I-Learn Smart Start G4 - Teacher Guide - Part4

Theme 4 LESSON 1 Vocabulary:
shirt, shorts, dress, skirt, blouse, clothes

Review Structure:
1. Write the vocabulary from the previous theme on the board. What color is/are your/his/her _____?
2. Have students read the words on the board. It’s/They’re _______.
3. Write the structure from the previous theme on the board.
4. Have students read the sentences on the board.
5. Have some students come to the front and practice using the
vocabulary and structure in front of the class.
A Listen, point and say. CD1

94
1 2 3 4 5 6
Track 94
M:
1. Shirt.
2. Shorts.
shirt shorts dress skirt blouse clothes
3. Dress.
4. Skirt.
1. Arrange the flashcards on the board, play audio and have 5. Blouse.
students listen and repeat. Point to the flashcards along 6. Clothes.
with the audio. Repeat several times.
2. Play audio again and have students listen, repeat and point
4. Two teams. Play the game “Heads up. What’s missing?”.
to the pictures in their books.
Arrange the flashcards on the board and remove one card
3. Change the order of the flashcards, point to them individually
when students are not looking. One student from each
and have students say the words, correct pronunciation
team calls out the missing flashcard.
when needed.
Track 95 - 96
B 1. Listen and read. CD1
95
Narrator: Look at the pictures. Listen. There is one example.
THE GIRLS ARE GOING TO GRANDPA'S HOUSE…
The girls are going to Grandpa’s house…
1. Lucy: Jill, hurry up!!!
What color is Jill: Can you help me? I need my new shirt.
your shirt? It's blue. Lucy: What color is your shirt?
Jill: It’s blue.
Narrator: Can you see the tick? This is an example. Now listen
and tick the box.
2.Jill: Oh, and my shorts, too.
LATER...
Lucy: What color are your shorts?
We're late! Oh, D
Jill: They’re red.
an!
Bye!
Lucy: Ok.
3. Jill: Lucy, can you see my skirt?
Lucy: What color is your skirt?
Jill: It’s yellow.
4. Jill: My bag!
1. Now introduce the situation “Alfie and the children are Lucy: What color is your bag, Jill?
buying paint…” Jill: It’s brown. Let’s go!
2. Have students call out the objects and people they can see. (SOUNDS OF FEET DOWN STAIRS)
3. Have students listen and read. Dan: Ok, Sam. Bye bye. (SOUND OF HANGING UP PHONE)
Dan: Grace! Let’s meet the girls at the train station!
2. Listen and () . 96 CD1
Grace: Dan, that’s my hat. Remember your glasses! (SOUNDS
1. Play audio and demonstrate the activity using the example. ANNOYED)
2. Play audio and have students listen and () the box.
3. Play audio again and check answers as a whole class.
Track 97
3. Practice the structure. CD1
97
W: What color is your shirt?
M: It’s orange.
1. Draw students’ attention to the structure box.
M: What color are your shorts?
2. Play audio and have students listen.
W: They’re blue.
3. Play audio again and have students listen and repeat.
STRUCTURE
What color is your shirt? It’s orange.
What color are your shorts? They’re blue.
44 CLOTHES: LESSON 1
C Listen. Sing along. CD1
98
Track 98
What color is your shirt?
What color is your shirt? It’s blue.
It’s blue.
1. Play audio and have students listen. 4. Divide class into two groups. Group A: sing the questions;
2. Play audio and have students point to the pictures in part A. group B: sing the answers.
3. Play audio and have students sing the song as the whole class. 5. Swap roles and repeat.
 Pronunciation tip CD1

