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Giáo án Tiếng Anh 4
Tiếng AnhLớp 4Phần 3. Unit 2: Time and daily routines

Giáo án Lesson 3

Kế hoạch bài dạy theo mẫu Công văn 2345/BGDĐT-GDTH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (70 phút)

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I. Objectives

1. Language and specific competences

  • By the end of the lesson, Ss will be able to:
    • Pronounce the final sounds /t/ in get and /d/ in bed correctly, and say sentences with these words.
    • Read and understand the short text about Linh's daily routine and find the main topic and specific details.
    • Tell and write the time with o’clock, half past and quarter past expressions (six o’clock, six fifteen, six thirty, six forty-five) and use the sentence patterns I get up at…, I have breakfast at…, I go to bed at….
    • Write a short paragraph (4–5 sentences) about a daily routine.
  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat the target words, read the text for gist and details, and present a daily routine in 4–5 sentences.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the final consonants /t/ and /d/, use the time expressions and phrases get up, have breakfast, have dinner and go to bed, and use the prepositions at and in correctly.

2. General competences

  • Self-control and independent learning: Ss record and check their own pronunciation, reread their writing to correct mistakes, and plan their daily schedule without teacher help.
  • Communication and collaboration: Ss work in pairs and groups to practise the chant, ask and answer questions about routines, and share their project with a partner.
  • Problem-solving and creativity: Ss find the topic and key details in a text, arrange a schedule in four boxes, and design a creative daily routine poster.

3. Personal qualities

  • Diligence: Ss practise pronunciation and writing carefully, and reread their work before submitting it.
  • Responsibility: Ss complete their project at home on time and take responsibility for their own daily schedule.
  • Honesty: Ss report their own daily routine truthfully or clearly label imagined information in their writing.

II. Resources and materials

1. Teacher

  • Textbook Tiếng Anh 4 (Global Success), Unit 2, Lesson 3
  • Laptop, projector and speakers
  • NeoEdu online lesson page: neoedu.vn/learn/4/english/unit-2-lesson-3 (lesson presentation, examples and interactive exercises)
  • Flashcards with the words get, bed, get up, have breakfast, have dinner, go to bed and clock pictures showing six o’clock, six fifteen, six thirty, six forty-five
  • Worksheet No. 1 and Worksheet No. 2 (printed, one per pair)
  • Sample project table: get up 6:15 a.m., have breakfast 6:30 a.m., have dinner 6:30 p.m., go to bed 9:00 p.m.

2. Pupils

  • Textbook, notebook, pencil, eraser and coloured pens
  • A4 sheet of paper divided into four boxes for the project
  • Small whiteboard or paper for the hot seat game (optional)

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Clock Race: What time is it?

Aims

Ss activate prior knowledge of telling the time and daily activities, and get ready for the lesson.

Content

Ss look at the clock flashcards and answer the question What time is it? Then they match the activity cards with the times.

Expected outcomes

Ss correctly say the time on the clock pictures and name at least three daily activities in English.

Procedure

  1. Teacher

    T greets Ss and shows a clock picture showing six o’clock. T asks: What time is it? T models: It’s six o’clock.

    Pupils

    Ss look at the clock and answer in chorus: It’s six o’clock.

  2. Teacher

    T shows more clock pictures (six fifteen, six thirty, six forty-five) and asks individual Ss to answer quickly. T sticks the activity cards (get up, have breakfast, go to bed) on the board and asks: What do you do at six fifteen?

    Pupils

    Ss in teams take turns answering. Expected answer: I get up at six fifteen. / I have breakfast at six thirty. The first team to answer correctly gets a point.

  3. Teacher

    T asks a few Ss to say one sentence about their own morning.

    Pupils

    Ss report: I get up at six. I have breakfast at seven.

  4. Teacher

    T praises the teams and introduces the lesson topic: Time and daily routines.

    Pupils

    Ss copy the title Unit 2 – Lesson 3 into their notebooks.

Activity 2.1: Exploration · 15 minutes

Look, listen and repeat: the sounds /t/ and /d/

Aims

Ss recognise and produce the final consonant sounds /t/ in get and /d/ in bed, and use them in sentences.

Content

Ss listen to the words get and bed, feel the vibration in their throat, and practise saying the words and then short sentences: I get up at six. I go to bed at nine. Note: /t/ has no vibration in the throat; /d/ has slight vibration. Ss do not add an extra schwa sound (‘uh’) after the final consonant.

Expected outcomes

Ss pronounce get and bed clearly with the correct final consonant and say one sentence with each word.

Procedure

  1. Teacher

    T plays the NeoEdu audio for get and bed. T asks Ss to listen carefully and put a hand on their throat. T asks: Does your throat vibrate when you say get? Does it vibrate for bed?

    Pupils

    Ss listen and put a hand on their throat. Expected answer: No vibration for get; slight vibration for bed.

