Trọn Bộ Giáo Án Global Success 4

Week: 1 Date of planning: …………………..
Period: 1
Class: ……………….
STARTER
Hello again
I.OBJECTIVES:
By the end of the lesson, pupils will be able to:
1. Knowledges:
– sing the song “Hello. How are you?” with the correct pronunciation, rhythm
and melody.
– listen to and understand a short text in which Ms Hoa greets the characters,
introduces herself and introduces the characters in the classroom and tick the
correct pictures.
-spell some words learnt in Grade 3 by playing the game Spelling Bee.
2. Skills: Listening and speaking
3. Competences:
- Communication
- Self-control & independent learning: perform listening tasks
II. RESOURCES
- Student’s book: Page 7
- Audio tracks 1 - 2
- Teacher’s guide: Pages 10 - 16
- Flash cards/ pictures and posters (Starter)
- Computer, projector
III. PROCEDURE:
Teacher’s activities Student’s activities
1.Warm up: 5 minutes
Greet the class. Listen to the teacher
– Greet the class: Hello. / Hi. How are you?and
encourage pupils to respond and introduce Whole class/ Individual
themselves. work
– Spend a few minutes talking about the structure of
Tieng Anh 4 – Global Success and how to study
with it. Whole class/
– Ask pupils to open their books at page 7 and look Individual
at Starter. A. Hello again! work
– Tell pupils what they will learn in this lesson.
2.New Lesson:
Activity 1. Let’s sing. 5 minutes Listen to the T's
Goal:To sing the song “Hello. How are you?” with instruction.
the correct pronunciation, rhythm and melody.
-Draw pupils’ attention to the lyrics of the song. Individual
Encourage them to point at the pictures to reinforce work
their understanding.
Individual
-Have pupils read the first verse of the lyrics.
work
Explain that Minh meets and greets Lucy on the
first day of school. Have pupils listen to the first
Listen and repeat
verse, drawing their attention to the pronunciation,
rhythm and melody. Then let them listen to and
practise singing it, line by line, while clapping their
Whole class/
hands.
Individual
-Repeat Step 2 for the second verse. Explain that work
Nam introduces Mary and Mai. Check
comprehension and give feedback.
-Ask pupils to listen to and go around the - Listen to the T's
classroom and offer help where necessary. instruction.
Invite a few groups to the front of the class to sing
the song. The class may sing along and clap to Individual
reinforce the activity. work
Activity 2. Listen and tick. 10 minutes
Listen to the techer
Goal: To listen to and understand a short text in Whole class/ Individual
which Ms Hoa greets the characters, introduces work
herself and introduces the characters in the classroom
and tick the correct pictures.
-Draw pupils’ attention to the pictures and ask
questions such as Who is he / she? and Where is
he / she? Check comprehension.
-Play the recording all the way through. Then play Group work
the recording for pupils to listen and tick the
pictures.
-Get pupils to swap books with a partner to check
their answers before checking as a class. Correct
the answers if necessary. Pair work
Extension: If time allows, play the recording,
sentence by sentence, for pupils to listen and repeat
in chorus. Correct their pronunciation where
necessary.
a. Linh b. Ben c. Lucy group work
d. Nam e. Mary f. Minh
Activity 3. Let’s play. 8 minutes
Goal: To spell some words learnt in Grade 3 by
playing the game Spelling bee.
-Befor e playing the game, have pupils look at the Group work
English alphabet and sing The Alphabet song or Whole class
spell the letters of the song.
-Tell pupils that they are going to spell some
words they have learnt. Explain how to play the
game. Check comprehension and give feedback.
-Write the words on a piece of paper or on the - Listen to the T's
board. instruction.
-Call a group of four pupils to the front of the class.
Give the piece of paper to one of the group members.
Ask him / her to say one word (e.g. friend). The other
members spell the word (e.g. F-R-I-E-N-D). The
pupil who correctly spells the word first gets one
point or star. The pupil who has the most points or
stars at the end of the game wins.
Game: Lie detector
- The students must look at the pictures and choose Whole class/ Individual
words to make a sentence that matches the picture. work
- Give points if pupils make a correct sentence. Give

the turn to the other teams if their answer is not
correct.
- Check the answer with the whole class.
3.Wrap up:
- Ask students to answer the following questions:
1. What have you learnt from the lesson today?
Period: 2 Date of planning: …………………..