99
1. Focus attention on the example sentence, and briefly Track 99

explain the focus. B: What color is his shirt?
2. Tell students they must listen and notice the pronunciation feature. G: What color is his shirt? PRONUNCIATION TIP 99 CD1
3. Play the audio once, and draw attention to the M: What color is his shirt? Don’t forget the 't' sound.
pronunciation feature. "What color is his shirt?"
4. Play the audio again. Have students listen and repeat with a
focus on the feature.
D Listen and tick () the box. Practice. Point, ask and answer. CD1
100
Track 100
Listen and tick () the box. Narrator: Look at the picture. Listen. There is one example.
1. Play audio and demonstrate the activity using the example. 1. B: What color is her dress?
2. Have students listen to the audio and tick the box. G: It’s purple.
3. Play audio again and check answers as a whole class. Narrator: Can you see the tick? This is an example. Now listen and
Practice. tick the box.
4.T: I say “your shirt”. You say, “What color is your shirt?” 2. G: What color is his shirt?
T: I say “his shorts”. You say, “What color are his shorts?” OK? B: It’s red.
T: your shirt 3. G: What color are his shorts?
Class: What color is your shirt? B: They’re black.
T: his shorts 4. B: What color is her skirt?
Class: What color are his shorts? G: It’s pink.
5. Divine class into Group A and Group B. 5. B: What color is her blouse?
T: I say “your shirt/blue”. G: It’s orange.
Group A, you say “What color is your shirt?” 6. B: What color are her shorts?
Group B, you say, “It’s blue.” G: They’re purple.
T: I say “his shorts/red”.
Group A, you say, “What color are his shorts?”
• your skirt/ yellow
Group B, you say, “They’re red.” OK?
• her blouse/ white
T: your shirt/blue
Group A: What color is your shirt? Point, ask and answer.
Group B: It’s blue. 6. Demonstrate the activity using the example.
T: his shorts/red 7. Divide students into pairs.
8. Have student A point to a picture and ask “What color is/are
Continue whole class/group/individual drills, with:
________?” and have student B answer “It’s/They’re ________.”
• her dress • your skirt • her blouse
9. Swap roles and repeat.
Continue whole class/group/individual drills, with: 10. Afterwards, have some pairs demonstrate in front of the class.
• her dress /green
E Play the “Lost and found” game. 1. Demonstrate the game.

2. Divide students into groups of three.
What color is your bag?
It’s purple. 3. Have students put their bags, books, pencil cases on one table.
4. Have student A ask “What color is your bag?” and student B
answer “It’s purple.”
6. Afterwards, have some groups demonstrate in front of the class.
CLOTHES: LESSON 1 45
pants, socks, T-shirt, shoes, sneakers, cap
Review Structure:
1. Write the vocabulary from the previous lesson on the board. What are you wearing?
2. Have students read the words on the board. What is he/she wearing?
3. Write the structure from the previous lesson on the board. I’m/He’s/She’s wearing _________.

101
Track 101
M:
1 3 5
1. Pants.
2 4 6
2. Socks.
3. T-shirt.
4. Shoes.
pants socks T-shirt shoes sneakers cap
5. Sneakers.
6. Cap.
1. Arrange the flashcards on the board, play audio and have
students listen and repeat. Point to the flashcards along with
the audio. Repeat several times. 4. Play the “Word Tennis” game. Have one student come to the
2. Play audio again and have students listen, repeat and point to front and play ‘Tennis’ with you.
the pictures in their books. 5. As you say a word hit it to the student and have the student
3. Change the order of the flashcards, point to them individually respond with another word and hit it back to you.
and have students say the words, correct pronunciation 6. Divide students into pairs and have them play with each
when needed. other. Have some pairs demonstrate in front of the class.

102
Track 102 - 103

What are you 1
GRANDMA AND GRANDPA
TRAIN STATION
CAN’T SEE THE GIRLS… Narrator: Look at the pictures. Listen. There is one example.
wearing?
I’m wearing a
NO
SMOKING
NO
SMOKING
NO
SMOKING
NO
SMOKING
Grandma and Grandpa can’t see the girls…
NO
SMOKING
blue T-shirt.
NO
SMOKING
NO
SMOKING
NO
SMOKING
1. (Telephone ringing)
NO
NO SMOKING
SMOKING
TRAIN STATION 2 Lucy: Hello, grandma! We’re at the station now.

Grace: I can’t see you. What are you wearing, Lucy?
TRAIN STATION
Lucy: I’m wearing a blue T-shirt.
Narrator: Can you see the tick? This is an example. Now listen NO
SMOKING
NO
SMOKING
3
NO
SMOKING
NO
SMOKING
and tick the box.

2. Grace: What’s Jill wearing?
Lucy: She’s wearing a pink dress.
4 3. Lucy: What are you wearing grandma?
Grace: I’m wearing a green skirt.
4. Lucy: What is Grandpa wearing?
Grace: He’s wearing grey pants.
1. Review the story from the previous lesson “The children were Grandpa: It’s OK, I see you Lucy!
in the garden.” Grandma: Dan, put on your glasses. That’s a man.
2. Now introduce the situation “The children are talking about (SOUNDS ANGRY)
their favorite colors…” Man: Argh!
3. Have students call out the objects and people they can see.
4. Have students listen and read.
STRUCTURE
2. Listen and () . 103 CD1
What are you wearing? I’m wearing a white dress.

