slap the board” game in group.
-T tells the time in English, Ss take turns slapping the
board.
1.Vocabulary: (matching)
-Ask Ss to match the verbs to their appropriate forms.
Get up has breakfast
Have breakfast watches TV
Go to school goes to bed
Watch TV goes to school
Go to bed gets up
- T explains the verbs forms.
2. T/F statements prediction B.4:
- Ask Ss to discuss and guess T/F statements in pairs.
a. Mai gets up at six thirty in the morning.
T-whole class
T-whole class
Pair- work
========================================================================
2:00 6:30 7:30 1:25

9. While-
reading
(9’)
Post-reading
(8’)
Consolidation
Homework
(3’)
b. She watches TV at seven fifteen in the
morning.
3. Read and check B.4: +Set the scene:
-You’re going to read a passage about Mai, first read
and check your guesses.
Answers:
a. T
b. F
4. Comprehension questions:
- Sts read the passage again and complete the
sentences in pairs.
Answers:
a. Mai gets up at 6 o’clock in the morning.
b. She has breakfast at 6.30.
c. She goes to school at 7 o’clock.
d. She watches TV at 7.15 in the evening.
e. She goes to bed at 10.30.
5. Practice reading aloud. Sts practice reading aloud
the sentences.
6. Writing B.5: Ask Ss to write about their daily
activities. Then read it aloud.
Every day, I get up at________. Then I have
breakfast at_____. I go to school at______. I
watch TV at_________. I go to bed
at_________.
+ Recall the vocabulary.
Ask Ss to practice reading the text aloud
T- whole
class
Pair- work
Individual-
work
T-whole class
Week: 21 Date of teaching: Thursday, October 7th
, 2010
Period: 41st
Unit Three: Things we can do.
Lesson 1: Section A (1, 2, 3)
I. Objective:
- By the end of this lesson, Ss will be able to daily routine.
II. Teaching methods:
- Communicative method.
- Techniques: + Ask and answer
+ Work in pairs and individually.
========================================================================

10. + Work in groups, discuss
III. Teaching aids:
- Teacher’s aids: Extra- board, pictures, word cards, a chart.
- Students’ aids: book, notebook, workbook teacher’s book.
IV. Language focus:
- Would you like some milk?
- Yes, please./ No, thanks.
V. Procedures:
========================================================================

11. ========================================================================
Time Steps/Activities Work
arrangement
5’
12’
7’
1. Warm- up:
Game: Ask Ss to play the "Ball pass” game in groups.
Ex: St1: When is your birthday?
St2: Yes, please. / No, thanks.
2. Presentation:
 Vocabulary: (pictures, gestures)
An ice cream:
An apple:
A package of milk.
A candy:
A banana:
− Checking vocabulary: What and Where.
 Presentation dialogue:(SA.1)
− Set the scene: “Mai and Li Li are offering the other
some things to drink or eat”. Ask Ss to look at the
picture, discuss in pairs by answering the questions.
a. What can you see in the picture?
b. What are they?
- Ask Ss to look at the books and listen for the first time.
- Play the tape again twice and ask Ss to repeat in chorus
(sentence by sentence –pay attention to the intonation
of the sentence).
- Have Ss work in pairs.
- Call some pairs to speak aloud
- Check Ss’ understanding.
a. What sentence does Mai use to ask Li Li?
b. What sentence does Li Li use to answer Mai’s
question?
- Elicit the model sentences:
A: Would you like some milk?
B: Yes, please. / No, thanks.
3. Practice
- Ask Ss to look at the pictures and read aloud the
opened- sentences in A2- page 27.
- Ask Ss to use the cues to practice asking and answering
about the health.
- Model the first and ask Ss to repeat.
- Ss work in groups of 4 or 5, take turn ask and answer
about the health.
- Move around and give help if necessary.
- Have 2 Ss from each group speak out their work, the
others listen and comment.
Ex1:
St.1: Would you like_________?
St2: Yes, please. / No, thanks.
T- whole
class
T- whole
class
T- whole
class
Pair- work
T- whole
class
Pair- work
Group work
T- whole
class
Group work.

12. Week: 5
Period: 10th
Date of teaching: Friday, October 8th
, 2010.
Unit Three: things we can do.
Lesson 2: Section A (4, 5, 6, 7)
I. Objective:
- By the end of this lesson, Ss will be able to daily routine..
- Develop speaking skill.
II. Teaching methods:
- Communicative method.
- Techniques:
+ Ask and answer
+ Work in pairs and individually.
+ Work in groups, discuss.
III. Teaching aids:
- Teacher’s aids: extra- board, pictures, word cards, a ball, a wall chart and textbook.
- Students’ aids: book, notebook, workbook.
IV. Language focus:
Would you like some milk?
Yes, please. / No, thanks.
V. Procedures:
A.Aims: Sts can ask and answer about daily routine.
B. Objectives : By the end of the lesson, Ss will be able to ask and answer about daily routine.
C. Language focus: What time do you ________? – I _________at_________.
D.Teaching aids: pictures, a clock, a wallchart and textbook.
E.Teaching steps:
Stages/ Time Steps/Activities Work
arrangement
Warmer
(5’)
Presentation
(12’)
+Game: Ask sts to play the ” What’s the time Teacher ? ”
game in group.
-T: Shows two blank clocks on the board.
-Sts: What’s the time Teacher?
-T: It’s______________.
-Sts: Draw the time on the blank clocks.
1.Vocabulary: (pictures)
have lunch(v): ăn trưa do homework(v): làm bài
tập về nhà
a.m: vào buổi sáng p.m: vào buổi chiều
- Checking vocabulary: Slap the board.
T-whole
class
T-whole
class
========================================================================