Grade: 4
Class: …………
STARTER
Classroom activities
I.OBJECTIVES:
1. Knowledges:
– say the chant with the correct rhythm and pronunciation.
– listen to and understand four sentences describing what the characters are
doing in the classroom at break time and number the correct pictures.
listen to and understand a chant with seven sentences describing what the
characters usually do in the classroom, and act out the chant.
3. Competences:
- Communication
II. RESOURCES
- Audio tracks 3 - 5
- Flash cards/ pictures and posters (Starter)
III. PROCEDURE:
Greet the class.
- Greet the class, then spend a few minutes revising Listen to the teacher
the previous lesson by inviting a group of pupils to Whole class/ Individual
play the game Spelling bee. work
- Invite two groups of pupils to the front of the class

to take turns singing the song on page 7. Each group Whole class/
sings one verse of the song. The class sings along Individual
and claps their hands. work
- Ask pupils to open their books at page 8 and look at
Starter, B. Classroom activities.
2.New Lesson:
Listen to the T's instruction
Activity 1. Let’s chant. 5 minutes
Goal: To say the chant with the correct rhythm and
pronunciation.
Individual
-Have pupils read the chant and elicit its work
meaning. Explain that these commands are
usually used in the classroom. Check Individual
comprehension. work
-Play the recording for pupils to listen to and
repeat the chant, line by line. Draw their attention Listen and repeat
to the rhythm and pronunciation. Encourage them
to clap while chanting.
-Play the recording all the way through for pupils to Whole class/
chant and clap. Go around the classroom and correct Individual
pronunciation if necessary. work
-Invite a few groups of pupils to listen to and repeat
the chant in front of the class. Praise them to
encourage their performance. - Listen to the T's
Activity 2. Listen and number. 10 minutes instruction.
Goal: To listen to and understand four sentences
describing what the characters are doing in the Individual
classroom at break time and number the correct work
pictures.
-Play the recording all the way through for pupils to Listen to the techer
listen and familiarise themselves with the speaker’s Whole class/ Individual
voice. Then play the recording again for pupils to work
listen and number the pictures.
their answers before checking as a class. Correct the
answers where necessary.
sentence by sentence, for pupils to listen and repeat Group work
necessary.
Activity 3. Listen and act out. 8 minutes
Goal: To listen to and understand a chant with seven
sentences describing what the characters usually do Individual work
in the classroom, and act out the chant.
-Draw pupils’ attention to the picture and ask
questions such as Who are they? and What are they
doing? Remind pupils to look at the activities the
characters are doing in the classroom. group work
-Play the recording all the way through for pupils
to listen and familiarise themselves with the
speaker’s voice. Then play the recording again for
pupils to listen and point at the pictures.
-Have pupils listen to the recording, line by line, Group work
and act out. Then invite a group to listen and act Whole class
out in front of the class.
Extension: If time allows, play the recording, line by
line, for pupils to listen and repeat in chorus. Correct
their pronunciation where necessary.
Game: Miming game
- Teacher divides the class into teams. - Listen to the T's
- One student in each team stands in front of the instruction
screen and faces his/ her team.
Whole class/ Individual
- Teacher spins the wheel. work
- The rest pupils mime the action on the wheel while
their teammates guess the action and give the answer.
The teams that guess the correct answer first get one
point.
- The team with the most points is the winner.
3.Wrap up:

Grade: 4
Class: …………
STARTER
Outdoor activities
I.OBJECTIVES:
1. Knowledges:
– practise the names of outdoor activities by playing Miming game.
– match the pupils with the pictures and say about their hobbies.
read the chant aloud and act out with the help of the lyrics and picture cues.
3. Competences:
- Communication and collaboration: work in pairs and groups to complete the
learning tasks
II. RESOURCES
- Teacher’s guide: Pages 14, 15, 16
- Flash cards/ pictures and posters
- Computer, projector,
III. PROCEDURE:
1.Warm up: 5 minutes Listen to the teacher
Greet the class. Whole class/ Individual
- Greet the class. work
- Then spend a few minutes revising the previous

