Theme 4 Theme 5 Lesson 1 Grade 4

Grade 4 School year 2021-2022
Teaching date:
Week 14 Class:
Theme 4: Clothes
Lesson 1: Period 53: (A:B1:B2;B3).
I. Objectives: Students will be able to describe clothes.
II. Language focus:
* Vocabulary: shirt, shorts, dress, skirt, blouse, clothes
* Sentence patterns: What color (is) (your) (blouse)?

(It's) (green).
III.Resources: Students’ book, recording, flash cards, posters…
IV. Procedure:
Steps / Time Learning activities Language Modes

focus
Warm – up Students play the” Teacher says” game . Touch Whole
( 3 minutes) your….. class
A. - Arrange the flashcards on the board, Whole
Listen,point play audio and have students listen and shirt, class
and say. repeat. Point to the flashcards along shorts,
( 10 minutes) with the audio. Repeat several times. dress,
skirt, Whole
blouse, class,
clothes
Groups
- Play audio again and have students
listen, repeat and point to the pictures in
their books.
- Change the order of the flashcards,
Groups
point to them individually and have
students say the words, correct
pronunciation when needed.
- Divide the class into two teams. Play
the game “Heads up. What's missing?”.
Arrange the flashcards on the board and
remove one card when students are not
looking. One student from each team
calls out the missing flashcard.
B1. Listen and -Now introduce the situation “The girls Whole
read. (7 are going to Grandpa's house…” class
minutes) Individual
ly
Whole
Teacher: Primary School

class
- Have students call out the objects and

people they can see.
- Have students listen and read.
B2. Listen - Play audio and demonstrate the Whole
and tick. (10 activity using the example. class
minutes) - Play audio and have students listen Individual
and tick the box. ly
- Play audio again and check answers as Whole
a whole class. class
B3. Practice - Draw students’ attention to the What Whole

the structure . structure box. color (is) class
(8minutes) - Play audio and have students listen. (your) Individual
- Play audio again and have students (blouse)? ly
listen and repeat. In pairs.
-Teacher calls some pairs to act in front (It's)
of the class, check as a class and correct (green).
pronunciation, if necessary.
Homelink
(2 minutes)
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Teaching date:
Class:
Theme 4: Clothes
Lesson 1: Period 54: (C;D;E).
I. Objectives: Students will be able to describe clothes.
II. Language focus:


(It's) (green).

IV. Procedure:

focus
Warm – up Students play the game (Slap on the shirt, Whole
( 3 minutes) board) . shorts, class
dress,
skirt,
blouse,
clothes
C. Listen. Sing - Play audio and have students listen. Whole
along. - Play audio and have students point to class
( 7 minutes) the pictures in Part A.
- Play audio and have students sing the
song as a whole class and do the
actions.
- Divide the class into two groups, Groups
group A sings the commands, group B
does the actions.
- Swap roles and repeat.
*Pronunciation tip.
- Focus on the example sentence and Whole
briefly explain the focus. class
- Tell students they must listen and Individual
notice the pronunciation feature. ly
- Play the audio once and draw attention
to the pronunciation feature. Whole
- Play the audio again. Have students class
listen and repeat with a focus on the
feature.
D. Listen and Listen and tick the box. Whole
tick the box. class
Practice.
Point, ask and Individual
answer. (18 ly
minutes) Whole
class
Whole

- Play audio and demonstrate the class

activity using the example.
- Have students listen to the audio and
tick the box.
- Play audio again and check answers as
a whole class.
Practice.
-T: I say, “your shirt”. You say, “What
color is your shirt?”
T: I say, “his shorts”. You say, “What Group
color are his shorts?” OK?
T: your shirt
Class: What color is your shirt?
T: his shorts
Class: What color are his shorts?
• her dress • your skirt • her
blouse
- Divide the class into Group A and
Group B.
T: I say, “your shirt/blue”.
Group A, you say, “What color is your
shirt?”
Group B, you say, “It’s blue.”
T: I say, “his shorts/red”.
Group A, you say, “What color are his
shorts?”
Group B, you say, “They’re red.” OK? Whole
T: your shirt/blue What class
Group A: What color is your shirt? color is Pairs.
Group B: It’s blue. her dress?
T: his shorts/red It’s
• her dress /green • your skirt/ yellow purple.
• her blouse/ white Whole
Point, ask and answer. class
- Demonstrate the activity using the
example.
- Divide the students into pairs.
- Have Student A point and ask and
Student B answer.
- Afterwards, have some pairs
demonstrate the activity in front of the
class.

