LESSON PLAN

UNIT: 16 DO YOU HAVE ANY PETS

Lesson 1: Part 1,2,3

Teacher’s name: Nguyễn Thị Thảo Trang

Class details/ Student profile: Class 4A
Date of teaching: May 28th, 2022
Duration: 35 minutes

Aims of lesson:
I. Objectives: By the end of the lesson, students will be able to:
1. Attitude:
-
- Raise their awareness about. the pets living around their lives
2. Knowledge:
- Acquire 4 words related to the topic Pets : cat, rabbit, goldfish, parrot
- Ask and answer questions about others’ pets by using the structure patterns :
Do you have any ….?
Yes, I do, I have…./ No, I don’t, I have….
3. Skills:
- Practice listening skills by the activity look, listen and repeat
- Practice speaking skills.
- Team work and individual work.
4. Language focus:

5. Language focus:

- Vocabulary: dress, socks, T-shirt, Trousers, shorts

- Sentence patterns: Are these her trousers?/ Are these his trousers - Yes, they are/ No
they aren’t ( are not) ….?/

II. Teaching aids/materials:

1. Teacher’s aids: a student’s book- Friends and Family Special edition 2- Page 48 ,
Audio Tracks 78 , pictures, a textbook, a computer with the Internet, worksheets.
 2. Students’ aids: Students’ textbooks, notebooks.

III. Procedure:
(Stages, steps, timing, activities, work arrangements, interactions)
(Teacher: T; Students: Ss)

Stage/Time Content and Teacher activities Student activities Interactions

I. Warm- up: * Aim: To get Ss feel excited and interesting

(4’) about the new lesson, and make a link to the
new lesson relevantly.

- T greets Ss
* SONG: This is the way we get dressed - Ss greet T T- Whole
Steps: class
- Before playing the song, T say and do actions
that are mentioned in the songs at the same time,
and have Ss to follow and imitate the teacher.
+ T: “ This is the way we put on our T-shirt/
This is the way we put on our pants/ This
is the way we put on our shirt/ This is the
way we put on our socks/ This is the way
we put on our shoes”
- T plays the song and have students listen to a
song and do actions as well
- T gets Ss guess the topic of the lesson today
+ T: “Can you guess what you are going to
learn about today” “ About clothes,
right”
- Lead in: Today, we are going to learn about
clothing items and learn how to ask and answer
about someone’s clothes. Introduce the lesson:
Unit 7: Are these his trousers?
Lesson 1: part 1,2,3

II. Presentation

1. Listen, point Aim: + To help students acquire 5 new words

and say: (10’) related to the topic of the lesson dress, socks, T-
shirt, trousers. shorts.
+ To prepare students with the vocabulary
before the next activities ( Listen and read;
Point,ank and answer).

* Activity 1: Present the new vocabulary:

- T tells the Ss that her/him are going to go to a
birthday party.
+T: “I’m going to go to my friends’ birthday
party, and I’m going to put on a beautiful outfit,
now let’s see what clothes I have?”
- T shows flashcards one by one flashcards and
elicits the new words by asking the Ss to look at
the flashcards and then guess the clothes of the
teacher.

+ Dress
+ Socks
+ T-shirt
+ Trousers
+ Shorts
* Steps of eliciting the new vocabulary
- T elicits the word “ dress” by using the flashcard
and asking: “What’s this?/ Is this a dress or a T-
shirt” until Ss have a correct answer.
- T models the word dress 3 times.
- T has Ss repeat the word dress in chorus, in
groups and in individual.
- T checks Ss’ pronunciation. ( Remind class the
ending sounds /s/ and /z/ )

* T repeats the same steps of teaching the other

new words.

- T holds up the flashcards in a different order

and ask Ss to repeat.

- T then sticks flashcards on the board and write

the words alongside each flashcard (or ask Ss to
come to the board and write them)

* Activity 2: Vocabulary checking

Game:
 * ACTIVITY 2: Checking vocabulary
(Game: Repeat if it’s true)

Transition:+ T: “ Now whole class, let’s play

a game to revise the new words.”

- T give instruction of the game.

+ T: We have here 5 flashcards on the
boards. Now I will point to one of the
flashcards and say the word. If I have said the
correct word, you have to repeat. But if not,
you have to fold your arms and stay silent,
okay”
-
- T checks Ss’ understanding.
+ T: “ What am I going to do?, Point to the
flashcards and say the words, right?, What
you have to do? Repeat after me when I says
the correct words And do you repeat if I don’t
say the correct words?, Fold your arms and
stay silent right? Okay, very good. Let’s play
it?
- T monitors the game.
II. Practice

2.1. Listen and Aim: + To help Ss to analyze and understand

read: (10’) the content of the dialogue.
+ To help Ss be familiarized with the
expressions of asking and answering about
someone’s clothes

- T shows the pictures of the dialogue on the

screen (hide content) and then elicits the situation
of the dialouge by asking some questions related
to the pictures.