13. Practice
(8’)
Further
practice
(7’)
Consolidation
Homework
(3’)
2. Presentation dialogue (A.1):
+Set the scene: Alan and Nam are talking about their daily
routine.
-Model the dialogue. Ask sts to practice in pairs.
-Call two pairs to practice in front of class.
+Model sentences: Elicit the exchange from the sts by asking
sts.
T: How do Alan and Nam ask and answer about their daily
routine?
St: What time do you go to school? - I go to school at 7
o’clock.
+Present the structure:
+Picture cue drill A.2:
-Give sts cues and ask them to practice in pairs (open - closed
pairs).
Ex: St.1: What time do you go to school?
St.2: I go to school at 7.00 a.m.
a. have lunch/ 11.30 a.m b.do homework/ 3.15 p.m
c. watch TV/ 6.00 p.m
+Take a survey: Ask sts to work in groups , complete the
chart.
Activities/
Names
Nam Lan Hoa Tam
Get up 6.00 6.10 6.20 6.15
Have breakfast 6.10 6.20 6.30 6.30
Go to school 6.45 6.45 6.50 6.45
Go to bed 10.00 10.30 10.45 11.00
-Report the results:
Nam gets up at 6.00. Lan gets up at 6.10. Hoa gets up at
6.20……
+Recall the vocabulary and the structure.
-Ask sts to learn the new words and the structure by heart, and
do
exe.1,2,3/ workbook.
T-whole
class
Pairwork
T-whole
class
Pairwork
Groupwork
T-whole
class
VI.
========================================================================
A: What time do you + V ?
B: I + V + at + time.

14. ========================================================================
Time Steps/Activities Work
arrangement
5’
Pre-listening
(12’)
While-
listening
(8’)
Post-
listening
(9’)
Consolidati
on
Homework
(3’)
1. Warm- up
Reading aloud: Sts listen and practice reading aloud
A.7.
One apple, two apples, three apples, four
Please give me some more.
One banana, two bananas, three bananas, four
Please give me some more.
One ice cream, two ice creams, three ice creams, four
Please give me some more.
2. Listen and check:
Open prediction
- T sets the scene and gives four pictures ( T can use
poster)
- T asks Ss to discuss the pictures using the
questions.
Who are they?
What are they talking about?
- T asks Ss to work in pairs to guess.
- T gets feedback form Ss and writes Ss’ ideas on
the board.
Students’ guess Answer key
- T asks Ss to listen the dialogue twice and decide
which pictures are mentioned in the tape.
- After the second listening, Ss share their ideas with
the partners
- Calls on some pairs to read it aloud. Others
remark.
- T asks Ss to listen again and check their prediction
( work in pairs or groups)
- T gives feedback
- Answer key:
1- b 2- b
3. Say it right:
- T asks Ss to observe two letters “a” as in “apple/
candy”, “ea” as in “please/ cream” and “k(e)” as in
“like/ milk”
- T reads the words aloud and clearly.
- T asks Ss to listen to the tape twice.
- T asks Ss to repeat in chorus, in groups then
individually.
- Distinguish pairs of letters in the difference colors.
apple please like
candy cream milk
- T asks Ss to read exactly.
4. Let’s write:
T- whole class
T- whole class
Pair- work
T-whole class
Individual-
work
Pair- work
T- whole class
T-whole class

15. Week: 6
Period:12th
. Date of teaching: Thursday, October 14th
, 2010.
Unit Three. Things We Can Do
Lesson 3: Section B(1, 2, 3).
VI. Aims: Sts can talk about abilities. Sts listen and understand abilities.
VII. Objectives:
By the end of this lesson, Ss will be able to talk aboout the abilities.
VIII. Teaching methods:
- Communicative method.
- Techniques:
+ Ask and answer
+ Work in pairs and individually.
+ Work in groups, discuss
IX. Teaching aids:
− Teacher’s aids: Extra- board, tape, cassette, pictures, word cards, a chart.
− Students’ aids: book, notebook, workbook teacher’s book.
X. Language focus:
 Vocabulary:
− Swim, dance, ride a bike, play football.
− Can.
 Structure:
− Can you swim?
− Yes, I can. / No, I can’t.
− I can swim but I can’t dance.
XI. Procedures:
========================================================================

16. ========================================================================
Time Steps/Activities Work
arrangement
5’
8’
11’
6. Warm up:
Game: “Miming game”.
7. Presentation:
− Set the scene: “I’ll instruct you how to talk about the
abilities”.
− Ask Ss to look at the picture, discuss in pairs by
answering the questions.
d. Who are they?
e. Where are they?
f. What are they doing?
− Ask Ss to close the books and listen for the first time
(pay attention to the phonics and intonation).
− Play the tape again twice and ask Ss to repeat in chorus
(sentence by sentence).
− Have Ss work in pairs.
− Call some pairs to speak aloud
− Check Ss’ understanding.
a. What sentences does Peter ask?
− Can you swim Nam?
− Can you dance?
b. What sentences does Nam say when respond to
Peter’s question?
− Yes, I can.
− No, I can’t. I can’t dance but I can swim.
− Elicit the model sentences:
− I can’t dance.
− I can swim.
1. Practice
− Ask Ss to look at the pictures and read aloud the
opened- sentences in B2- page 31.
 Elicit vocabulary: (pictures)
swim(v): ride a bike(v):
dance(v): play football(v):
can: cannot = can’t:
 Checking vocabulary: What and Where
− Ask Ss to use the cues to practice talking about the
abilities.
I can _____________.
I can’t ____________.
− Model the first and ask Ss to repeat.
− Ss work in groups of 4 or 5, practice talking about the
abilities.
− Move around and give help if necessary.
T- whole
class
T- whole
class
Pair- work
T- whole
class
Group work

17. Week: 6
Period: 12th
. Date of teaching: Friday, October 15th
, 2010.
Unit Three: Things We Can Do
Lesson 4: Section B (4, 5, 6, 7).
VI. Aims: Further practice on abilities through reading and writing.
VII. Objectives:
By the end of this lesson, Ss will be able to talk about the abilities.
VIII. Teaching methods:
- Communicative method.
- Techniques:
+ Ask and answer
+ Work in pairs and individually.
+ Work in groups, discuss
IX. Teaching aids:
− Teacher’s aids: Extra- board, pictures, word cards, a chart.
− Students’ aids: book, notebook, workbook teacher’s book.
X. Language focus:
 Vocabulary:
− Swim, dance, ride a bike, play football.
− Can.
 Structure:
− She can swim but she can’t dance.
XI. Procedures:
========================================================================