E. Play the - Demonstrate the activity. Whole

“Lost and class
found” game. - Divide the class into groups of three. What Groups.
(10 minutes) - Have students put their bags, books, color is
pencil cases on one table. your bag?
- Have Student A ask “What color is It’s
your (bag)?” and Student B answer “It’s purple.
(purple).”
- Afterwards, have some groups Whole
demonstrate the activity in front of the class
class.
Homelink
(2 minutes)
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Teaching date:
Class:
Theme 4: Period 55 Clothes

Workbook - Lesson 1.
I. Objectives: - By the end of the lesson,sts will be able to read and do some
exercises in the workbook.
II. Language focus:

(It's) (green).
III. Resources:- Workbook, recording, pictures, puppets, flash cards.
IV. Procedure:
Steps / Learning activities Language focus Modes

Time
Warm - - Play the “Magic bag” game. What color is Whole
up: ……? class
(3 It’s ……...
minutes)
A. Look - Have the students look at the letters Whole
at the and the pictures and call out what they class
pictures can see.
and
complet 1. clothes Individuall
e the 2. shirt y
words. 3. shorts
(8 4. dress Work in
minutes) 5. skirt pairs.
6. blouse
- Have the students look and Whole
complete the words. class
- Divide the class into pairs and have
them check the answers with each other. Individuall
- Check answers as a whole class. y
- Afterwards, have some students
class.
B. Find - Have students look at the pictures and Whole
and the letters. class
circle. - Have students look at the pictures and
the letters, find and circle. Individuall
(8
- Swap the workbook. y
minutes) - Check answers as a whole class.
- Call some students to read the words.
Work in
pairs.
Whole
class
C. Look - Have students look at the pictures and Whole

and a call out what they can see. class
read.
Put a 1. What color is
tick (v) her dress? Individuall
or a It’s green. y
cross (x) 2. What color is
in the her blouse?
box. (8 It’s white. Work in
minutes) 3. What color are pairs.
- Have the students look the pictures his shorts? Whole
and put a tick (v) or a cross (x) in the They are blue.
class
box.
- Swap the workbook.
- Check answers as a whole class.

- Call some students to read the
sentences.
Look - Have students look at the pictures and 1. What color is Whole
and a call out what they can see. her skirt? class
write. It’s yellow.
(8 2. What color are
minutes) his shorts? Individuall
They’re green. y
3. What color is
her dress? Work in
It’s purple. pairs.
4. What color is
his shirt ? - Whole
- Have the students look the pictures, It’s orange..
questions and write. class
them check the answers with each other.
- Call some students to read the
sentences.
Home
link:
(5
minutes)
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Teaching date:
Class:
Theme 4: Clothes
I. Objectives: Students will be able to talk about clothes people are wearing.
II. Language focus:
* Vocabulary: pants, socks, t-shirt, shoes, sneakers,cap.
* Sentence patterns: What are you wearing?

I'm wearing (a blue cap).
What's (he) wearing?
(He)'s wearing (green socks).

.III.Resources: Students’ book, recording, flash cards, posters…
IV. Procedure:

focus
Warm – up Students play the slap on the board. clothes Whole
( 3 minutes) class
A.Listen,point - Arrange the flashcards on the board, Whole
and say. play audio and have students listen and class
( 10 minutes) repeat. Point to the flashcards along pants,
with the audio. Repeat several times. socks, Whole
t-shirt, class,
shoes,
sneakers,
cap Whole
class
their books.
Groups
- Play the “Guess” game. Arrange the
flashcards on the board and write a
number under each card.
- Have students look at the flashcards
for the count of ten. Turn the flashcards
over to face the board when the students
are not looking.
- Call out a number and have students
take turns to guess the face down card.
Turn the flashcard over after each guess.
B1. Listen and - Review the story from the previous pants, Whole
read. (7 lesson “The girls were going to socks, class
minutes) Grandpa's house.” t-shirt,
shoes,
sneakers,
cap
Whole
class

- Now introduce the situation “Grandma

and Grandpa can’t see the girls…”
B2. Listen and - Play audio and demonstrate the Whole
tick. activity using the example. class
(10 minutes) - Play audio and have students listen Individual
and tick the box. ly
B3. Practice - Draw students’ attention to the What are Whole
the structure . structure box. you class
(8 minutes) - Play audio and have students listen. wearing?
- Play audio again and have students In pairs.
listen and repeat. I'm
-Teacher calls some pairs to act in front wearing (a Whole
of the class, check as a class and correct blue cap). class
What's
(he)
wearing?
Homelink
(2 minutes)
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Teaching date:
Week 15 Class:
Theme 4: Clothes
Lesson 2: Period 57: (C; D; E).
II. Objectives: Students will be able to talk about clothes people are wearing.

II. Language focus:


IV. Procedure:

focus
Warm – up Students play the game( Slap on the clothes Whole
( 3 minutes) board) . class
C. Listen. Sing - Play audio and have students listen. What are Whole
along. - Play audio and have students point to you class
( 7 minutes) the pictures in Activity A. wearing?
song as a whole class. I'm
- Divide the students into two groups, wearing (a Groups
group A sings the questions, group B blue cap).
sings the answers.
- Swap roles and repeat. What's
Pronunciation tip: (he)
-Focus on the example sentence and wearing? Whole
feature.
D. D. Practice. Practice.
Point, ask and Whole
answer. class
(18 minutes)
Whole
class
- T: I say, "you/wearing".
You say, "What are you wearing?"