lesson by inviting a group of pupils to the front of the Whole class/
class to say the chant on page 8. Then class claps Individual
along. work
Starter, C. Outdoor activities.
- Review vocabulary: Action verbs
2.New Lesson: Listen to the T's instruction
Let’s play. 5 minutes
Goal: To practise the names of outdoor activities by
playing Miming game. Individual
work
-Elicit the language that pupils need to talk about
break time activities, e.g. What are they doing? – Individual
They’re ., swimming, running, singing, skating, work
skipping. Check comprehension.
-Explain how the game is played: Two pupils Listen and repeat
mime the action of an activity. One pupil asks
What are they doing? and the other pupils guess
the action and answer. Whole class/
-Divide the class into groups of five. Select two Individual
pupils to do the actions and one pupil to ask the work
questions, while the rest guess the actions and give
the answers. The team that guesses the correct
answer first gets one point or star. The team with the - Listen to the T's
most points or stars is the winner. instruction.
Activity 2. Follow the lines and say. 10 minutes
Goal: To match the pupils with the pictures and say Individual
about their hobbies. work
Tell pupils the goal of the activity and explain that
they should follow the lines to match the pupils with Listen to the techer
the pictures, point to the pupils and say what their Whole class/ Individual
hobbies are. Check comprehension. work
-Do the first picture as an example. First, have
pupils look at the pupil (Minh) and follow the line
to Picture b (a swimsuit). Then have them say: Look
at Minh. His bobby is swimming. Remind pupils
that they have learnt the structure in Grade 3. Group work
-Set a time limit for pupils to do the activity
independently. Go around the classroom and offer
help if necessary.
-Get pupils to swap their books with a partner and
check their answers before checking as a class. Individual work
Correct the answers where necessary.
Extension: Invite some pupils to look at the task
they have done and say about the pupils' hobbies in
front of the class.
Answer key: 1. b 2. d 3. e 4. a 5. c
group work
1. Look at Minh. His hobby is swimming.
2. Look at Linh. Her hobby is skipping.
3. Look at Mary. Her hobby is roller skating.
-Give pupils a time limit to read the first verse and
Group work
act out in pairs or groups. Go around the classroom
and give support to pupils who find it difficult to do Whole class
the task.
-Repeat Steps 1 to 3 with the other verse of the
chant. Draw their attention to the meaning of the
verses with the help of the picture cues.
- Listen to the T's
-When pupils are familiar with the verses and instruction
actions, ask them to read the whole chant aloud and
act out. Then invite a few groups to the front of the Whole class/ Individual
class to say the chant and act out. The class may work
chant along and do actions or clap hands to reinforce
the activity.
4. Look at Ben. His hobby is cycling.
5. Look at Mai. Her hobby is running.
Fun Game:
- Divide the class into 2 teams: Boys and Girls.
- Pupils take turns to answer the questions.
- They look at the pictures and choose the correct
answers.
- If they have the correct answers they get the points
for their teams. If the answer is not correct, the other
team answers.
3.Wrap up:
Period: 4 Date of planning: …………………………

Class: ……………………
UNIT 1: MY FRIENDS
Lesson 1 (1-3)
I.OBJECTIVES:
1. Knowledges:
- understand and correctly repeat the sentences in two communicative
contexts (pictures) in which pupils ask and answer questions about where
someone is from;
- Correctly say the words and use Where are you from? – I’m from _____. to
ask and answer questions about where someone is from;
- enhance the correct use of Where are you from? – _____. to ask and
answer questions about where someone is from in a freer context.
3. Competences:
- Communication and collaboration: work in pairs and groups to complete
the learning tasks
4. Attributes:
- Show pride in where they come from and great respect for where someone
comes from by using appropriate gestures and intonation when asking and
answering about nationality.
II. RESOURCES
- Audio tracks 6, 7
- Flash cards/ pictures and posters (Unit 1)