1. Play audio and demonstrate the activity using the example. What‘s he wearing? He’s wearing green shorts.
2. Play audio and have students listen and () the box.
Track 104
104 M: What are you wearing?
1. Draw students’ attention to the structure box. W: I’m wearing a white dress.
2. Play audio and have students listen. M: What’s he wearing?
3. Play audio again and have students listen and repeat. W: He’s wearing green shorts.
C Listen. Sing along. 105
CD1
Track 105
What are you wearing? What are you wearing?
I’m wearin I’m wearing pants.
g pants.
 Pronunciation tip 106

CD1
Track 106
1. Focus attention on the example sentence, and briefly B: I’m wearing shoes.
explain the focus. G: I’m wearing shoes.
2. Tell students they must listen and notice the pronunciation M: I’m wearing shoes.
feature.
3. Play the audio once, and draw attention to the
pronunciation feature. PRONUNCIATION TIP 106
CD1
4. Play the audio again. Have students listen and repeat with a ‘Shoes’ ends in a ‘z’ sound. Don’t forget it!
focus on the feature. "I’m wearing shoes."
D Practice. Point, ask and answer. T: I say “you/blue pants”.

Group A, you say “What are you wearing?”
Group B, you say, “I’m wearing blue pants.”
What's he wearing?
He’s wearing green pants. T: I say “he/white socks”.
2 Group A, you say, “What’s he wearing?”
1 2 3 Group B, you say, “He’s wearing white socks.” OK?
2
T: you/blue pants
Group A: What are you wearing?
Group B: I’m wearing blue pants.
4 5 6 T: he/white socks.
• he/green t-shirt
• she/purple shoes
Practice. • you/black sneakers
1. T: I say “you”. You say, “What are you wearing?” • she/orange cap
T: I say “he”. You say, “What’s he wearing?” Point, ask and answer.
T: I say “she”. You say, “What’s she wearing?” OK? 3. Divide students into pairs.
T: you 4. Have student say “What are you wearing?” and have
Class: What are you wearing? student B respond with “I’m wearing _____.”
T: he 5. Swap roles and repeat.
Class: What’s he wearing? 6. Afterwards, have some pairs demonstrate in front of the class.
2. Divide class into Group A and Group B.
E Play the “Read my lips” game. 1. Demonstrate the game.

2. Divide students into pairs or small groups.
........
? 3. Have one student mouth a sentence silently e.g. “I’m wearing a
red T-shirt.”
I'm wearing a blue T-shirt.
4. Have the other students take turns to guess what was said.
No, Alfie.
I'm wearing a red T-shirt.
123455667778898903
Alfie
4345434
Yes, that's right!
jeans, jacket, hat, scarf, sweater, pajamas
Structure:
Review
1. Write the vocabulary from the previous lesson on the board. Is this your ______?
2. Have students read the words on the board. Yes, it is./No, it isn’t.
3. Write the structure from the previous lesson on the board. Are these your ______?
4. Have students read the sentences on the board. Yes, they are./No, they aren’t.
A 1. Listen and read. CD1

107
Track 107
1. M: Jeans.
1 2 3 4 5 6 2. M: Jacket.
3. M: Hat.
4. M: Scarf.
jeans jacket hat scarf sweater pajamas 5. M: Sweater.
6. M: Pajamas.
1. Arrange the flashcards on the board, play audio and have
students listen and repeat. Point to the flashcards along 4. Play the “Guess” game. Arrange the flashcards on the board
with the audio. Repeat several times. and write a number under each card.
2. Play audio again and have students listen, repeat and point 5. Have students look at the flashcards for the count of ten.
to the pictures in their books. Turn the flashcards over to face the board when the
3. Change the order of the flashcards, point to them individually students are not looking.
and have students say the words, correct pronunciation 6. Call out a number and have students take turns to guess
when needed. the face down card. Turn the card over after each guess.