T: I say, "he/wearing".
You say, "What's he wearing?" OK?
T: you/wearing.
Class: What are you wearing?
T: he/wearing. Group
• she/wearing • they/wearing •
Lucy/wearing • Jill/wearing
T: I say "you/wearing/blue pants".
Group A, you say, "What are you
wearing?"
Group B, you say, "I'm wearing blue
pants."
T: I say "he/wearing/white socks".
Group A, you say "What's he wearing?"
Group B, you say "He's wearing white Pairs.
socks." OK?
T: you/wearing/blue pants.
Group A: What are you wearing?
Group B: I'm wearing blue pants. Whole
• she/wearing/green T-shirt • class
Lucy/wearing/pink hat •
Jill/wearing/brown cap
Point, ask and answer.
- Divide the class into pairs.
- Have Student A point, ask and Student
B answer.
class.
E. Play the Whole
“Tic, tac, toe” What are class
game. you
(10 minutes) wearing?
I'm
wearing (a
- Demonstrate the activities. Divide the blue cap). Whole
class into groups of four with two class
What's
students in each team. (he)
- Have teams play rock, paper, scissors. wearing?
The winning team chooses a square, ask

and answer.
- Have the teams take turns.
- Swap roles and repeat until the game is
finished.
- Before the end of the lesson, check the
answers as a whole class.
Homelink
(2 minutes)
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Teaching date:
Class:

I. Objectives: Students will be able to talk about clothes people are wearing.
do some exercises about the ages in the workbook.
II. Language focus:


IV. Procedure:
Steps / Learning activities Language Modes

Time focus
Warm - - Play the missing game clothes Whole class
up:
(3
minutes)
A. Write - Have students look at the pictures and call Whole class
the words. out what they can see. 1. pants
(10 2. socks
minutes) 3. T-shirt Individually
4. shoes
5. sneakers
6. cap Work in
pairs.
- Have the students look the pictures and

write the words.
- Divide the class into pairs, have student A
point to the picture and student B call out
the words.
B. Circle. - Have students look at the pictures and call Whole class
(10 out what they can see. 1. T-shirt
minutes) 2. sneakers
3. pants Individually
4. cap
5. shoes
Work in
6. socks pairs.
Whole class
Have the students look the pictures and

read.
- Have the students look the pictures, the
words and circle.
point to the numbers and student B call out
the letters.
C. Look - Have students look at the picturesand a 1. He’s Whole class
and read. call out what they can see. wearing a
Put a tick yellow T-
(v) or a shirt. V Individually
cross (x) 2. He’s
in the box. wearing Work in
(8 dark blue pairs.
minutes) shorts.x Whole class
- Have the students look the pictures and 3. He’s
read, tick the correct box. wearing an
- Swap the workbook. orange cap.

- Check answers as a whole class. x

4. He’s
wearing
white socks.
v
5. He’s
wearing
brown
shoes.v
Look and - Demonstrate the activity using the 1. What’s Whole class
write. example. she
(7 wearing?
minutes) She’s Individually
wearing a
green skirt. Work in
2. What’s he pairs.
wearing?
He’s
wearing an Whole class
orange T-
shirt/blue
- Have students look at the pictures and pants/blue
write the the answers. shoes.
- Divide the class into pairs and have them 3. What’s
check the answers with each other. she
- Swap roles and repeat. wearing?
- Afterwards, have some pairs demonstrate She’s
wearing an
the activity in front
orange
cap/red
pants/purple
shoes.
4. What’s he
wearing?
He’s
wearing a
blue T-
shirt/yellow
shorts/black
sneakers..
Home
link:
(2

minutes)
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Theme 4: Clothes
II. Objectives: Students will be able to ask and answer about possession.
II. Language focus:
* Vocabulary: jeans, jacket, hat, scarf, sweater, pajamas.
* Sentence patterns: Is this your (jacket)?
Yes, it is./No, it isn't.
Are these your (jeans)?
Yes, they are./No, they aren't.
IV. Procedure:

focus
Warm – up Students play the guessing game. Who’s Whole
( 3 minutes) wearing? class
Listen,point play audio and have students listen and class
and say. repeat. Point to the flashcards along jeans,
( 10 minutes) with the audio. Repeat several times. jacket,
hat, scarf, Whole
sweater, class,
pajamas.
Groups
their books.
- Change the order of the flashcards, Groups

B1. Listen and - Review the story from the previous Whole
read. (7 lesson “Grandma and Grandpa couldn't class
minutes) see the girls.”
Whole
class
In pairs.
- Now introduce the situation “Grandma

finds the girls' warm clothes for
skiing…”
B2. Listen - Play audio and demonstrate the Whole

and tick or activity using the example. class
cross. (10 - Play audio and have students listen Individual
minutes) and tick or cross. ly
B3. Practice - Draw students’ attention to the Is this Whole

the structure . structure box. your class
(8 minutes) - Play audio and have students listen. (jacket)? Individual
- Play audio again and have students ly
listen and repeat. Yes, it In pairs.
-Teacher calls some pairs to act in front is./No, it
of the class, check as a class and correct isn't.
Are these
your
(jeans)?
Yes, they
are./No,
they
aren't.