18. ========================================================================
Time Steps/Activities Work
arrangement
10’
10’
9’
1. Warm up:
Let’s play the game (B6): Discovery
− Ss ask friends and complete the table. Then report the
results.
Name swim dance play football ride a bike
Nga    
Minh    
Hoa    
You    
− Group representatives: I would like to tell you about my
group:
a. Nga can swim and play football but she can’t
dance and ride a bike.
b. Hoa can dance and play football but she can’t
swim and ride a bike….
2. Read and complete.
• Pre-reading:
- T introduces the topic and gives some guiding.
- Ss predict the answer.
• While-reading:
- 1st
reading: Ss read and check their prediction.
- 2nd
reading: Ss do the task (complete the sentences)
- Have Ss compare the answers with a friend.
- Feedback and give correct answers:
1. Linda can sing and dance.
2. She cannot swim and play football.
3. She can speak English.
4. She cannot speak Vietnamese.
• Post-reading:
- Do exercise on the sub- board (Exercise 7- workbook/
page 26)
dance swim ride a
bike
play
football
Li Li can  
can’t  
Alan can  
can’t  
3. Let’s write:
- T has Ss look at the model and explain the task.
- T gives suggestion for writing exercise.
- Ss discuss to find out the appropriate structures to write
about the things they can do.
Group work
T-whole class
Pairwork
T-whole class
Pairwork
Individual-
work
T- whole
class

19. Unit Eight. What We Do Every Day
Lesson 1: A.1,2,3
A.Aims: Sts can ask and answer about daily routine.
B. Objectives : By the end of the lesson, Ss will be able to ask and answer about daily routine.
C. Language focus: What time do you ________? – I _________at_________.
D.Teaching aids: pictures, a clock, a wallchart and textbook.
E.Teaching steps:
Stages/ Time Steps/Activities Work
arrangement
Warmer
(5’)
Presentation
(12’)
Practice
(8’)
Further
practice
+Game: Ask sts to play the ” What’s the time Teacher ? ”
game in group.
-T: Shows two blank clocks on the board.
-Sts: What’s the time Teacher?
-T: It’s______________.
-Sts: Draw the time on the blank clocks.
1.Vocabulary: (pictures)
have lunch(v): ăn trưa do homework(v): làm bài
tập về nhà
a.m: vào buổi sáng p.m: vào buổi chiều
- Checking vocabulary: Slap the board.
2. Presentation dialogue (A.1):
+Set the scene: Alan and Nam are talking about their daily
routine.
-Model the dialogue. Ask sts to practice in pairs.
-Call two pairs to practice in front of class.
+Model sentences: Elicit the exchange from the sts by asking
sts.
T: How do Alan and Nam ask and answer about their daily
routine?
St: What time do you go to school? - I go to school at 7
o’clock.
+Present the structure:
+Picture cue drill A.2:
-Give sts cues and ask them to practice in pairs (open - closed
pairs).
Ex: St.1: What time do you go to school?
St.2: I go to school at 7.00 a.m.
a. have lunch/ 11.30 a.m b.do homework/ 3.15 p.m
c. watch TV/ 6.00 p.m
T-whole
class
T-whole
class
T-whole
class
Pairwork
T-whole
class
Pairwork
========================================================================
A: What time do you + V ?
B: I + V + at + time.

20. (7’)
Consolidation
Homework
(3’)
+Take a survey: Ask sts to work in groups , complete the
chart.
Activities/
Names
Nam Lan Hoa Tam
Get up 6.00 6.10 6.20 6.15
Have breakfast 6.10 6.20 6.30 6.30
Go to school 6.45 6.45 6.50 6.45
Go to bed 10.00 10.30 10.45 11.00
-Report the results:
Nam gets up at 6.00. Lan gets up at 6.10. Hoa gets up at
6.20……
+Recall the vocabulary and the structure.
-Ask sts to learn the new words and the structure by heart, and
do
exe.1,2,3/ workbook.
Groupwork
T-whole
class
Week: 21 Preparation date : 26/01/2010
Period : 42 Teaching date :
27/01/2010
Unit Eight. What We Do Every Day
Lesson 2: A.4,5,6,7
A.Aims: Further practice on talking about daily routine through listening. Sts can
pronounce/a, ch, cl/letters.
B. Objectives : By the end of the lesson, Ss will be able to practice on talking about daily
routine through listening. Sts can pronounce/a, ch, cl/letters.
C. Language focus: What time do you________? – I _______at_______.
D.Teaching aids: pictures, a clock, a ball, a chart, and textbook.
E.Teaching steps:
Stages/ Time Steps/Activities Work
arrangement
Warmer
(5’)
Pre-listening
(12’)
+Game A.7: Sts play the “ What and Where ” game.
1.Vocabulary: Checking asking and answering about daily
routine.
Sts play the”Apple Pass”game in groups.
St1: What time do you _______?
St2: I_______at_______. What time do you ________?
St3: I_______at_______. What time do you ________?
T-whole class
T-whole class
========================================================================
get up
go to school
have breakfast
go to bed
watch TV
have lunch