108 Track 108 - 109
Narrator: Look at the pictures. Listen. There is one example.
1
GRANDMA FINDS THE GIRLS WARM CLOTHES FOR SKIING…
Grandma finds the girls warm clothes for skiing…
Are these your
Yes, they are. 2 1. Grandpa: Let’s go skiing, girls!
jeans, Lucy?
Grandma: Wait. It’s cold. Are these your jeans, Lucy?
2 Lucy: Oh yes, they are my jeans. Thank you.
Narrator: Can you see the tick? This is an example. Now listen
2
and put a tick or a cross in the box.
2. Grandma: Is this your scarf, Lucy?
3 Lucy: No, it isn’t.
3. Grandma: Is this your sweater, Jill?
Jill: No, it isn’t.
4 4. Grandma: Ah, ok. Jill, are these your purple socks?
Jill: Yes, they are.
Grandpa: OK, girls. Come on. (door slams)
Grandma: Dan! Wait! Remember your glasses.
1. Review the story from the previous lesson “It was dinner (sound of skiing)
time and Mr. Brown was hungry” Lucy: Grandpa! Watch out for the jump! (Splat!)
2. Now introduce the situation “The Browns are having a
garden party…”
STRUCTURE
Are these your jeans? Yes, they are.
2. Listen and () or (). 109 CD1
Is this your jacket? No, it isn't.
1. Play audio and demonstrate the activity using the example.
2. Play audio and have students listen and () or ().
Track 110
110 M: Are these your jeans?
1. Draw students’ attention to the structure box. W: Yes, they are.
2. Play audio and have students listen. W: Is this your jacket?
3. Play audio again and have students listen and repeat. M: No, it isn’t.
111
Track 111
Are these your jeans? Are these your jeans?
Yes, they Yes, they are.
are.

112
Track 112
B: Is this your jacket?
1. Focus attention on the example sentence, and briefly
G: Is this your jacket?
explain the focus.
M: Is this your jacket?
2. Tell students they must listen and notice the pronunciation
feature.
pronunciation feature. PRONUNCIATION TIP 112
CD1
4. Play the audio again. Have students listen and repeat with a Intonation: Yes/No questions "Is this your jacket?"
focus on the feature.
D Practice. Point, ask and answer. T: I say “hat/no”.

Group A, you say, “Is this your hat?”
Are these his jeans? Is this her hat? Group B, you say, “No, it isn’t.” OK?
No, they aren't. Yes, it is.
T: jeans/yes
Group A: Are these your jeans?
2 2 Group B: Yes, they are.
1 2 3
T: hat/no
• jacket
• pajamas
4 5 6
• scarf
• sweater
• jacket/yes
Practice. • pajamas/no
1.T: I say “jeans”. You say, “Are these your jeans?” • scarf/yes
T: I say “hat”. You say, “Is this your hat?” OK? • sweater/no
T: jeans Point, ask and answer.
Class: Are these your jeans? 3. Demonstrate the activity using the example.
T: hat 4. Divide the class into pairs.
Class: Is this your hat? 5. Have student A point to a picture and ask “Are these/ Is this
2. Divide class into Group A and Group B your ________?”, have student B answer with “Yes/No, they
T: I say “your jeans/yes”. are/they’re not.” or “Yes/No, it is/ it isn’t.”
Group A, you say, “Are these your jeans?” 8. Swap roles and repeat.
Group B, you say, “Yes, they are.” 9. Afterwards, have some pairs demonstrate in front of the class.
E Circle three items you like. Ask and answer. Play the “Is this yours?” game.
Is this 1. Have students circle 3 items that they like.

your hat?
No, it isn't.
2. Divide the class into pairs.
3. Have student A look at her book and ask randomly “Is this
your hat?”, student B answers “No, it isn’t.” if it is not the item
that he circled.
4. Afterwards, have some students demonstrate in front of
the class.
glasses, watch, handbag, boots, gloves
Structure:
Review
1. Write the vocabulary from the previous lesson on the board. Whose ____ is this/are these?
2. Have students read the words on the board. It’s/They’re ____________.
3. Write the structure from the previous lesson on the board.

113
Track 113
M:
1 2 3 4 5 1. Glasses.
2. Watch.
3. Handbag.
glasses watch handbag boots
4. Boots.
gloves
5. Gloves.
1. Arrange the flashcards on the board, play audio and have and have students say the words, correct pronunciation
students listen and repeat. Point to the flashcards along when needed.
with the audio. Repeat several times. 4. Two teams. Play the game “Heads up. What’s missing?”
2. Play audio again and have students listen, repeat and point Arrange flashcards on the board and remove one card
to the pictures in their books. when students are not looking. One student from each
3. Change the order of the flashcards, point to them individually team calls out the missing flashcard.