III. PROCEDURE:
1.Warm up:
Greet the class.
- Spend a few minutes revising the previous lesson by -Listen to the techer
having pupils sing the song on page 7 and clap hands Whole class/ Individual
or do actions. work
- Elicit that there are many countries around the world.
- Ask pupils to name as many countries as they know.
2.New Lesson:
Activity 1. Look, listen and repeat. 5 minutes -Whole class/
Goal: To understand and correctly repeat the Individual
sentences in two communicative contexts (pictures) in work
which pupils ask and answer questions about where
someone is from.
-Ask pupils to look at Picture a and identify the -Listen to the T's
characters. Ask Who is he / she?, Where is he / she? instruction
-Draw pupils’ attention to the question Where are you
from? and the answer I’m from America. Explain that Listen to the recording
they are used to ask and answer questions about where -Individual
someone is from. work
-Play the recording and encourage pupils to point at -Listen and repeat
the characters while listening.
-Play the recording again, sentence by sentence, for
pupils to listen, point to the sentences and repeat. Whole class/
Correct their pronunciation where necessary. -Pair work
Repeat Steps 1 to 4 for Picture b.
Extension: Invite a few pairs of pupils to act out the - Listen to the T's
conversations in front of the class. instruction
Activity 2. Listen, point and say. 10 minutes
Goal: To correctly say the words and use Where are Individual
you from? – I’m from _____. to ask and answer work
questions about where someone is from.
-Ask pupils to look at Pictures a, b, c, and d and Listen to the teacher
identify the characters, the flags and the names of the Whole class/ Individual
countries. work
-Play the recording for pupils to listen to and repeat
the words under the pictures in chorus and individually
until they feel confident. Listen and repeat
-Draw pupils’ attention to the speech bubbles and
elicit the missing words by pointing at Picture a. Play Group work
the recording for pupils to repeat the sentences in both
bubbles a few times.
-Repeat Step 3 with Pictures b, c, and d. Then have Pair work
pupils practise asking and answering questions in
pairs. Go around the classroom to offer help if Listen to the teacher
necessary.
Invite a few pairs to point at the pictures and ask and Group work
answer questions about where someone is from.
Activity 3. Let’s talk. 8 minutes
Goal : To enhance the correct use of Where are you
from? – _____. to ask and answer questions about
Group work
where someone is from in a freer context.
-Draw pupils’ attention to the picture. Ask questions Whole class
to help them identify the context (see Input).
- Practice in front of
-Elicit the answer in the speech bubble and write it on
class
the board. Get pupils to say the completed sentences.
-Put pupils into pairs to practise the exchanges. Go
around the classroom to offer support where
necessary. - Listen to the T's
-Invite a few pairs to point at the pictures and ask and instruction.
answer questions about where the pupils are from.
Game: -play game in group
Lucky number game (ppt)
- Divide the class into 3 teams.
- Pupils from each team choose a number (or throw
sticky balls on the grid to choose the number), then
have 2 pupils from each team ask and answer with the
picture behind that number.
- Pupils or teacher click the flag to reveal the icons
indicating the points for that team.
- After 9 numbers, the team with the most points is the Whole class/ Individual
winner. work
3.Wrap up:
(Use the words America, Australia, Britain and Viet
Nam and the model Where are you from? – I’m from
… to say where someone is from.)
2. What are the core values of the lesson?
(Proud of our country; Respect others’ countries)
Period :5 Date of planning: …………………..

Grade: 4
Class: …………
UNIT 1: MY FRIENDS
Lesson 1 (4-6)
I.OBJECTIVES:
1. Knowledges:
- listen to and understand four communicative contexts in which pupils ask and
answer questions about where someone is from and number the correct pictures;
- complete two gapped sentences and two gapped exchanges with the help of
picture cues;
- sing the song Where are you from? with the correct pronunciation, rhythm and
melody.
2. Skills: Listening, speaking and writing
3. Competences:
learning tasks
4. Attributes:
- Show pride in where they come from and great respect for where someone comes
from by using appropriate gestures and intonation when asking and answering
about nationality.
II. RESOURCES
- Audio tracks 8, 9
- Teacher’s guide: Pages 20, 21
III. PROCEDURE:
1.Warm up:
Greet the class.
- Invite a few pairs of pupils to come to the front of the -Listen to the techer
class to ask and answer questions about where they are Whole class/ Individual
from, using Where are you from? – I’m from _____. work
Unit 1, Lesson 1, Activity 4.
- Have pupils look at a picture of a boy. Draw pupils’
attention to the Big Ben Tower in the background. Ask -Whole class/
Where are you from? Pupils look at the background Individual
then guess the country (Britain) and answer the work
question. Encourage pupils to use full sentence I’m
from _____. to answer
- Repeat with 3 more pictures. -Listen to the T's
2.New Lesson: instruction
Activity 4. Listen and number. 5 minutes
Goal: To listen to and understand four communicative Listen to the recording
contexts in which pupils ask and answer questions -Individual
about where someone is from and number the correct work
pictures.
-Listen and repeat
questions such as Who is he / she? and Where’s he / she
from? Remind them to look at the flags while listening. Whole class/
-Play the recording all the way through. Then play the -Pair work
recording again for pupils to listen and number the
pictures.
- Listen to the T's
-Get pupils to swap books with a partner to check their
instruction
answers before checking as a class. Correct the answers,
if necessary.
Individual
Extension: If time allows, play the recording, sentence
work
by sentence, for pupils to listen and repeat in chorus.
Correct their pronunciation where necessary.
Listen to the teacher
Key: 1. b 2. d 3. c 4. A
Activity 5. Look, complete and read. 10 minutes
work
Goal: To complete two gapped sentences and two
gapped exchanges with the help of picture cues.
-Model gapped Sentence 1 as an example. Have pupils Listen and repeat
read the sentence and guess the missing word. Then
draw pupils’ attention to the picture (the flag) and elicit
Group work
the name of the country that can be used to fill in the
gap (Viet Nam).
-Give pupils time to do the task independently. Go Pair work
around the classroom to offer help where necessary.
-Get pupils to swap books with a partner and check Listen to the teacher
their answers before checking as a class. Nominate a
pupil to write the answers on the board. Give further
support to those pupils who find it difficult to do the Group work
task.
-Invite one pupil to read aloud Sentences 1 and 2 and a
pair of pupils to act out Exchanges 3 and 4 in front of
the class. Correct their pronunciation where necessary. Group work
Key: 1. Viet Nam 2. from America
Whole class
3. Where; Britain 4. from; from Australia
Activity 6. Let’s sing. 8 minutes
Goal: To sing the song Where are you from? with the
Pair work
correct pronunciation, rhythm and melody.
the song. Encourage them to point at the picture to
reinforce their understanding.
-Have pupils read the first verse of the lyrics. Explain - Listen to the T's
that Minh is from Viet Nam. Have pupils listen to the instruction.
first verse, drawing their attention to the pronunciation,
rhythm and melody. Then let them listen to and practise
singing it, line by line while clapping their hands.
-Repeat Steps 1 and 2 for the other verses. Explain that clap to reinforce the
Minh asks Lucy, Mary and Ben where they are from activity.
and each of them answers. Check comprehension and
give feedback.
-Ask pupils to listen to and . Go around the classroom
and offer help where necessary.
Invite a few groups to the front of the class to sing the
song. The class may sing along and clap to reinforce the
activity.
Game: Board Game -play in group
- Put pupils into pairs.
- Give pupils the handouts (attached below). Whole class/ Individual
- Pupils take turns to roll the dice and move their piece work
according to the number of dots on the dice. Pupils say
the sentence I’m (name). I’m from (country) according
to the information inside the grid.
- The pupil who reaches the Finish box first is the
winner
3.Wrap up:

Grade: 4
Class: …………
UNIT 1: MY FRIENDS
Lesson 2 (1-3)
I.OBJECTIVES:
1. Knowledges:
- understand and correctly repeat the sentences in two communicative contexts
(pictures) in which pupils ask and answer questions about where someone is from;
- correctly say the words and use Where’s he / she from? – He’s /She’s from
_____. to ask and answer questions about where someone is from;
- enhance the correct use of Where’s he / she from? – _____. to ask and answer
questions about where someone is from in a freer context.
3. Competences:
learning tasks
4. Attributes:
about nationality.
II. RESOURCES
- Audio tracks 10, 11
III. PROCEDURE:
1.Warm up:
Greet the class.
- Invite four groups of pupils to the front of the -Listen to the techer
class to take turns singing the song Where are you Whole class/ Individual work
from? Each group sings one verse of the song. The
class sings along and claps hands.
- Ask pupils to open their books at page 12 and
look at Unit 1, Lesson 2. Tell pupils what they will -Whole class/
learn in this lesson. Individual
- Review vocabulary work
Game: Role play
- Call 2 pupils for each turn to come to the board.
-Listen to the T's instruction
- One pupil holds up a flag picture and asks Where
are you from?, the other looks and answers the -Individual
questions. work
- Do the same with some more pairs.
2.New Lesson:
Activity 1. Look, listen and repeat. 5 minutes
Whole class/
Goal: To understand and correctly repeat the
-Pair work
sentences in two communicative contexts
-Listen and repeat
(pictures) in which pupils ask and answer
questions about where someone is from.
- Listen to the T's instruction
-Ask pupils to look at Pictures a and b and identify
the characters. Check comprehension. Repeat
-Ask pupils to look at Picture a. Play the recording Individual
for them to listen and familiarise themselves with work
the characters’ voice. Play the recording again,
sentence by sentence, for pupils to listen and Listen to the teacher
repeat. Correct their pronunciation where
necessary.
-Repeat the same procedure with Picture b.
-Invite a few pairs to the front of the class to listen
to and act out the exchanges. Draw pupils’
attention to the questions Where’s she from? and
Where’s he from?, and the answers She’s from
Japan. and He’s from Singapore. Explain that they
are used to ask and answer questions about where
someone is from. Whole class/ Individual work
Extension: Nominate pairs of pupils to act out the
exchanges.
Goal: To correctly say the words and use Where’s
he / she from? – He’s / She’s from _____. to ask Group work
and answer questions about where someone is
from.
-Ask pupils to look at Picture a and identify the Pair work
boy, the flag and the name of the country. Play the
recording for pupils to listen to and repeat the Listen to the teacher
word under the picture in chorus and individually
until they feel confident.
Group work
elicit the missing words. Play the recording for
pupils to repeat the sentences in both bubbles a
few times. Remind pupils to point at the relevant
Group work
pictures when they are repeating.
-Repeat Steps 1 and 2 for Pictures b, c and d. Go Whole class
around the classroom and offer help where
necessary.
Pair work
-Invite a few pairs to act out the exchanges in
front of the class
Goal: To enhance the correct use of Where’s he / - Listen to the T's instruction.
she from? – _____. to ask and answer questions
about where someone is from in a freer context.
-Ask pupils to look at the picture and identify the
characters. Ask Who can you see? Where are they clap to reinforce the activity.
from? Remind pupils that Where’s he / she from?
– _____. are used to ask and answer questions
about where someone is from. Check
comprehension.
-Give pupils time to work in pairs and take turns
saying the role of each character in the picture.
Remind them to look at the flags on the tents to
-play in group
identify where the pupils come from.
-Invite a few pairs to come to the front of the
classroom and act out the roles.
Game: Angry birds Game
Whole class/ Individual work
- Divide the class into 2 teams: Boys and Girls.
- Pupils take turns to choose the numbers and
answer the questions.
- They look at the pictures and answer the
questions.
If they have the correct answers, they get the points
for their teams. If the answer is not correct, the
other team answers and gets points.
3.Wrap up:
What have you learnt from the lesson today?
(correctly say the words and use Where’s he/ she
from? – He’s/ She’s from _____. to ask and answer
about where someone comes from.)