21. While-
listening
(7’)
Post-listening
(10’)
Consolidation
Homework
(3’)
St4: I_______at_______. What time do you ________?.....
2.Ordering prediction A.4:
-Ask sts to look at A.4 discuss in pairs and guess the pictures.
1__, 2__
1.Listen and check A.4:
+Set the scene:
-You’re going to hear two conversations about daily routine.
Listen and check the pictures.
Answers: 1-b, 2-a
2.Listen and practice A.5:
-Ask sts to listen and practice pronouncing the words.
breakfast lunch clock
banana watch cloud
1.Writing A.6:
Ask sts to complete the exchange. Then read it aloud.
A: What time do you_________?
B: I _______at______________.
+Recall the vocabulary and the structure.
-Ask sts to learn the words and the structure by heart, practice
reading the poem at home and do exe.4,5,6/ workbook.
Pairwork
T-whole class
Individual-
work
T-whole class
Week: 22 Preparation date :
31/01/2010
Period : 43 Teaching date :
01/02/2010
Unit Eight. What We Do Every Day
Lesson 3: B.1,2,3
A.Aims: Sts can name some jobs and talk about their parents’ jobs. Sts listen and understand
jobs.
B. Objectives : By the end of the lesson, Ss will be able to name some jobs and talk about
their parents’ jobs. Sts listen and understand jobs.
C. Language focus: What’s her/ his job? – She’s/ He’s________.
D.Teaching aids: pictures, a ball, a wallchart and textbook.
E.Teaching steps:
Stages/ Time Steps/Activities Work
arrangement
Warmer
(5’)
+ Listen and check B.3. Ask sts to listen and number the
pictures from 1 to 3
Answers: 1-a, 2-c, 3-b.
T-whole
class
========================================================================

22. Presentation
(12’)
Practice
(7’)
Further
practice
(8’)
Consolidatio
n
Homework
(3’)
1.Vocabulary: (pictures)
job(n): nghề nghiệp engineer(n): kỹ sư doctor(n):
bác sĩ
teacher(n): giáo viên student(n): học sinh
Dad(n): bố Mom(n): mẹ
- Checking vocabulary: Slap the board.
2.Presentation dialogue (B.1):
+Set the scene: Mai and LiLi are talking about LiLi’s father’s
job.
-Model the dialogue. Ask sts to practice in pairs.
-Call two pairs to practice in front of class.
+Model sentences: Elicit the exchange from the sts by asking
sts.
T: How do Mai and LiLi ask and answer about LiLi’s father’s
job?
St: What’s his job? – He’s an engineer.
+ Present the structure:
+Picture cue drill B.2.
Give sts cues and ask them to practice in pairs (open - closed
pairs).
Ex: A: What’s her job?
B: She’s a doctor.
a. his/ an engineer
b. her/ a teacher
c. his/ a student
+Groupwork: Ask sts to ask and answer about their parents’
jobs in groups.
St1: What’s your mother’s job?
St2: She’s a teacher. What’s your father’s job?
St3: He’s an engineer. What’s your father’sjob?
St4: He’s a farmer…..
+Ask sts to play the ” Apple Pass ” game in groups.
+Recall the new words and the structure.
-Ask sts to learn the words and the structure by heart, and do
exe.
7,8,9/ workbook.
T-whole
class
Pairwork
T-whole
class
Pairwork
Groupwork
T-whole
class
========================================================================
A: What’s his/ her job?
B: He’s/ She’s + a/ an + job.

23. Week: 22 Preparation date :
02/02/2010
Period : 44 Teaching date :
03/02/2010
Unit Eight. What We Do Every Day
Lesson 4: B.4,5,6,7
A.Aims: Further practice on naming jobs through reading and writing.
B. Objectives : By the end of the lesson, Ss will be able to practice on naming jobs through
reading and writing.
C. Language focus: What’s her/ his job? - She’s/ He’s________.
D.Teaching aids: pictures, a chart and textbook.
E.Teaching steps:
Stages/ Time Steps/Activities Work
arrangement
Warmer
(5’)
Pre-reading
(10’)
While-
reading
(8’)
+ Game: Ask sts to play the ” Words square ” game in groups.
-Show B.6, ask sts to circle the jobs in the word square. Those
who have the most right words win the game.
Answers: doctor, teacher, engineer, student, worker.
1.Vocabulary:(pictures)
a factory worker(n): công nhân nhà máy go to work(v): đi
làm việc
work(v): làm việc arrive home(v):
về đén nhà
from…to…: từ…đến…. early(adv): sớm
- Checking vocabulary: ROR.
2. T/F statements prediction B.4:
-Ask sts to discuss and guess T/F statements in pairs.
a. Mr.Thanh is an engineer.
b. He goes to work at 6 o’clock.
1. Read and check B.4:
-Set the scene: You’re going to read a passage about
Mr.Thanh. First scan the passage and check your guesses.
Answers: a.F, b.T
2 .Comprehension questions:
-Sts read the passage again and answer the questions in pairs.
Answers:
a. His name is Thanh.
b. He is a factory worker.
c. He goes to work at 6 o’clock.
d. No,he doesn’t. He arrives home at 6.00 p.m.
T-whole
class
T-whole
class
Pairwork
T-whole
class
Pairwork
========================================================================

24. Post-reading
(9’)
Consolidation
Homework
(3’)
e. He goes to bed at 11.00.
3. Practice reading aloud. Sts practice reading aloud the
passage.
1. Writing B.5: Ask sts to write about their parents’names, jobs
and daily activities.Then read it aloud.
This is my mother. Her name is Lan. She is a teacher.She gets
up early at 5.00 a.m. She goes to work at 6.45. She teaches in
the school from 7.00 to 11.00.She arrives home at 11.30. In the
evening she reads books and she goes to bed at 10.30.
+Call some sts to read aloud their passages.
-Recall the vocabulary.
-Ask sts to practice reading the text aloud, and do exe.
10,11,12/ workbook.
Individual-
work
T-whole
class
Week: 23 Preparation date :
21/02/2010
Period : 45 Teaching date :
22/02/2010
Unit Nine. My Favourite Food And Drink
Lesson 1: A.1,2,3
A.Aims: Sts can talk about favourite food and drink.
B. Objectives : By the end of the lesson, Ss will be able to talk about favourite food and
drink.
C. Language focus: I like_________. It’s my favourite food/ drink.
D.Teaching aids: pictures, a wallchart and textbook.
E.Teaching steps:
Stages/ Time Steps/Activities Work
arrangement
Warmer
(5’)
Presentation
(12’)
+ Game: Ask sts to play the ” Hangman ” game.
Sts guess leters for the words: food, drink.
1.Vocabulary: (pictures)
fish(n): cá chicken(n): thịt gà
meat(n): thịt
fruit juice(n): nước ép trái cây orange juice(n): nước cam ép
apple juice(n): nước táo ép milk(n): sữa
- Checking vocabulary: Slap the board.
2.Presentation dialogue (A.1): + Set the scene: Mai and Alan
are talking about their favourite food and drink.
- Model the dialogue. Ask sts to practice in pairs.
- Call two pairs to practice in front of class.
T-whole
class
T-whole
class
========================================================================