114
Track 114 - 115
1
LUCY AND JILL GO HOME AND UNPACK… Narrator: Look at the pictures. Listen. There is one example.
Whose handbag is this?
It’s Lucy’s Lucy and Jill go home and unpack…
handbag. 2
1. Jill’s mom: Jill, whose handbag is this?
2
7
Jill: Oh no, it’s Lucy’s handbag.

Narrator: Can you see the line? This is an example. Now listen
3
and draw lines.
2. Ann: Is this your new watch Lucy?
No!
BACK AT GRANDPA AND
GRANDMA’S HOUSE...
pa’s
Grand ! Lucy: Oh, it’s Jill’s watch!
glasses 2
4 3. Jill’s mom: Jill, look! Whose gloves are these?
Oh Jill: They’re Lucy’s gloves.
no!
4. Ann: Whose boots are these, Lucy?
5 Lucy: Oh! They’re Jill’s boots.
5. Ann: And whose glasses are these?
Lucy: (Gasp) They’re Grandpa’s glasses!
Ann & Lucy: Uh oh!
1. Review the story from the previous lesson “Tom took Alfie
Back at Grandpa and Grandma’s house…
home.”
Dan: Yummy. Ice cream with strawberry sauce!
2. Now introduce the situation “Alfie is meeting more of Tom’s
(SLURPING SOUND) (STEAMWHISTLE SOUND)
family…”
Dan: Argh!
2. Listen and draw lines. 115 CD1 Track 116

W: Whose handbag is this?
1. Play audio and demonstrate the activity using the example. M: It’s Lucy’s handbag.
2. Play audio and have students listen and draw lines. W: Whose gloves are these?
3. Play audio again and check answers as a whole class. M: They’re my gloves.
116
STRUCTURE
1. Draw students’ attention to the structure box. Whose handbag is this? Whose gloves are these?
2. Play audio and have students listen. It’s Lucy’s handbag. They’re my gloves.
3. Play audio again and have students listen and repeat.
117
Track 117
Whose glasses are these? Whose glasses are these?
They're Luc They're Lucy’s glasses.
y’s glasse
s.

118 Track 118
1. Focus attention on the example sentence, and briefly B: It’s my watch. They’re Tom’s pajamas.
explain the focus. G: It’s my watch. They’re Tom’s pajamas.
2. Tell students they must listen and notice the pronunciation M: It’s my watch. They’re Tom’s pajamas.
feature.
pronunciation feature.
4. Play the audio again. Have students listen and repeat with a PRONUNCIATION TIP 118 CD1
focus on the feature. Stress: "It’s my watch. They’re Tom's pajamas."
D Practice. Point, ask and answer.

Class: Whose glasses are these?
Whose glasses are these?
2. Divide class into Group A and Group B.
They’re Tom’s glasses.
T: I say “watch/Lucy”.
1 2 3 Group A, you say “Whose watch is this?”
Group B, you say, “It’s Lucy’s watch.”
T: I say “glasses/Tom”.
Tom Ben Jill Group A, you say, “Whose glasses are these?”
Group B, you say, “They’re Tom’s glasses.” OK?
T: watch/Lucy
4 5 6 Group A: Whose watch is this?
Group B: It’s Lucy’s watch.
T: glasses/Tom
2
Lucy Nick Mai Point, ask and answer.
3. Demonstrate the activity using the example.
4. Divide the class into pairs.
Practice. 5. Have student A point to a picture and ask “Whose _______
1. T: I say “watch”. You say, “Whose watch is this?” is this/are these?”, have student B answer with “It’s/They’re
T: I say “glasses”. You say, “Whose glasses are these?” OK? _______ _______.”
T: watch 6. Swap roles and repeat for the next pictures.
Class: Whose watch is this? 7. Afterwards, have some pairs demonstrate in front of
T: glasses the class.
E Play the “Guess whose” game.