Grade: 4
Class: …………
UNIT 1: MY FRIENDS
Lesson 2 (4-6)
I.OBJECTIVES:
1. Knowledges:
- listen to and understand two communicative contexts in which pupils ask and
answer questions about where someone comes from and tick the correct pictures;
picture cues;
- revise the target vocabulary items through the game Find someone who is from …
2. Skills: Listening, speaking and writing
3. Competences:
learning tasks
4. Attributes:
about nationality.
II. RESOURCES
- Audio track 12
III. PROCEDURE:
1.Warm up:
Greet the class.
- Greet the class, then spend a few minutes revising -Listen to the techer
the previous lesson by inviting a few pairs of pupils, Whole class/ Individual
work
holding flag flashcards to ask and answer questions
about where they or their classmates are from, using
Where are you from? – I’m from _____. and
Where’s he / she from? – He’s / She’s from _____.
-Whole class/
- Ask pupils to open their books at page 13 and look Individual
at Unit 1, Lesson 2, Activity 4. work
- Have pupils look at some symbols of some
countries they have learnt. Pupils look at the
pictures then guess the country and answer the
question.
- Repeat with 7 more countries.
2.New Lesson:
-Listen to the T's instruction
Goal: To listen to and understand two
communicative contexts in which pupils ask and -Individual
answer questions about where someone comes from work
-Ask pupils to look at Pictures 1a and 1b and
identify the characters. Ask Who’s he? and Where’s
he from? Draw their attention to the flags to answer Whole class/
the questions. Check comprehension.
-Play the recording of the first dialogue for pupils to
listen and tick the correct box. Play the recording
again for pupils to check their answers.
-Repeat Steps 1 and 2 with Pictures 2a and 2b.
-Get pupils to swap their books with a partner and - Listen to the T's
check their answers before checking as a class. instruction
Correct the answers if necessary.
sentence by sentence, for the class to listen to and
repeat the dialogues. Correct pronunciation if
necessary.
Key: 1. a 2. A Whole class/ Individual
Activity 5. Look, complete and read. 10 minutes work
-Model the first gapped exchange as an example.
Have pupils read the exchange and guess the
missing word. Then draw pupils’ attention to the Group work
picture and elicit the name of the country that can be
used to fill in the gap (Japan).
-Give pupils a time limit to read the gapped Pair work
exchanges 2, 3 and 4, look at the pictures and fill in
the gaps independently. Go around the classroom
and give further support to pupils who find it
difficult to do the task.
-Get pupils to swap books with a partner and check Group work
their answers before checking as a class. Invite one
pupil to write the answers on the board.
Key: 1. Japan 2. from Singapore
Group work
3. Where’s; from Thailand 4. he from; He’s Whole class
from
Goal: To revise the target vocabulary items through
the game Find someone who is from …
-Tell pupils that they are going to revise the target - Listen to the T's
vocabulary items they have learnt in Lessons 1 and instruction.
2. Explain how the game is played. Check
comprehension.
-Divide pupils into groups of six and give each
group a set of five flashcards. One player in each
group points to the other players and asks Where are
you from? The other players take turns looking at the -play in group
flash cards and answering (e.g. I’m from Britain.). If
the player has the correct answer, he / she gets a
point / star. If the answer does not match the flash
card, he / she will be out.
-The game ends when all the flashcards are gone. Whole class/ Individual
Game: OpGame “Among us” work
- Teacher divides the class into 2 teams (boys and

girls).
- Each team takes turns to choose a Among us and
answer the question.
- The team that has more points is the winner.
3.Wrap up:

Grade: 4
Class: …………
UNIT 1: MY FRIENDS
Lesson 3(1-3)
I.OBJECTIVES:
1. Knowledges:
- correctly pronounce the sounds of the letters a and ia in isolation, in the words
America and Australia, and in the sentences I’m from America. and She’s from
Australia. with the correct pronunciation and intonation;
- identify the target words America and Australia while listening;
- say the chant with the correct pronunciation and rhythm.
3. Competences:
learning tasks
4. Attributes:
about nationality.
II. RESOURCES
- Audio tracks 13, 14, 15

III. PROCEDURE:
Greet the class.
Sing a song -Listen to the techer
- Invite one or two groups of pupils to come to
the front of the class and sing the song Where are
you from in Activity 6, Lesson 1.
- Ask pupils to open their books at page 14 and
look at Unit 1, Lesson 3. Tell them what they -Whole class
will learn in this lesson.
2.New Lesson:
Activity 1. Listen and repeat. 5 minutes
Goal: To correctly pronounce the sounds of the -Listen to the T's instruction
letters a and ia in isolation, in the words America
and Australia, and in the sentences I’m from -Individual
America. and She’s from Australia. with the work
correct pronunciation and intonation.
-Have pupils point at the letter a, the word
America and the sentence I’m from America.
Play the recording for them to listen and repeat in Whole class/
chorus and individually until they feel confident. -Pair work
Correct their pronunciation if necessary. -Listen and repeat
-Invite a few pupils to listen to and repeat the
sound, the word and the sentence in front of the - Listen to the T's instruction
class. Praise them when their pronunciation is
good. Repeat
-Repeat Steps 1 and 2 for the letters, the word Individual
and the sentence in the second line. Go around work
the classroom and correct their pronunciation if
necessary. Listen to the teacher
-Have pupils work in pairs or groups, pronounce

the sounds, say the words and read the sentences
Activity 2. Listen and circle. 10 minutes
Goal: To identify the target words America and
Australia while listening.
-Tell pupils the goal of the activity. Explain that
they have to listen to the recording and circle the
correct options. Check comprehension.
-Get pupils to read the gapped sentences and Whole class/ Individual work
guess which option can be chosen to fill in the
gaps
-Play the recording, once or twice, for pupils to
listen and circle the correct options. Get pupils to
swap books with a partner and check their
answers before checking as a class. Play the Group work
recording again for pupils to double-check their
answers.
-Invite a few pupils to read aloud the completed Pair work
sentences in front of the class. Go around the
classroom and correct their pronunciation where
necessary.
Key: 1. a 2. b
Goal: To say the chant with the correct Group work
pronunciation and rhythm.
-Have pupils read the first verse of the chant and
draw their attention to the sound of the letter a in Group work
the word America and in the sentences Mary’s Whole class
from America. And She’s from America. Check
comprehension.
-Play the recording of the first verse for pupils Pair work
to listen. Play the recording again, linen by line,
for pupils to listen and repeat. Draw their - Listen to the T's instruction.
attention to the rhythm and pronunciation.
Encourage them to clap while chanting.
-Repeat Steps 1 and 2 for the second verse of
the chant. Draw pupils’ attention to the sound of
the letters ia in the word Australia and in the -play in group
sentences Ben’s from Australia. and He’s from
Australia.
-Play the recording all the way through for
pupils to chant and clap along.
Game: Slap the board
- Introduce 4 new words: Canada, China, India,
Cambodia.
3.Wrap up:

Grade: 4
Class: …………
UNIT 1: MY FRIENDS
Lesson 3 (4-6)
I.OBJECTIVES:
1. Knowledges:
- read and show understanding the sentences by deciding if the statements are true
or false;
- complete a gapped text about themselves and their friends;
- make pupil cards at home and present them to the class by using the target
language.
2. Skills: Listening ,speaking and writing
3. Competences:
learning tasks.
- Self-control & independent learning: perform listening tasks.
4. Attributes:
Show pride in where they come from and great respect for where someone
II. RESOURCES