25. Practice
(7’)
Further
practice
(8’)
Consolidation
Homework(3
’)
+Model sentences: Elicit the exchange from the sts by asking
sts.
T: How do Mai and Alan talk about their favourite food and
drink?
St: I like chicken. It’s my favourite food.
I like orange juice. It’s my favourite drink.
+Present the
structure:
+Picture cue drill A.2:
-Give sts cues and ask them to practice in pairs ( open - closed
pairs ).
Ex: St.1: I like chicken. It’s my favourite food.
St.2: I like milk. It’s my favourite drink.
a. meat/ food b. apple juice/ drink
c. orange juice/ drink d. fish/ food
+Take a survey. Ask sts to work in groups, complete the chart.
Ex: I like________. It’s my favourite________.
Name Food Drink
Lan chicken milk
Mai fish orange juice
Ba meat apple juice
Nga chicken orange juice
-Report the results: Lan likes chicken. It’s her favourite food.
She likes milk. It’s her favourite drink…
+Recall the vocabulary and the structure.
-Ask sts to learn the new words and the structure by heart.
And do exe.1,2,3/ workbook.
Pairwork
T-whole
class
Pairwork
Groupwork
T-whole
class
Week: 23 Preparation date :
23/02/2010
Period : 46 Teaching date :
24/02/2010
Unit Nine. My Favorite Food And Drink
Lesson 2: A.4,5,6,7
A.Aims: Further practice on talking about favourite food and drink through listening.Sts
pronounce/a, ui,ge/.
B. Objectives : By the end of the lesson, Ss will be able to practice on talking about favourite
food and drink through listening.Sts pronounce/a, ui,ge/.
========================================================================
I like+(kind of food). It’s my favourite food.
I like+(kind of drink).It’s my favourite drink.

26. C. Language focus: I like_________. It’s my favourite_________.
D.Teaching aids: pictures, a chart, a ball and textbook.
E.Teaching steps:
Stages/ Time Steps/Activities Work
arrangement
Warmer
(5’)
Pre-listening
(12’)
While-
listening
(7’)
Post-
listening
(10’)
Consolidatio
+Game: Ask sts to play the” Networks”game in groups.
-Sts think of words and complete the net. Those who have the
most right words win the game.
1.Vocabulary: (pictures) Revision of food and drink:
chicken orange juice fish
milk apple juice meat
- Checking vocabulary: Slap the board.
2.Ordering prediction A.4: Ask sts to look at A.4 discuss in
pairs and guess the pictures. 1__, 2__
1. Listen and check A.4: + Set the scene:
-You’re going to hear two conversations about favourite food
and drink.
Listen and check the pictures.
Answers: 1-b, 2-a
2. Listen and practice A.5: Ask sts to listen and practice
pronouncing the words.
January fruit orange
Favourite juice large
1. Writing A.6:Ask sts to complete the sentences.Then read it
aloud.
a. I like___________.
b. It’s my favourite__________.
2. Reading aloud: Ask sts to listen and pratice reading aloud
(A.7).
I like fish.
It’s my favourite food.
I like milk.
It’s my favourite drink.
Fish and milk.
They’re my favourite food and drink.
T-whole
class
T-whole
class
Pairwork
T-whole
class
Individual-
work
T-whole
class
========================================================================
food and drinkchicken
apple juice
meat
fishorange juice

27. n
Homework
(3’)
+Recall the vocabulary and the structure.
-Ask sts to learn the words and the structure by heart, and do
exe.4,5,6/workbook.
T-whole
class
Week: 24 Preparation date :
28/02/2010
Period : 47 Teaching date :
01/03/2010
Unit Nine. My Favourite Food And Drink
Lesson 3: B.1,2,3
A.Aims: Sts can talk about someone’s state and needs for food or drink.
B. Objectives : By the end of the lesson, Ss will be able to talk about someone’s state and
needs for food or drink.
C. Language focus: I’m hungry/ thirsty. I’d like________.
D.Teaching aids: pictures, a ball, a wallchart and textbook.
E.Teaching steps:
Stages/ Time Steps/Activities Work
arrangement
Warmer
(5’)
Presentation
(12’)
+ Listen and check( B.3). Ask sts to listen and number the
pictures from 1 to 3. Answers: 1-c, 2-a, 3-b
1.Vocabulary: (pictures)
hungry(adj): đói bụng thirsty(adj): khát nước
hamburger(n): bánh kẹp thịt bread(n): bánh mì
rice(n): cơm
mineral water(n): nước khoáng noodle(n): mì
coke(n): nước ngọt có ga
- Checking vocabulary: Slap the board.
2.Presentation dialogue (B.1):
+Set the scene: LiLi is talking to her mother about her state
and needs for food.
- Model the dialogue. Ask sts to practice in pairs.
- Call two pairs to practice in front of class.
+Model sentences: Elicit the exchange from the sts by asking
sts
T:How does LiLi talk to her mother about her state and her
need for food?
St: I’m hungry. I’d like a hamburger.
T-whole
class
T-whole
class
Pairwork
T-whole
========================================================================