1. Divide the students into groups of four.
1, 2, 3, … Whose watch is this? 2. Have student A covers their eyes while the rest of the group
It’s Tom’s watch.
place one of their own objects on the desk. (Glasses/watch/
handbag)
3. Have one student points to an object and ask “Whose
watch is this/are these?”
4. Have student A guess whose object it is and say “It’s/They’re
1234556677788989034
Alfie
345434
_______ _______.”
Theme 4 LESSON 5 Value - Be tidy!
Useful language:
wardrobe, drawer, wedding,
Review slippers, ao dai, non la
1. Write the vocabulary from the previous lesson on the board.
Please put the _______ in/on the _____.
2. Have students read the words on the board.
Okay!
3. Write the structure from the previous lesson on the board.
NEW WORDS Listen, point and say. CD1

119 Track 119
M:
1 2 3 4 5 6
1. Wardrobe.
2. Drawer.
3. Wedding.
wardrobe drawer wedding slippers ao dai non la 4. Slippers.
1. Arrange the flashcards on the board, play audio and have 5. Ao dai.
students listen and repeat. Point to the flashcards along 6. Non la.
with the audio. Repeat several times.
2. Play audio again and have students listen, repeat and point 4. Two teams. Play the game “Heads up. What’s missing?”
to the pictures in their books. Arrange flashcards on the board and remove one card
3. Change the order of the flashcards, point to them individually when students are not looking. One student from each
and have students say the words, correct pronunciation team calls out the missing flashcard.
when needed.
LISTENING Listen and draw lines. CD1

120
Track 120
KIM CAN’T FIND HER SLIPPERS… Please put Narrator: Look at the pictures. Listen. There is one example.
the socks in
the drawer.
1
Kim can’t find her slippers…
Okay. 1. Kim: I can’t see my pretty slippers. My room’s too messy.
Mom: Let’s clean your room. Please put the socks in the drawer.
2 and draw lines.
2. Mom: And Vinh, please put the pajamas in the wardrobe.
Vinh: Okay, I’ll put Kim’s pajamas in the wardrobe.
3 3. Vinh: Kim’s books are on the floor.
Mom: Vinh, please put the books on the desk.
4. Mom: And Kim, please put your doll in the toy box.
4
Kim: Yes, Aunty. Oh and here’s my Non la.
Vinh: Look! Your slippers.
Kim: Hooray! Ok, let’s go to the wedding!
1. Introduce the situation “Kim can’t find her slippers….”

2. Have students call out the objects and people they can see. 5. Play audio again and check answers as a whole class.
3. Play audio and demonstrate the activity using the example. 6. Play audio again and have students listen and repeat.
4. Play audio and have students listen and draw lines. 8. Play audio again and have students listen and repeat.
 Useful language box

1. Have students look at the useful language box.
2. Have students listen to audio and repeat.
Track 121
STRUCTURE CD1
121 M: Please put the socks in the
Please put the socks in the drawer. drawer.
READING Read and circle “True” or “False”.
Kim cleans her room. She puts her socks in her drawer. She puts her
1. Have students read the passage.
teddy bear on her bed. She puts her pajamas in the wardrobe. 2. Read the passage as a whole class.
She puts her doll in the toy box and she puts her toy car on her desk. 3. Demonstrate circling true or false using the example.
1. Kim puts her socks in the wardrobe. True/False 4. Have students read the statements and circle true for a correct
2. Kim puts her teddy bear on her bed. True/False
statement and circle false for an incorrect statement.
3. Kim puts her pajamas in the toy box. True/False
5. Check answers as a whole class.
4. Kim puts her toy car on her desk. True/False
SPEAKING Point and say.
Please put the

sweater in the drawer. Ok!
1 2 3 4
1. Divide the class into pairs. 3. Swap roles and repeat for the next pictures.
2. Have student A point to picture 1 and have student B say, 4. A fterwards, have some pairs demonstrate in front of
“Please put the socks in the drawer”, then have student A the class.
say “Ok!”
WRITING Look and write the sentences.
1 Please put the shoes in the wardrobe.
2 Please put the jacket _____________________________.
3 Please put ______________________________________.

2. Have students look at the pictures and write the advice.
Theme 4 LESSON 6 Review and Practice
LISTENING Listen and draw lines. CD1