Homelink
(2 minutes)
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Teaching date:
Class:
Theme 4: Clothes
I. Objectives: Students will be able to ask and answer about possession.
II. Language focus:
IV. Procedure:

focus
Warm – up Students sing the song “ Days of week” Whole
( 3 minutes) class
( 7 minutes) the pictures in Part A.
song as a whole class and do the
actions.
- Divide the class into two groups, Groups
group A sings the commands, group B
does the actions.
*Pronunciation tip.

feature.
D. Practice. Practice.
answer.answe class
r. (18 minutes)
Whole
class
- T: I say, “jeans”. You say, “Are these

your jeans?” Group
T: I say, “hat”. You say, “Is this your
hat?” OK?
T: jeans
Class: Are these your jeans?
T: hat
Class: Is this your hat?
• jacket • pajamas • scarf •
sweater
Group B
T: I say, “jeans/yes”.
Group A, you say, “Are these your
jeans?”
Group B, you say, “Yes, they are.”
T: I say, “hat/no”.
Group A, you say, “Is this your hat?” Whole
Group B, you say, “No, it isn’t.” OK? class
T: jeans/yes Pairs
Group A: Are these your jeans?
Group B: Yes, they are.
T: hat/no Whole
• jacket/yes • pajamas/no • class
scarf/yes • sweater/no
example.
B answer.
class.
E. Circle three Individual
items. Ask and ly
answer with Pairs
your partner.
(10 minutes)
Whole
- Have students circle 3 items that they class
like.
- Have Student A look at their book and
ask randomly “Is this your hat?”,
student B answers “No, it isn’t” if it is
not the item that he/she circled.
-Afterwards, have some students
class.
Homelink
(2 minutes)
Teaching date:
Class:
Week 16
II. Objectives: Students will be able to ask and answer about possession, do
some exercies.
II. Language focus:

IV. Procedure:

Time focus
Warm - - Watch a video about clothes Whole class
up:
(3
minutes)
A. Circle - Have students look at the picture and call Whole class
the odd out what they can see. 1. scarf
one out 2. sweater
and write. 3. pajamas Individually
(10 4. jacket
minutes) 5. hat
Work in
6. jeans pairs.
- Have the students look the pictures and

circle the odd one out.
point to the picture and read, student B call
out the words.
B. Circle. - Have students look at the pictures and call Whole class
(10 out what they can see.
minutes) 1. sweater Individually
2. jacket
3. pajamas Work in
pairs.
4. jeans
5. hat
6. scarf
- Have the students look the words and Whole class

circle.
read the uwords and student B point to the
pictures..
C. Look - Have students look at the pictures and call1. Are these Whole class
and read. out what they can see. your jeans?
Tick (v) Yes, they Individually
the are. No,
correct they aren’t.
answers. 2. Are these Work in
(8 your pairs.
minutes) pajamas?
Yes, they Whole class
are. No,
they aren’t.
- Have the students look the sentences and 3. Is this
read. Tick (v) the correct answers. your
- Swap the workbook. sweater?
Yes, it is.
- Check answers as a whole class. No, it isn’t.
D. Look Have students look at the pictures and call 1. Is this Whole class
and write. out what they can see. your scarf?
(7 No, it isn’t.
minutes) 2. Is this Individually
your
jacket? Work in
Yes, it is. pairs.
3. Are these
your jeans? Whole class
No, they
aren’t. 4.
- Have students look at the the pictures, the Are these
sentences and write. your
- Divide the class into pairs and have them pajamas?
check the answers with each other. Yes, they
- Swap roles and repeat. are.
- Afterwards, have some pairs demonstrate
Home
link:
(2
minutes)

Theme 4: Clothes
III. Objectives: Students will be able to ask and answer about possession.
II. Language focus:
* Vocabulary: glasses, watch, handbag, boots, gloves
* Sentence patterns:
Whose (handbag) (is this)?
(It's) (Lucy)'s (handbag).
IV. Procedure:

focus
Warm – up Students play the missing game. scarf Whole
( 3 minutes) sweater class
pajamas
jacket
hat
jeans

Listen,point play audio and have students listen and glasses, class
and say. repeat. Point to the flashcards along watch,
( 10 minutes) with the audio. Repeat several times. handbag,
boots, Whole
gloves class,
- Play audio again and have students Groups

their books.
point to them individually and have Groups
B1. Listen and - Review the story from the previous Whole
read. (7 lesson “Grandma found the girls' warm class
minutes) clothes for skiing.”
Whole
class
- Now introduce the situation “Lucy and