28. Practice
(8’)
Further
practice
(7’)
Consolidation
Homework
(3’)
+ Present the
structure:
+Picture cue drill B.2 .
Give sts cues and ask them to practice in pairs (open - closed
pairs).
B:Yes, I am ( No, I’m not).
Ex: I’m hungry. I’d like some bread.
I’m thirsty. I’d like some orange juice.
a. hungry/ some rice b. thirsty/ some minral
water
c. hungry/ a hamburger d. thirsty/ some coke
+Groupwork: Ask sts to talk about their state and needs for
food or drink in groups.
St1: I’m________. I’d like_________.
St2: I’m________. I’d like_________.
St3: I’m________. I’d like_________...
-Ask sts to play the “Apple Pass”game in group.
+Recall the new words and the structure.
-Ask sts to learn the words and the structure by heart, and do
exe.7,8,9/
workbook.
class
Pairwork
Groupwork
T-whole
class
Week: 24 Preparation date :
02/03/2010
Period : 48 Teaching date :
03/03/2010
Unit Nine. My Favourite Food And Drink
Lesson 4: B.4,5,6,7
A.Aims: Further practice on favourite food and drink through reading and writing.
B. Objectives : By the end of the lesson, Ss will be able to practice on favourite food and
drink through reading and writing.
C. Language focus: I like________. It’s my favourite_________.
D.Teaching aids: pictures, a chart and textbook.
E.Teaching steps:
Stages/ Time Steps/Activities Work
arrangement
Warmer
(5’)
+ Game: Sts play the ” Matching ” game in group (B.6).
-Show B.6, ask sts to colour and find their favourite food and
drink. Those who find the right answers first win the game.
Answers: Alan-noodles,meat and water. Linda-a hamburger
and coke
T-whole
class
========================================================================
I’m + (adj of state). I’d like + food/ drink.

29. Pre-reading
(10’)
While-
reading
(9’)
Post-
reading
(8’)
Consolidation
Homework
(3’)
Peter-chicken,bread and water. Mai-rice,fish and water
1.Vocabulary: (pictures)
beef(n): thịt bò too: cũng
our: của chúng tôi their: của họ
- Checking vocabulary: Slap the board
2. T/F statements prediction B.4:
-Ask sts to discuss and guess T/F statements in pairs.
a. Peter is from England.
b. His sister likes beef very much.
1. Read and check B.4:
+Set the scene:
-You’re going to read a passage about Peter and her sister’s
favourite food and drink. First scan the passage and check your
guesses.
Answers: a.F, b.F
2. Comprehension questions:
Sts read the passage again and answer the questions in pairs.
Answers:
a. His name is Peter.
b. He is from America.
c. Beef is his favourite food.
d. No, she doesn’t.
e. Apple juice is their favourite drink.
3. Practic reading aloud. Ask sts to practice reading aloud the
passage.
1. Writing B.5: Ask sts to write about their favourite food and
drink. Then read it aloud.
My name is________. I like fish very much. It’s my favourite
food. And my favourite drink is orange juice.
-Call some sts to read aloud their passages.
+Recall the vocabulary.
-Ask sts to practice reading the text aloud, and do
exe.10,11,12/workbook.
T-whole
class
Pairwork
T-whole
class
Pairwork
Individual-
work
T-whole
class
Week: 25 Preparation date :
07/03/2010
Period : 49 Teaching date :
08/03/2010
========================================================================

30. REVIEW OF UNITS SEVEN TO NINE
I. Recall the old lessons:
II. Pratice:
Unit Seven. My Day
-To tell the time and describe daily routine.
1.A: What time is it?
B: It’s _________.
( numbers from one to thirty )
2. I___________at_____________.
( get up, have breakfast, go to school, go to bed )
Unit Eight. What We Do Every Day
-To talk about daily routine and jobs.
1.A: What time do you_________?
B: I________at______________.
( go to school, have lunch, do homework, watch TV)
2.A: What’s her/ his job?
B: She’s/ He’s_______.
( an engineer, a doctor, a teacher, a student, a factory worker)
Unit Nine. My Favourite Food And Drink
-To talk about favourite food and drink and about someone’s state and needs for food or
drink.
1. I like_________. It’s my favourite__________.
( chicken, fish, meat, milk, orange juice, apple juice)
2. I’m__________. I’d like____________.
( hungry, thirsty, noodles, hamburger, bread, rice, beef, mineral water, coke )
========================================================================

31. Week: 25 Preparation date :
09/03/2010
Period : 50 Teaching date :
10/03/2010
Self- check three ( Students’ book )
Week: 26 Preparation date :
14/03/2010
Period : 51 Teaching date :
15/03/2010
Mac Dinh Chi primary school.
Class: 4/....
Full name:.....................................
ONE – PERIOD TEST
ENGLISH 4
Time: 35’
MARK
I.Complete the sentences.(2,5ms)
ch br a ty ge
1. It is five thr_ _.
2. I hace _ _eakfast at six fifteen.
3. She has lun_ _ at eleven o’clock.
4. I like chicken. It’s my f_ vourite food.
5. I’d like oran_ _.
II.Select and circle the letter A, B, or C.(2,5ms)
1. What time is it ?
A. It’s nine o’clock. B. At 7 o’clock C. It’s time for bed.
2. What’s his job ?
A. I’m an engineer. B. She’s an engineer. C. He’s an engineer.
3. What time do you go to school ?
A. On Sunday B. At 7 o’clock. C. In the morning.
4. Are you thirsty ?
A. Yes, I do. B. Yes, please. C. Yes. I’d like some water.
5. Do you like chicken ?
A. Yes, it is. B. Yes, please. C. Yes, I do.
III. Reorder the words to make sentences. (2,5ms)
1. chicken / like / I / . ....................................................................................
2. fish / favourite / is / food / my / . ...............................................................
========================================================================