  2. Teacher

    T models the words: get (/t/, no vibration), bed (/d/, slight vibration). T reminds Ss not to add a sound like ‘uh’ or ‘tờ/đờ’ at the end. Ss repeat in chorus, then individually. T gives feedback directly.

    Pupils

    Ss repeat: get – bed – get – bed. Individual Ss say the words and receive feedback from T. Expected answer: get /get/, bed /bed/.

  3. Teacher

    T asks Ss to say the full sentences: I get up at six. I go to bed at nine. T listens and corrects the final consonants.

    Pupils

    Pairs say the two sentences. Partner A says the sentence, Partner B listens and gives one comment on the final sound.

  4. Teacher

    T summarises: /t/ has no vibration, /d/ has slight vibration, and both final consonants are short and clear. T writes the words get and bed on the board and underlines the final sounds.

    Pupils

    Ss copy the words and underline the final consonants in their notebooks.

Activity 2.2: Exploration · 15 minutes

Reading: My daily routine

Aims

Ss read a short text for the main topic and specific details, and learn the vocabulary of daily routines and time expressions.

Content

Ss read the text: I am Linh. I get up at six fifteen. I have breakfast at six thirty. I go to school at seven. I go to bed at nine. First reading: Ss find the topic. Second reading: Ss underline the words that answer the questions on Worksheet No. 1. New vocabulary: six o’clock (sáu giờ đúng), six fifteen (sáu giờ mười lăm), six thirty (sáu giờ ba mươi), six forty-five (sáu giờ bốn mươi lăm), get up (thức dậy), have breakfast (ăn sáu), have dinner (ăn tối), go to bed (đi ngủ).

Expected outcomes

Ss identify the topic of the text (Linh’s daily routine) and complete Worksheet No. 1 with the correct times.

Procedure

  1. Teacher

    T presents the new words with flashcards and models pronunciation. T asks Ss to repeat in chorus. T asks: What is the topic of this text?

    Pupils

    Ss repeat the new words. Expected answer: The topic is Linh’s daily routine / what Linh does every day.

  2. Teacher

    T reads the text aloud. T asks Ss to read silently for the first time to find the topic. Then T asks Ss to read again and underline the words that answer the questions on Worksheet No. 1. T distributes Worksheet No. 1 to pairs.

    Pupils

    Ss read the text silently and find the topic. In pairs, Ss read again, underline the answers and complete Worksheet No. 1.

  3. Teacher

    T calls on pairs to report their answers and checks as a class. T asks: What time does Linh have breakfast? Is it true that Linh goes to bed at nine?

    Pupils

    Pairs report. Expected answers: Linh has breakfast at six thirty. True, Linh goes to bed at nine.

  4. Teacher

    T highlights the sentence pattern: I + verb + at + time. T reminds Ss to read the text again before writing and to check the verbs.

    Pupils

    Ss write the sentence pattern in their notebooks and mark the key time expressions.

Activity 3.1: Practice · 8 minutes

Listen, choose and match

Aims

Ss practise listening for target sounds and vocabulary, and match times with their meanings.

Content

Exercise 1: Listen and choose the word you hear. A. get; B. bed. Exercise 2: Which final sound in get does not make your throat vibrate? A. /d/; B. /t/. Exercise 4: What time does Linh have breakfast? A. six thirty; B. six fifteen; C. seven. Exercise 5: Linh goes to bed at nine. True or false? Exercise 6: Match the phrases with their meanings: six o’clock – sáu giờ đúng; six forty-five – sáu giờ bốn mươi lăm; go to bed – đi ngủ. Exercise 7: Choose the correct word to complete the sentence: I get up ___ six fifteen. A. at B. in C. on.

Expected outcomes

Ss answer all exercises correctly. Answer key: 1 – A (get); 2 – B (/t/); 4 – A (six thirty); 5 – True; 6 – six o’clock: sáu giờ đúng; six forty-five: sáu giờ bốn mươi lăm; go to bed: đi ngủ; 7 – at (I get up at six fifteen).

Procedure

  1. Teacher

    T explains the exercises and plays the audio for Exercise 1. T allows Ss to listen twice.

    Pupils

    Ss listen and write their answers on their notebooks.

  2. Teacher

    T asks Ss to do Exercises 2, 4, 5, 6 and 7 individually. T walks around and helps weaker Ss. Ss use the NeoEdu interactive exercises if time allows.

    Pupils

    Ss complete the exercises. Expected answers: 1 – A; 2 – B; 4 – A; 5 – True; 7 – at.

  3. Teacher

    T checks the answers with the class. T asks individual Ss to explain their choice for Exercise 7: Why do we use at with six fifteen?

    Pupils

    Ss report answers. Expected explanation: We use at before a time of day in the sentence I get up at six fifteen.

  4. Teacher

    T praises correct answers and corrects mistakes. T reminds Ss that the time expression with at is used in the sentences about routines.