* Step of elicit the situation of the dialouge

- T has Ss guess the people in the dialouge
+ T: “ Who are they?” ( T point to the man and
the woman)
- T asks Ss to guess what clothes they can see.
+ T: “ What clothes you can see?...A dress,
socks, what’s else?”
- T asks Ss about the weather.
+ T: “ How about the weather? Is it windy?
+ T: “ It’s windy and they have to pick up the
clothes before they fall right”
- T asks Ss about where the father and the mom
can put the clothes.
+ T: “ They can put clothes on Billy and Rossy’s
barkets, right?”

- T has Ss to look at all the dialogue and play the

recording for Ss to listen to all the way through
once.
- T has Ss listen and repeat each line of the
dialogue in chorus once.
- T sticks the posters of the two characters on the
dialogue on the board and act out the dialogue,
then asks Ss to follow and act out the dialogue
with the teacher once or twice.
- T conduct a repetition drill to have Ss practise
the dialouges through:
* Steps of pratising the dialouge by playing
roles:
- T models with one student.
+ T: “ Now, I will be the mother and Nam
will be the father .We are going to read
and act out the dialogue.”
- T has two groups play the roles of the mother
and the father
+ T: “ I will divide class into two groups,
this group is the father and that group is
the mother”
- T asks students to work in pairs to pratise the
dialogue.

+ T: “ Now, I want you to work in pairs and

one will be the father and one will be the
mother. Plese read the dialouge and act
out”
- T invites some open pairs to play roles.
+ T: “ Okay, now who want to be the father,
and who want to be the mother. Okay,
thank you, please read and act out the
 dialogue”.

- T checks Ss’ understanding.

- T monitors class.

Aim: To help Ss build confidence in accurately

asking and aswering questions about someone’s
2.2. Point, ask clothes.
and aswer
Transition: + T: “ Everyone, we are going to
practice asking and answering questions about
someone’s clothes”.
- T teachs the structure pattern.
* Steps of teaching the structure pattern
- T elicits the sentence patterns by using and
picture 1,3,4:
- T asks students to look at the picture 1,3,4 and
aswer T’s questions.
+ T: “What did the father say to ask the
mother about the socks”
( Are these her socks? )
“ What did the mother answer?”
( Yes, they are)
Picture 3.4:
+ T: “What did the mother ask about the
trousers?
( Are these his trousers?)
“ What the father answer?”
( No, they aren’t)

- T show the model sentence patterns on the

screen:
+ Are these her socks? - Yes, they are
+ Are these his trouse? - No, they aren’t
- T write the pattern on the board:

S1: “ Are these….?”

S2: “ Yes, they are” or “ No they
aren’t ( aren’t = are not)”
- T tells students that they can use these pattern
setences to ask and answer about someone's
 clothes. (translate into Vietnamese if needed)
- T conducts replacement drill to have Ss practice
the structure pattern with 4 pictures.
* Steps of conducting drill:
- T shows 4 pictures on the screen and have
studetns look at them:

- T models picture 1:
+ T: “Are these her trousers?- No, they
aren’t”
- T/Whole class: T asks other pictures and
students answer one by one.
- Half class- half class: T has one group ask and
the other group answer and then have them take
turn.
- Closed pairs: T have Ss practice in closed pairs
for 2 minutes.
- Open pairs: T calls on 2 or 3 open pairs to ask
and answer about someone’s clothes in the picture
and correct mistakes if any.

III. Aplication:
Aim: To help pupils apply the newly-learnt
pattern to ask and talk about someone’s
clothes in an exciting atmosphere.

* Game: I’m detective

Steps of conducting the game:

- T stick a big paper on the board.
- T give instruction
+ T: “Now, class how many clothes you can see
on the paper? 11 right? Okay..Now I will call on
some students to come to the board, and I will
show the picture of the girl or the boy to your
friends and you can not look at that.Then you
have to point to the clothing items on the paper
and ask your friends by using the structure you
have learned to know what are clothes of him or
her. Okay. And your friends will help you by
answering Yes, they are/ they aren’t.
- T model playing the game.
- T check Ss’ understanding about the game.
+ T: “Okay, now how many people will
come to the board? Just one, right? What
I going to show you? A picture of the boy
or the girl, right? And What the peson
standing in the board will do? ( Point to
the clothing items and ask) And you guys
have to help your friend. Okay!”
- T invites some Ss and show one of the pictures
to the other Ss.
- T show the pictures so that the student standing
in the board can not see.
- T monitors class and give Ss supports if needed.
- T gives compliments.
technique Elicitation: To keep Ss actively involved in the learning of new words.
Personalise the new words: using the new word in a contex that is real for the Ss personally
and consequently memory of the new words can be reinforced if they are used to express
personally relevant meanings.