32. 3. teacher / she / a / is / . .............................................................................
4. is / time / what / it / ? .............................................................................
5. very / I / English / much / like / . ...............................................................
IV. Read and check true(T) or false(F) (2,5ms)
Hi! my name is Ba. These are my friends. They are Nam, Hoa and Lien. I like chicken,
but I don’t like fish. Nam likes beef, but he doesn’t like chicken. Lien and Hoa like fish, but
they don’t like meat. We all like hamburgers. And we like fruit juice very much. It’s our
favourite drink.
T F
1. Ba likes fish.
2. Nam doesn’t like chicken.
3. Lien and Hoa like fish.
4. Lien and Hoa like meat too.
5. Ba, Nam, Hoa and Lien like hamburgers.
Week: 26 Preparation date :
16/03/2010
Period :52 Teaching date :
17/03/2010
Unit Ten: At The Circus
Lesson 1 A.1,2,3
A.Aims: Sts can name animals and talk about likes and dislikes.
B.Objectives: By the end of the lesson, Ss will be able to name animals and talk about likes
and dislikes.
C. Language focus: I like_______. I don’t like_________.
D.Teaching aids: pictures, a wallchart and textbook.
E.Teaching steps:
Stage/ Time Steps/Activities Work
arrangeme
nt
Warmer
(5’)
Presentation
(12’)
+Game: Ask sts to play the ” Hangman ” game.
Sts guess the leters for the words ( circus, animal )
1.Vocabulary: (pictures)
bears(n): loài gấu monkeys(n): loài khỉ tigers(n): loài hổ
elephants(n): loài voi me too: tôi cũng vậy
-Checking vocabulary: What and Where
2.Presentation dialogue (A.1):
+Set the scene: LiLi, Linda and Nam are talking about animals
they like and don’t like.
-Model the dialogue. Ask sts to practice in group.
T-whole
class
T-whole
class
T-whole
========================================================================

33. Practice
(7’)
Further
practice
(8’)
Consolidati
on
Homework
(3’)
-Call two groups to practice the dialogue in front of class.
+Model sentences: Elicit the exchange from the sts by asking
sts.
T: How do LiLi, Linda and Nam ask and answer about the
animals they like and don’t like?
St: I like bears. I don’t like monkeys.
+Present the structure:
+Picture cue drill A.2:
-Give sts cues and ask them to practice in pair (open-closed
pairs).
Ex: St.1: I like monkeys. I don’t like tigers.
St.2: I like elephants. I don’t like bears
a. tigers/ elephants b. monkeys/ bears c. elephants/
monkeys
+Take a survey A.3: Ask sts to talk about the animals they like
and dislike in group. Then report the results.
St1: I like_______. I don’t like_______.
Name/ animals Monkeys Tigers Elephants Bears
Nam    
Minh    
Lan    
Ex: Nam likes monkeys and elephants, but he doesn’t like tiger
and bears.
Lan likes tigers and elephants, but she doesn’t like monkeys
and bears…
+Recall the vocabulary and the structure.
-Ask sts to learn the new words and the structure by heart.
And do exe.1,2,3/workbook.
class
Groupwork
T-whole
class
Pairwork
Groupwork
T-whole
class
Week: 27 Preparation date :
21/03/2010
Period :53 Teaching date :
22/03/2010
Unit Ten. At The Circus
Lesson 2 A.4,5,6,7
A.Aims: Further practice on likes and dislikes about animals through listening. Sts pronounce/
I, ea, mon /.
B.Objectives: By the end of the lesson, Ss will be able to practice on likes and dislikes about
animals through listening. Sts pronounce/ I, ea, mon /.
========================================================================
1. I like + ( kind of animal ).
2. I don’t like + ( kind of animal ).
( don’t = do not )

34. C. Language focus: I like_________. I don’t like__________.
D.Teaching aids: pictures, a chart, a ball and textbook.
E.Teaching steps:
Stage/ Time Steps/Activities Work
arrangeme
nt
Warmer
(5’)
Pre-listening
(12’)
While-
listening
(7’)
Post-
listening
(10’)
Consolidatio
n
+Game: Ask sts to play the”Apple Pass” game in group.
St1: I like elephants. I don’t like bears.
St2: I like monkeys. I don’t like tigers.
St3: I like tigers. I don’t like elephants…
1.Vocabulary: Checking vocabulary. Slap the board.
2.Ordering prediction A.4:-Ask sts to look at A.4 discus in pair and guess the animals they
like and don’t like.
a. LiLi______. b. Nam______. c. Peter______. D.
Mai_______.
1. Listen and check A.4:
+Set the scene: You’re going to hear four sentences about their
likes and dislikes. Listen and check the table with (  ) or (  ).
Answers:
Name/
animals
monkeys tigers elephant
s
bears
LiLi  
Nam  
Peter  
Mai  
2. Ask sts to report the table:
Ex: LiLi likes monkeys, but she doesn’t like elephants.
Nam likes tigers, but he doesn’t like monkeys…
3. Listen and practice (A.5): Ask sts to listen and practice
pronouncing the words. like bear
monkey
Tiger year Monday
1.Writing A.6: Ask sts to complete the sentences.Then read it
aloud.
a. I like____________. B. I don’t
T-whole
class
T-whole
class
Pairwork
T-whole
class
Pairwork
Individual-
work
T-whole
class
========================================================================
tigers
monkeys
elephants like
bears

35. Homework
(3’)
like______________.
2. Reading aloud: Ask sts to listen and practice reading aloud
(A.7).
+Recall the vocabulary and the structure.
-Ask sts to learn the words and the structure by heart, practice
reading aloud (A.7), and do exe.4,5,6/ workbook.
Week: 27 Preparation date :
23/03/2010
Period :54 Teaching date :
24/03/2010
Unit Ten: At The Circus
Lesson 3 B.1,2,3
A.Aims: Sts can talk about reasons. Sts listen and understand likes and dislikes and reasons.
B.Objectives: By the end of the lesson, Ss will be able to talk about reasons. Sts listen and
understand likes and dislikes and reasons.
C. Language focus: I like_________because they can___________.
D.Teaching aids: pictures, a wallchart and textbook.
E.Teaching steps:
Stage/ Time Steps/Activities Work
arrangeme
nt
Warmer
(5’)
Presentation
(12’)
+Listen and check (B.3). Ask sts to listen and number the
pictures from 1 to 4. Answers: 1-b, 2-a, 3-d,
4-c.
1.Vocabulary: (pictures)
swing(v): đánh đu dance(v): múa climb(v): leo trèo
jump(v): nhảy why ?: Vì sao because: bởi vì
- Checking vocabulary: Slap the board.
2.Presentation dialogue (B.1):
+Set the scene: Linda and Nam are talking about the reason
why Linda likes monkeys.
-Model the dialogue. Ask sts to practice in pairs.
-Call two pairs to practice in front of class.
+Model sentences: Elicit the exchange from the sts by asking
sts.
T: How do Linda and Nam ask and answer about why Linda
likes
monkeys?
T-whole
class
T-whole
class
Pairwork
T-whole
class
========================================================================