    Pupils

    Ss correct their answers and write down the correct answers.

Activity 3.2: Practice · 7 minutes

Let’s chant: Get it and bed it

Aims

Ss practise the target words with rhythm and say sentences with the words get and bed in a fun way.

Content

Ss chant: get – clap – bed – clap. Then they say two sentences: I get up at six. I go to bed at nine. One student keeps the beat by clapping, and the other reminds the two target words. Then they switch roles and say two new sentences with each word.

Expected outcomes

Ss chant with the correct rhythm, pronounce get and bed clearly, and say two new sentences using the target words.

Procedure

  1. Teacher

    T models the chant: get (clap) bed (clap). T explains that stressed syllables match the strong claps. T reminds Ss not to add any extra sound at the end of the words.

    Pupils

    Ss listen and repeat the chant in chorus with the clapping rhythm.

  2. Teacher

    T asks pairs to chant and say the two sentences. One student claps the rhythm, and the other says the words. Then T asks them to switch roles and make two new sentences with get and bed.

    Pupils

    Pairs chant and switch roles. Expected new sentences: I get up at six thirty. I go to bed at nine forty-five.

  3. Teacher

    T invites two or three pairs to chant in front of the class and gives direct feedback on pronunciation and rhythm.

    Pupils

    Selected pairs perform the chant. Classmates clap along and listen to the performance.

  4. Teacher

    T praises all pairs and reminds Ss to chant at home with a family member.

    Pupils

    Ss say the chant once more together as a class.

Activity 4: Application · 20 minutes

Project: My daily routine schedule

Aims

Ss create a daily routine schedule, present it in 4–5 sentences, and answer a question about their project.

Content

Ss divide the paper into four boxes: get up, have breakfast, have dinner, go to bed. They draw a clock or write the time in each box. Then they read their schedule from morning to evening, and a partner points to the correct box when hearing the activity. Sample product: get up – 6:15 a.m.; have breakfast – 6:30 a.m.; have dinner – 6:30 p.m.; go to bed – 9:00 p.m. Sample presentation: I get up at six fifteen in the morning. I have breakfast at six thirty. I have dinner at six thirty in the evening. I go to bed at nine.

Expected outcomes

Each S has a completed schedule poster and gives a 4–5 sentence presentation with a correct answer to one question from a partner.

Procedure

  1. Teacher

    T shows the sample project table and explains the four boxes. T models a presentation: I get up at six fifteen in the morning. T asks Ss to think about their own times, or to imagine them if they prefer.

    Pupils

    Ss listen and look at the sample. Ss ask: Can I use imaginary times? T answers: Yes, you can, but write it clearly.

  2. Teacher

    T asks Ss to draw the four boxes and write or draw the times. T walks around and helps Ss with sentence patterns. Then T asks Ss to practise the presentation with a partner.

    Pupils

    Ss draw their schedule and write 4–5 sentences. Partner A presents, Partner B listens and points to the correct box. Partner B asks one question, for example: What time do you have dinner? Expected answer: I have dinner at six thirty in the evening.

  3. Teacher

    T invites several Ss to present their schedule to the class. T gives feedback on pronunciation, sentence patterns and the accuracy of times.

    Pupils

    Selected Ss present their schedule. Classmates listen and ask one question about the schedule.

  4. Teacher

    T summarises the key points: time expressions, the at pattern and the four routine verbs. T asks Ss to display their projects on the classroom wall.

    Pupils

    Ss hang their projects on the wall and say one thing they learned from the lesson.

Worksheets

Worksheet No. 1

Read the text and answer the questions.
I am Linh. I get up at six fifteen. I have breakfast at six thirty. I go to school at seven. I go to bed at nine.

  1. What is the topic of the text?
  • Linh’s daily routine
  1. What time does Linh get up?
  1. What time does Linh have breakfast?
  1. What time does Linh go to school?
  1. What time does Linh go to bed?
  1. Write True or False.
  • Linh goes to bed at nine. ________________

Worksheet No. 2

Complete the sentences with the correct word (at).

  1. I get up ______ six fifteen.
  2. I have breakfast ______ six thirty.
  3. I go to bed ______ nine.

Match the phrases with their meanings.

  • six o’clock ____ a. sáu giờ bốn mươi lăm
  • six forty-five ____ b. sáu giờ đúng
  • go to bed ____ c. đi ngủ

Write 4–5 sentences about your daily routine. Use the sample table as a model.

Homework

  • Finish your daily routine schedule and check that each box has the correct time.
  • Practise the chant get – bed with a family member, and clap the rhythm while you speak.
  • Write 4–5 sentences about your daily routine. Reread your writing and check the time expressions and the words get up, have breakfast, have dinner and go to bed.
  • Practise saying the words get and bed in front of a mirror. Check that you do not add an extra sound at the end of the words.

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