LESSON PLAN
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TEXTBOOK: Tiếng Anh 4 Family and Friends - National Edition
UNIT 2: DOES HE WORK IN A POLICE STATION?
Lesson Three - Song (page 18)
A. DESIRED OBJECTIVES
By the end of the lesson, students will be able to:
1. Core competences
- Identify more words for places of work.
- Use places of work words in the context of a song.
2. General competences
- Communication and collaboration: work in pairs/groups to talk about places.
- Problem-solving and creativity: find out their favorite place.
3. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: tell the truth about feelings and emotions or play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.
B. LANGUAGE FOCUS AND SKILLS
1. Vocabulary
- Core: office, farm, bank
- Extra vocabulary: place, thing, out and about, dark, rain(v)
- Recycled: place of work words
2. Skills: Listening and Speaking.
C. RESOURCES AND MATERIALS
- Student book - page 18
- Audio tracks 23-24
- Teacher’s Guide
- Website [Link]
1
- Flashcards
- Computer, projector, ….
LEARNING EXPERIENCES
Teacher’s activities Students’ activities
WARM-UP/REVIEW (5 minutes)
Aim: To motivate students and help students to revise different places of work.
*Game: “Smiley face”
- Think of a word from the vocabulary the - Observe the teacher.
children have studied recently, and on
the board, draw a short line for each
letter in the word, one next to the other.
- Ask the children to guess the letters that - Guess the letters that are in the secret
are in the secret word, one-by-one. word, one-by-one.
- If a child guesses a letter correctly, write
it on the correct line. - Write these letters on the correct line.
- If a child guesses incorrectly, write the - Follow the teacher’s instructions.
letter on the board with an X through it,
and draw a large circle to represent a
face. With each letter that is guessed
incorrectly, add another feature to the
face (two eyes, a nose, a smile, two ears,
a neck, and hair).
- The game continues until either the face
or the word is complete. If the word is
completed, the class has won; if the face
is completed, the teacher has won.
- Ask children to work in pairs and play - Work in pairs and play the game
the game together, with other words together, with other words from the
from the unit. unit.
Expected outcomes and assessment.
- Task completed with excellence:
Students can make all correct guesses.
- Task completed: Students can make a
guess.
- Task uncompleted: Students are unable
to make a guess.
PRESENTATION (10 minutes)
Aim: To help students identify more words for places of work.
2
* Lead-in:
- Use the Places of work flashcards to - Repeat the words.
introduce the new vocabulary. Hold up - Point to the correct flashcard and say
the cards one at a time and say the words the word.
for children to repeat.
- Show the cards in a different order for
children to repeat.
* Listen, point and repeat (Track 23)
- Ask children to look at the pictures in - Look at the pictures.
their books. Play the first part of the - Listen to the recording. Point to the
recording. Children point to the pictures. pictures in time with the audio.
- Play the second part of the recording for - Listen to the recording. Point to the
children to repeat the words. pictures.
- Play the whole recording. Children listen - Listen to the recording. Repeat each
and then repeat. word.
- Hold up flashcards one at a time for
individual children to say the words.
- Listen to the recording all the way.
Expected outcomes and assessment. Point, and then say the word.
- Task completed with excellence:
Students can listen and repeat the
words correctly. - Look at the flashcards. Say the words.
- Task completed: Students can listen
and repeat the words. - Read out the words.
- Task uncompleted: Students are unable
to listen and repeat the words.
PRACTICE (8 minutes)
Aim: To help students use places of work words in the context of a song.
* Listen and sing. (Track 24)
- Ask children to look at the pictures. - Look at the pictures for the song.
Point to the different pictures for Answer the questions.
children to name the places. Ask - Listen to the recording and point to the
children to predict what the song is pictures when you hear the words.
about (places a boy goes to). Play the
whole recording for children to listen. - Listen to the recording again and point
Then play it again as they follow the to the words in your books.
words in their books.
- Read each line of the song out loud for - Listen and repeat after the teacher.
children to repeat after you.
Expected outcomes and assessment.
- Listen to the recording again and sing
- Task completed with excellence:
3
Students can sing the song fluently in along and follow the words in their
the front. books.
- Task completed: Students can sing
along the song chorally.
- Task uncompleted: Students are unable
to sing along the song chorally.
* Sing and do.
- As a class, decide on the song actions
(see ideas below). - Look at the pictures and tell the teacher
about the song actions.
- Play the recording. Children sing and do
the actions. - Practice the actions with the teacher.
- Say a sentence that ends with a place in
the town, e.g. In my town, there’s a
hospital …
- Choose a child to continue the sentence,
adding a new word to the end, e.g., In - Continue the sentence, adding a new
my town, there’s a hospital and a zoo … word to the end, e.g., In my town,
there’s a hospital and a zoo …
- Continue the game until a child can’t
think of any more places, or until
someone forgets the words in the chains.
- Divide children into smaller groups of
three to four to play together. - Play the game in groups of three or four.
Song actions
Invite two children to come to the front to be
the boy and his mom and to do the following
actions for each chorus:
Places to go – walk
Things to see – shade eyes as if looking
Out and about, my mom and me – hold
out arms towards each other
The rest of the children do the following
actions:
We go to the bank – count money
We go to the park – mime sitting on a
swing
We go to the farm – mime digging the
ground with a spade
We go to the airport / We see some
planes – hold out arms like wings
We go to Dad’s office / before it rains –
4
put a hand out looking at the sky as if to
check if it’s raining and run on the spot;
move arms in a circular motion at sides
to imitate train’s wheels
Differentiation
Below level: Children point to the places
they see in the song lyrics. Play the song
again. Children clap when they hear a
place.
At level: Write the song lyrics on the
board with blanks for the places. Play
the song again and ask children to say
the places.
Above level: In pairs, children talk
about places they go to with their
families, e.g., We go to the park. Help
with additional vocabulary if needed.
Expected outcomes and assessment.
- Task completed with excellence:
Students can sing the song with actions
in the front.
- Task completed: Students can sing the
song with actions in groups.
- Task uncompleted: Students are unable
to sing the song with actions in groups.
PRODUCTION (10 minutes)
Aim: To help students use places of work words in the context of a song.
* Game: “New version for the song”
- Show the song with blanks. - Look at the song with blanks.
- Ask the students to think of new words - Think about the blanks.
and use them to fill in the blanks.
- Put the students into small groups of - Work in groups to do the task.
four or five and ask them to do the
task. - Practice singing and doing the actions
in groups.
- Ask students to practice singing and
doing the actions in groups. - Sing and do in the front.
- Praise students if they have done well.
Expected outcomes and assessment.
- Task completed with excellence:
Students can write the new version for
5
the song creatively.
- Task completed: Students can fill in
the blanks to create the new version for
the song.
- Task uncompleted: Students are unable
to fill in the blanks to create the new
version for the song.
HOMEWORK (2 minutes)
- Revise the words and the patterns.
- Do the exercises in Workbook page 18.
- Prepare for the next lesson (Unit 2 - Lesson 4).
REFLECTION
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