36. Practice
(7’)
Further
practice
(8’)
Consolidatio
n
Homework
(3’)
St: Why do you like monkeys? - Because they can swing.
+Present the structure:
+Picture cue drill B.2
-Give sts cues and ask them to practice in pairs ( open – closed
pair ).
Ex: I like elephants because they can dance.
a. bears/ climb b.tigers/ jump c. monkeys/
swing
+Take a survey. Ask sts to work in groups, complete the chart.
Names/ animals monkeys elephant
s
tigers bears
Minh 
Nam 
Hoa 
-Report the results:
Ex: Minh likes tigers because they can jump.
Nam likes bears because they can climb.
Hoa likes elephants because they can dance….
+Recall the new words and the structure.
-Ask sts to learn the words and the structure by heart, and do
exe.
7,8,9/ workbook.
Pairwork
Groupwork
T-whole
class
Week: 28 Preparation date :
28/03/2010
Period :55 Teaching date :
29/03/2010
Unit Ten. At The Circus
Lesson 4 B.4,5,6,7
A.Aims: Further practice on expressing reasons through reading and writing.
B. Objectives: By the end of the lesson, Ss will be able to practice on expressing reasons
through reading and writing.
C. Language focuss: She/ He likes________because they can________.
D.Teaching aids: pictures, a chart and textbook.
E.Teaching steps:
Stages/ Time Steps/Activities Work
arrangeme
nt
========================================================================
I like + animals + because they can + V.

37. Warmer
(5’)
Pre-reading
(10’)
While-
reading
(9’)
Post-
reading
(8’)
Consolidation
Homework
(3’)
+Game: Ask sts to write the missing words in group (B.6).
Those who complete the sentences correctly first win the game.
Answers: a.circus, b.bears, c.tigers, d.monkeys, e.elephants.
1.Vocabulary checking: Slap the board.
2. T/F statements prediction B.4:
-Ask sts to discuss and guess T/F statements in pairs.
a. LiLi and her friends are at the zoo.
b. LiLi likes elephants because they can dance.
1. Read and check B.4: + Set the scene:
-You’re going to read a passage about LiLi and her friends.
They are talking about reasons why they like the animals. First
scan the passage and check your guesses.
Answers: a.F, b.F
2. Comprehension questions:
Sts read the passage again and answer the questions in pairs.
Answers:
a. LiLi and her friends are at the circus.
b. LiLi likes monkeys because they can swing.
c. No. he doesn’t. He likes tigers.
d. Peter likes bears because they can climb.
e. Nam likes elephants.
3. Practic reading aloud. Ask sts to practice reading aloud the
passage.
1.Writing B.5:
-Ask sts to write about the animals they like. Then read it
aloud.
My name is________. I like tigers very much because they can
jump. I don’t like monkeys.
-Call some sts to read aloud their passages.
+Recall the vocabulary.
-Ask sts to practice reading the text aloud, and do
exe.10,11,12/workbook.
T-whole
class
T-whole
class
Pairwork
-whole class
Pairwork
Individual-
work
T-whole
class
========================================================================
tigers
monkeys
elephants dance
bears
jump
climbswing

38. Week: 28 Preparation date :
30/03/2010
Period :56 Teaching date :
31/03/2010
correct the 3th
test
Week: 29 Preparation date :
04/04/2010
Period :57 Teaching date :
05/04/2010
Unit Eleven. Places
Lesson 1 A.1,2,3
A.Aims: Sts can name some buildings, express their needs and make suggestion to the
appropriate places.
B. Objectives: By the end of the lesson, Ss will be able to name some buildings, express their
needs and make suggestion to the appropriate places.
C. Language focus: I want________. Let’s go to the_________.
D.Teaching aids: pictures, a ball, a wallchart and textbook.
E.Teaching steps:
Stages/ Time Steps/Activities Work
arrangement
Warmer
(5’)
Presentation
(12’)
+Game: Networks.
-Ask sts to think of words of places and write it down.Those who
have the most right words win the game.
1.Vocabulary: ( pictures )
want(v): muốn stamp(n): con tem clothes(n): áo
quần
post office(n): bưu điện food stall(n): cửa hàng bán thức ăn
supermarket(n): siêu thị bookshop(n): nhà sách
- Checking vocabulary: What and Where.
2.Presentation dialogue(A.1):
+Set the scene: LiLi, Nam and Alan are espressing their needs
and making suggestion to places. Model the dialogue. Ask sts to
practice in group.
-Call two groups to practice in front of class.
+Model sentences: Elicit the exchange from the sts by asking sts.
T: How do LiLi and Alan express their needs and Nam suggest
the places?
T-whole class
T-whole class
Groupwork
T-whole class
========================================================================
placescircus
zoo
school
park

39. Practice
(8’)
Further
practice
(7’)
Consolidatio
n
Homework
(3’)
St: I want some stamps. - Let’s go to the post office.
+Present the structure:
+Picture cue drill A.2:
-Give sts cues and ask them to practice in pair (open-closed
pairs).
Ex: St.1: I want some books.
St.2: Let’s go to the bookshop.
a. some stamps/ post office b. clothes/
supermarket
c. a hamburger and coke/ food stall
+Groupwork A.3: Ask sts to play the ”Apple Pass” game in
group.
St1: I want some books.
St2: Let’s go to the bookshop. I want a hamburger.
St3: Let’s go to the food stall. I want some stamps….
+Recall the vocabulary and the structure.
-Ask sts to learn the new words and the structure by heart.
And do exe.1,2,3/ workbook.
Pairwork
Groupwork
T-whole class
========================================================================
A: I want + things.
B: Let’s go to the + places.