Jill go home and unpack…”
.
B2. Listen - Play audio and demonstrate the glasses, Whole
and draw activity using the example. watch, class
lines. (10 - Play audio and have students listen handbag, Individual
minutes) and draw lines. boots, ly
- Play audio again and check answers as gloves Whole
B3. Practice - Draw students’ attention to the Whose Whole

the structure . structure box. (handbag) class
(8minutes) - Play audio and have students listen. (is this)? Individual
- Play audio again and have students ly
listen and repeat. (It's)
-Teacher calls some pairs to act in front (Lucy)'s In pairs.
of the class, check as a class and correct (handbag)
Homelink
(2 minutes)

Teaching date:
Class:
Theme 4: Clothes

I.Objectives: Students will be able to ask and answer about possession.
II. Language focus:
IV. Procedure:

focus
Warm – up Students play the game( Slap on the Whole
( 3 minutes) boards” Whose class
(handbag)
(is this)?
(It's)
(Lucy)'s
(handbag
( 7 minutes) the pictures in Activity A.
song as a whole class.
- Divide the students into two groups,
group A sings the questions, group B Groups
sings the answers.
Pronunciation tip:
feature.
D. Practice. Practice.
answer. class
. (18 minutes)
Individual
ly
Whole
class
- T: I say, “watch”. You say, “Whose Whole

watch is this?” class
T: I say, “glasses”. You say, “Whose
glasses are these?” OK?
T: watch
Class: Whose watch is this?
T: glasses
Class: Whose glasses are these?
- Divide the class into Group A and Groups
Group B.
T: I say, “watch/Lucy”.
Group A, you say, “Whose watch is
this?”
Group B, you say, “It’s Lucy’s watch.”
T: I say, “glasses/Tom”. Whole
Group A, you say, “Whose glasses are class
these?”
Group B, you say, “They’re Tom’s
glasses.” OK? Pairs
T: watch/Lucy
Group A: Whose watch is this?
Group B: It’s Lucy’s watch.
T: glasses/Tom
example.
B answer.
class.

E. Play the - Divide the class into groups of four. Groups

“Guess
whose” game.
(10 minutes)
- Have Student A covers their eyes

while the rest of the group place one of
their own objects on the desk
(glasses/watch/handbag).
- Have one student points to an object
and ask “Whose watch is this/are
these?”
- Have Student A guess whose object it
is and say “It’s/They’re _______
_______.”
Homelink
(2 minutes)
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Teaching date:
Class:

I. Objectives: Students will be able to ask and answer about possession and
do some exersices.
II. Language focus:

IV. Procedure:

focus
Warm - up: - Play Guess whose” game.. Whole class
(3 minutes)
A. Write the - Have students look at the picture and 1. handbag Whole class
words. (10 call out what they can see. 2. glasses
minutes) 3. boots Individually
4. watch
5. gloves
Work in
pairs.
- Have the students look the pictures,
the words and write. Whole class
- Divide the class into pairs, have
student A point to the picture and
student B call out the words.
B. Look and - Demonstrate the activity using the Down Whole class
write. example. 1. handbag
(8 minutes) 3. boots Individually
4. glasses.
Across Work in
2. watch pairs.
5. gloves
Whole class
- Have students look at the pictures,

the letters and write.
them check the answers with each
other.
demonstrate the activity in front
C. Complete - Demonstrate the activity using the 1. Whose Whole class
the example. handbag is
questions. this? It’s

(10 minutes) Lucy’s Individually

handbag.
2. Whose Work in
glasses are pairs.
these?
They’re Whole class
Tony’s
- Have students look at the pictures, glasses.
the questions and complete. 3. Whose
- Divide the class into pairs and have boots are
them check the answers with each these?
other. They’re
- Swap roles and repeat. Sam’s boots..
Look and - Demonstrate the activity using the 1. Whose

write. example. gloves are
(7 minutes) these?
They’re Jill’s
gloves.
2. Whose
watch is this?
It’s Nick’s
watch.
3. Whose hat
- Have students look at the pictures, is this? It’s
the questions and write. Sue’s hat.
- Divide the class into pairs and have 4. Whose
them check the answers with each glasses are
other. these?
- Swap roles and repeat. They’re
- Afterwards, have some pairs Dan’s glasses.
Home link:
(2 minutes)

Teaching date:
Week 17 Class:
Theme 4: Clothes
Lesson 5: Period 65: (A:B1:B2).
III. Objectives: Students will be able to ask about someone’s state.
II. Language focus:
* Vocabulary: hungry, thirsty, hot, cold
* Sentence patterns: What’s the matter, (Grandma)?
I’m (cold).
Do you want (a jacket)?
Yes, please.
IV. Procedure:

focus
Warm – up Students play the “Guess whose” game. Whole
( 3 minutes) class
A.Listen,point - Arrange the flashcards on the board, Whole
and say. play audio and have students listen and class
( 15 minutes) repeat. Point to the flashcards along
with the audio. Repeat several times. hungry, Whole
thirsty, class,
hot, cold
Whole
class
their books.
Groups
- Play the “Guess” game. Arrange the
flashcards on the board and write a
number under each card.
- Have students look at the flashcards
for the count of ten. Turn the flashcards
over to face the board when the students
are not looking.
- Call out a number and have students
take turns to guess the face down card.