122
Track 122
Example 1 2 3 Narrator: Look at the pictures. Listen. There is one example.
W: This room is messy. Please put your ao dai in the wardrobe.
G: Put my ao dai where?
W: Put it in the wardrobe.
G: Okay.
and draw lines.
1. W: Please put your socks in the drawer.
G: Okay, I’ll put my socks in the drawer.
2. W: Please put your non la on the desk.
G: Put my non la where?
W: Put it on the desk.
G: Okay.
3. W: Please put your pajamas on your bed.
1. Have students look at the picture and call out the things G: Put my pajamas where?
they can see. W: Put them on the bed.
2. Play audio and demonstrate the activity using the example. G: Okay.
3. Play audio and have students draw lines. Narrator: Now listen again.
READING & WRITING Look at the picture and read the questions. Write one-word answers.
TOM
LUCY TOM
1. Have students look at the picture and call out the people
and objects they can see.
Example
3. Have students look at the picture, read the question and
What color is his T-shirt? It's ____________________________.
orange write one-word answers.
Questions
1. What's she wearing on her feet? She’s wearing __________________.
2. What's he wearing? He’s wearing green _____________.
3. Whose dress is it? It's _____________________'s dress.
SONG Turn to page 102. Listen. Sing along. CD1
123
1. Have students turn to page 102.

2. Read lyrics as a whole class.
3. Play audio and have students listen.
4. Play audio again and have students listen and sing along.
GAME Play the “Tic, tac, toe” game.
What color is What's he

his jacket? It’s green. wearing? He’s wearing blue jeans.
Whose bag
is this? 1. Demonstrate playing the game.
It’s Lucy’s bag.
OK! Our turn. 2. Divide the class into groups of four, two students in each team.
VS 3. Have teams play rock, paper, scissors. The winning team chooses
Pair 1 Pair 2 a square and asks and answers.
4. Have the teams take turns.
Tom 5. Swap roles and repeat until the game is finished. (Rock, paper,
scissors is played each turn)
L ucy
6. Before the end of the lesson, check the answers as a whole class.
Mai Nam
I win!
I CAN...
‘Can Do’ statements

• I can name many different items of clothing.
• I can talk about the color of the clothes people are wearing.
Go through the "I can" statements with students, have them
• I can talk about who owns different clothes. color the stars to represent their understanding.
• I can name many different items of clothing.
• I can talk about the color of the clothes people are wearing.
• I can talk about who owns different clothes.
‘Can Do’ statements

1. Read out the statements and give an example for each.
2. In pairs, have students give a few more examples of each function, then briefly practice.
3. Ask students to color one, two or three stars, to show how well they can perform the tasks.
= Great!
 = Ok
 = Needs more study
For students with two or fewer stars, recommend that they review the theme at home, or do the Workbook or Activity Multi-ROM
(if they have it).

I-Learn Smart Start G4 - Teacher Guide - Part4

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I-Learn Smart Start G4 - Teacher Guide - Part4

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Theme 4 LESSON 1 Vocabulary:

shirt, shorts, dress, skirt, blouse, clothes

A Listen, point and say. CD1

 Pronunciation tip CD1

1. Focus attention on the example sentence, and briefly Track 99

E Play the “Lost and found” game. 1. Demonstrate the game.

A Listen, point and say. CD1

B 1. Listen and read. CD1

Track 102 - 103

TRAIN STATION 2 Lucy: Hello, grandma! We’re at the station now.

and tick the box.

What are you wearing? I’m wearing a white dress.

 Pronunciation tip 106

D Practice. Point, ask and answer. T: I say “you/blue pants”.

E Play the “Read my lips” game. 1. Demonstrate the game.

Yes, that's right!

A 1. Listen and read. CD1

B 1. Listen and read. CD1

 Pronunciation tip CD1

D Practice. Point, ask and answer. T: I say “hat/no”.

Is this 1. Have students circle 3 items that they like.

A Listen, point and say. CD1

B 1. Listen and read. CD1

Jill: Oh no, it’s Lucy’s handbag.

2. Listen and draw lines. 115 CD1 Track 116

 Pronunciation tip CD1

focus on the feature. Stress: "It’s my watch. They’re Tom's pajamas."

D Practice. Point, ask and answer.

E Play the “Guess whose” game.

NEW WORDS Listen, point and say. CD1

LISTENING Listen and draw lines. CD1

1. Introduce the situation “Kim can’t find her slippers….”

 Useful language box

SPEAKING Point and say.

Please put the

WRITING Look and write the sentences.

1 Please put the shoes in the wardrobe.

2 Please put the jacket _____________________________.

3 Please put ______________________________________.

1. Demonstrate the activity using the example.

LISTENING Listen and draw lines. CD1

1. Have students turn to page 102.

GAME Play the “Tic, tac, toe” game.

What color is What's he

‘Can Do’ statements

‘Can Do’ statements

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1. Focus attention on the example sentence, and briefly Track 99