Turn the flashcard over after each guess.
B1. Listen and - Introduce the topic “Vinh is a helpful What’s the Whole
number. (10 boy...” matter, class
minutes) (Grandma
)?
Individual
I’m (cold). ly
Do you
want (a Whole
jacket)? class
Yes,
please.
- Play audio and demonstrate the
- Play audio and have students listen
and number.
a whole class.
listen and repeat.
B2. Useful - Have students look at the useful What’s the Whole
language. language box. matter, class
(10 minutes) - Have students listen to audio and (Grandma Individual
repeat. )? ly
- Play audio again and have students Whole
listen and repeat. I’m (cold).
class
-Teacher calls some pairs to act in front
of the class, check as a class and correct Do you
pronunciation, if necessary. want (a
jacket)?
Yes,
please.
Homelink
(2 minutes)

Teaching date:
Class:
Theme 4: Clothes
Lesson 5: Period 66: (C; D; E).
I. Objectives: Students will be able to ask about someone’s state.
II. Language focus:
I’m (cold).
Yes, please.
IV. Procedure:

focus
Warm – up Students play the missing game” . hungry, Whole
( 3 minutes) thirsty, class
hot, cold
C. - Have students read the text Individuall
Read and fill individually. y.
in the blanks. Whole
class,
( 10 minutes) Individuall
y.
Whole
class,
example.
- Have students read and write the
correct words to complete the story.
- Check answers as a whole class
D. Point, ask - Demonstrate the activity using the Whole
and answer. example. class,
.(7 minutes)
Pairs
- Divide the class into pairs. Whole

- Have Student A point and ask, have class
Student B answer.

B answer.
class.
E. Look at - Have students look at the Speaking Whole
Speaking part. section. class
Write the Individuall
sentences. y.
. (10 minutes) Pairs

- Have students write sentences using
the pictures in Speaking. Whole
- Check answers as a whole class. class
- Have the pairs practice the
conversation.
class.
Homelink
(2 minutes)
Teaching date:
III. Objectives: Students will be able to ask about someone’s state, do some
exercies.
II. Language focus:
I’m (cold).
Yes, please.
IV. Procedure:
Steps / Learning activities Language focus Modes

Time
Warm - - Watch a video about Whole
up: someone’s state. class
(3
minutes)
A. Circle - Have students look at the Whole
the picture and call out what they 1. hot class
correct can see. 2. cold
words. 3. hungry
(10 4. thristy Individuall
y
minutes)
- Have the students look the Work in

pictures and circle. pairs.
- Divide the class into pairs,
have student A point to the
picture and read, student B
call out the words.
- Swap the workbook. Whole
- Check answers as a whole class
class.
B. Look - Have students look at the Whole
and table, the pictures and call out class
circle. what they can see.
- Have the students look the
(10
words and circle.
minutes) - Divide the class into pairs, Individuall
have student A read the y
uwords and student B point to
the pictures.. Work in
- Swap the workbook. pairs.
- Check answers as a whole
class.
Whole
class
C Read - Have students look at the 1. What the matter, Whole
and put pictures and call out what Grandma? class
a tick (v) they can see. I'm hot.
in the 2. What the matter, Mom? Individuall
box. (8 I'm cold.
minutes) 3. What the matter, Kim? y

I'm hungry.
Work in
pairs.
- Have the students look the
sentences and read. Tick (v) Whole
the correct answers. class
- Check answers as a whole

class.
D. Look Have students look at the 1. What's the matter, Mom? Whole
and pictures and call out what I'm hot. class
write. they can see. Do you want a fan?
(7 Yes, please.
minutes) 2. What's the matter, Dad? Individuall
I'm thirsty. y
Do you want some water?
Yes, please. Work in
3. What's the matter, pairs.
Grandma? I'm cold.
Do you want a sweater? Whole
- Have students look at the Yes, please.
the pictures, the sentences and 4. What's the matter, Kim? class
write. I'm hungry.
- Divide the class into pairs Do you want a sandwich?
and have them check the Yes, please.
answers with each other. Read
demonstrate the activity in
front
Home
link:
(2
minutes)
Theme 4: Clothes

Lesson 6: Period 68: (A; B).

I.Objectives: Students will be able to review and practice and do some exercies.
II. Language focus:
* Vocabulary: All vocabs from Lessons 1-5
All structures from Lessons 1-5
IV. Procedure:

focus
Warm – up Students play the game( Noughts and clothes Whole
( 3 minutes) crosses ) class
A. Listen and - Have students look at the picture and Whole
draw lines. call out the things they can see. clothes class
( 15 minutes)
Individual
ly
Pairs
Whole
class
- Play audio and have students draw
lines.
- Swap their answers.
a whole class.
B. Reading - Have students look at the picture and Whole

and Writing call out the people and objects they can class
Look at the see.
pictures and
read the
questions. Individual
Write one- ly
word answers.
. Pairs
(20 minutes) Whole
- Demonstrate the activity using the class

example.
- Have students look at the picture, read
the question and write one-word
answers.
- Swap their answers.

Homelink
(2 minutes)

Teaching date:
Class:
Week 18
Theme 4: Clothes
Lesson 6: Period : (C; D; E).
I.Objectives: Students will be able to review and practice and do some exercies.
II. Language focus:
* Vocabulary: All vocabs from Lessons 1-5
All structures from Lessons 1-5
IV. Procedure:

focus
Warm – up Students play the guessing game. Who is Whole
( 3 minutes) wearing… class
C. Listen. Sing - Have students turn their Student’s Whole
along. Book to page 102. class
( 10 minutes) - Read lyrics as a whole class. Whole
- Play audio and have students listen. class,
listen and sing along.
D. Play the - Demonstrate playing the game. Whole
“Connect What’s he class
three” game. wearing? Groups
(12 minutes) What’s

color is
your…?
Are they
your…?
Whole
class
- Divide the class into groups of four

with two students in each team.
- Have teams play rock, paper, scissors.
The winning team chooses a square and
asks and answers.
- Have the teams take turns.
- Swap roles and repeat until the game is
finished (Rock, paper, scissors is played
each turn).
- Before the end of the lesson, check the
answers as a whole class.
E. “I can” - Read the statements and give an Whole

statements. example for each. class
(13 minutes) - In pairs, have students give a few more Pairs
examples of each aim, then briefly
practice.
- Ask students to color one, two or three Individual
stars, to show how well they can ly
perform the tasks.
(3 stars = Great; 2 stars = Good; 1 star =
Needs more study)
For students with two or fewer stars,
recommend that they review the theme Whole
at home, or do the Workbook or class
Activity Multi-ROM (if they have it).
Homelink
(2 minutes)


Teaching date:
Class:
Theme 4: Period Clothes
I.Objectives: Students will be able to describe clothes and do some exersices.

II. Language focus:
* Vocabulary:
IV. Procedure:

Time focus
Warm - - Play the slap on the board. clothes Whole class
up:
(3
minutes)
A. Look at - Demonstrate the activity using the 1. pants Whole class
the example. 2. sneakers
pictures. 3. sweater Individually
Look at 4. gloves
the letters. 5. jacket Work in
Write the pairs.
words.
(15 Whole class
minutes)
- Have students look at the pictures and

write the words.
- Divide the class into pairs and have them
check the answers with each other.

- Afterwards, have some pairs demonstrate
B. Look - Demonstrate the activity using the 1. What Whole class
and read. example. color is his
Complete Individually
the shirt?
questions.. It’s blue.
(20 2. Are
minutes)
these your
Work in
jeans? pairs.
Yes, they
are.
3. What’s Whole class
she
wearing?
She’s
wearing
purple
dress and
- Have students look at the pictures, the
sentences and read, draw lines. white
- Divide the class into pairs and have them shoes.
check the answers with each other. 4. Whose
- Afterwards, have some pairs demonstrate glasses are
the activity in front. these?
They’re
Dan’s
glasses.
5. Are
these your
pajamas?
No, they
aren’t.
Home
link:
(2
minutes)
Theme 5: Time
Lesson 1: Period : (A; B).
I.Objectives: Students will be able to tell the time.
II. Language focus:
* Vocabulary: a.m., p.m., (nine) o'clock, half past( seven).
What time is it?
It's (half past five)./It's (six p.m.).
IV. Procedure:

focus
Warm – up Students watch a video about numbers. Whole
( 3 minutes) class
Listen,point play audio and have students listen and a.m., p.m., class
and say. repeat. Point to the flashcards along (nine)
( 10 minutes) with the audio. Repeat several times. o'clock,
half Whole
past( seve class,
n).
their books.
point to them individually and have Groups
B1. Listen - Now introduce the situation “Dan's Whole
and read. (10 train to Greenwood is at 3 p.m...” . class
minutes) Individual
ly
Whole
class
- Have students call out the time and

B 2. Listen - Play audio and demonstrate the What time Whole

and circle. activity using the example. is it? class
(8minutes) - Have students look at the clocks and
tell the time. It's (half
- Play audio and have students listen past Individual
and circle. five)./It's ly
(six p.m.).
- Play audio again and check answers as In pairs.
a whole class.
B3. Practice - Draw students’ attention to the What time Whole
the structure. structure box. is it? class
(2 minutes) -Play audio and have students listen.
- Play audio again and have students It's (half
listen and repeat. past
- Practice in pairs. five)./It's In pairs.
(six p.m.).
Homelink
(2 minutes)

Teaching date:
Class:
Theme 5: Time
Lesson 1: Period : (C; D; E).
I.Objectives: Students will be able to tell the time.
II. Language focus:
* Vocabulary: a.m., p.m., (nine) o'clock, half past( seven).
What time is it?
It's (half past five)./It's (six p.m.).

IV. Procedure:

focus
Warm – up Students play the “Guessing game” Time Whole
( 3 minutes) class
C. Listen. Sing- Play audio and have students listen. Whole
along. - Play audio and have students point to What class
(10 minutes) the pictures in Part A. time is it?
song as the whole class. It's (half
- Divide class into two groups, group A past one) Groups
sings the questions, group B sings the
answers.
Pronunciation tip:
- Tell students they must listen and
notice the pronunciation feature.
to the pronunciation feature.
- Play the audio again. Have students
feature.
D. Listen and Listen and tick the box. Whole
tick the box. - Have students look at the pictures and class
Practice. call out the times they can see. Pairs.
Point, ask and
answer. Individual
(15 minutes) ly
Whole
class
Group


- Play audio and have students tick the
box.
Practice. Pairs.
Group B.
T: I say, “time/three a.m.”
Group A, you say, “What time is it?” Whole
Group B, you say, “It’s three a.m.” OK? class
T: I say, “time/half past three”.
Group A, you say, “What time is it?”
Group B, you say, “It’s half past three.”
T: time/three a.m.
Group A: What time is it?
Group B: It’s three a.m.
T: time/half past three
• time/four o’clock • time/five p.m.
example.
- Have Student A ask and Student B
answer.
class.
E. Play the - Divide the class into two teams. Group

board race
game.
(10 minutes)
- Stick two flashcards on the board e.g.

6 p.m. and 5:30.
- Have two students stand in front of the
class and ask and answer e.g. "What
time is it?" "It's half past five."
- Choose one student from each team to
race to the correct flashcard and say the
correct time.
- Choose two more students to take a
turn.
Homelink
(2 minutes)

Theme 4 Theme 5 Lesson 1 Grade 4

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Theme 4 Theme 5 Lesson 1 Grade 4

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Grade 4 School year 2021-2022

* Sentence patterns: What color (is) (your) (blouse)?

Steps / Time Learning activities Language Modes

Teacher: Primary School

- Have students call out the objects and

B3. Practice - Draw students’ attention to the What Whole

Teacher: Primary School

* Sentence patterns: What color (is) (your) (blouse)?

III.Resources: Students’ book, recording, flash cards, posters…

Steps / Time Learning activities Language Modes

Teacher: Primary School

- Play audio and demonstrate the class

Teacher: Primary School

E. Play the - Demonstrate the activity. Whole

Theme 4: Period 55 Clothes

* Sentence patterns: What color (is) (your) (blouse)?

Steps / Learning activities Language focus Modes

C. Look - Have students look at the pictures and Whole

- Check answers as a whole class.

* Sentence patterns: What are you wearing?

(He)'s wearing (green socks).

Steps / Time Learning activities Language Modes

Teacher: Primary School

- Now introduce the situation “Grandma

Teacher: Primary School

II. Language focus:

* Sentence patterns: What are you wearing?

Steps / Time Learning activities Language Modes

You say, "What are you wearing?"

Teacher: Primary School

Theme 4: Period 58 Clothes

II. Language focus:

* Sentence patterns: What are you wearing?

Steps / Learning activities Language Modes

- Have the students look the pictures and

Have the students look the pictures and

Teacher: Primary School

- Check answers as a whole class. x

Teacher: Primary School

Steps / Time Learning activities Language Modes

Teacher: Primary School

- Now introduce the situation “Grandma

B2. Listen - Play audio and demonstrate the Whole

B3. Practice - Draw students’ attention to the Is this Whole

Teacher: Primary School

Steps / Time Learning activities Language Modes

notice the pronunciation feature. ly

- T: I say, “jeans”. You say, “Are these

Are these your (jeans)?

Steps / Learning activities Language Modes

- Have the students look the pictures and

- Have the students look the words and Whole class

Teacher: Primary School

Steps / Time Learning activities Language Modes

A. - Arrange the flashcards on the board, Whole

- Play audio again and have students Groups

- Now introduce the situation “Lucy and

B3. Practice - Draw students’ attention to the Whose Whole

Lesson 4: Period 63: (C;D;E).

Steps / Time Learning activities Language Modes

- T: I say, “watch”. You say, “Whose Whole

Teacher: Primary School