III. PROCEDURE:
1.Warm up:
Greet the class. -Listen to the techer
- Greet the class, then invite one or two groups of Whole class/ Individual work
pupils to the front of the class to say the chant in
Lesson 3, Activity 3. The rest of the class may
chant and clap along.
- Ask pupils to work in pairs, ask and answer the -Whole class/
questions Where … from? - … from … Individual
2.New Lesson: work
Activity 4. Read and tick True or False. 5
minutes
Goal: To read and show understanding the -Listen to the T's instruction
sentences by deciding if the statements are true or
false. -Individual
-Tell pupils the goal of the activity and explain work
that they should read the sentences and tick True or
False. Check comprehension. - tick the appropriate box
-Do Sentence 1 as an example. First, have pupils

read the sentence and identify Minh’s age. Then Whole class/
have them read the text and find the correct do the task independently
information to tick the appropriate box.
-Set a time limit for pupils to do the task
independently. Go around the classroom and offer - Listen to the T's instruction
help if necessary.
Individual
work
check their answers before checking as a class.
Key: 1. True 2. True 3. False 4. False
Activity 5. Let’s write. 8 minutes
Goal: To complete a gapped text about themselves
and their friends.
Listen and repeat
-Tell the class the goal of the activity and explain
that they should read the gapped text and fill in the
Group work
gaps with their own information. Explain that the
gaps in the text focus on their names and age(s),
their friends’ names and where they are from. Pair work
Check comprehension.
-Have pupils do the first gapped sentence together
as an example. Ask them to read the sentence and Listen to the teacher
elicit the names. Then have them write their names
in the gap. Individual work
-Give pupils time to complete the text
independently. Go around the classroom and offer Whole class
help if necessary.
Extension: Invite one or two pupils to read their Pair work
completed texts in front of the class.
Game: Hot potato
- Teacher prepares a small ball and some cards -play in group
with a name, a number (age) and a country on
them.
- Teacher plays the music and pupils start to pass
the ball. The pupil who holds the ball when the
music stops picks a card and makes sentences: … is
… years old. She is from …
Activity 6. Project 10 minutes Listen to the T's instruction.
Goal: To make pupil cards at home and present
them to the class by using the target language
they have to show the two pupil cards that they
have prepared at home and present them to the work in groups of five
class.
-Have pupils work in groups of five. Each pupil
shows his / her pupil cards and tells the group about
them, e.g. This is Alice. She’s nine years old. She’s
from Britain. And this is Bob. He’s ten years old.
He’s from Australia. Go around the classroom and
offer help if necessary.
-Invite a few pupils to show their cards and tell
the class about them, e.g. Hi. My name’s Lan. I’m
from Viet Nam. This is Alice. She’s nine years old.
She’s from Britain. And this is Bob. He’s ten years Whole class/ Individual work
old. He’s from Australia.
3.Wrap up:
Period:10 Date of planning: ………..
Grade: 4
Class: 4………….
UNIT 2: TIME AND DAILY ROUTINES
Lesson 1 (1-3)
I.OBJECTIVES:
1. Knowledges:
focusing on asking and telling the time.
- Correctly say the phrases and use What time is it? – It’s _____. to ask and tell the
time.
- enhance the correct use of What time is it? – _____. to ask and tell the time in a
freer context.
3. Competences:
learning tasks
- Self-control & independent learning: perform learning tasks
4. Attributes:
Show their responsibility by noticing the time and follow the timetable on time.
II. RESOURCES
III. PROCEDURE:
1.Warm up: 5 minutes -Listen to the techer
Game: Slap the board Whole class/ Individual
- Divide class into 3 teams, invite 1 member from work
each team for each turn.
- Say the numbers for the pupils to slap and say
aloud.
- Give points to the pupils with the correct choice
and encourage them.
2.New Lesson: -Whole class/
Activity 1. Look, listen and repeat. 5 minutes Individual
Goal: To understand and correctly repeat the work
sentences in two communicative contexts focusing
on asking and telling the time.
-Ask pupils to look at Pictures a and b and identify -Listen to the T's
the characters and the time shown on the clocks in instruction
the pictures.
-Ask pupils to look at Picture a. Play the recording Listen to the recording
for them to listen. -Individual
-Play the recording again, sentence by sentence, for work
pupils to listen and repeat individually and in chorus.
Correct their pronunciation where necessary. Repeat
the same procedure with Picture b.
Whole class/
-Invite a few pairs to stand up to listen to and repeat
-Pair work
the sentences in the recording.
Draw pupils’ attention to the contextual pictures.
Tell pupils that the question What time is it? and the - Listen to the T's
answers It’s eight thirty. and It’s three fifteen. are instruction
used to ask and tell the time.
Activity 2. Listen, point and say. 10 minutes Individual
Goal: To correctly say the phrases and use What time work
is it? – It’s _____. to ask and tell the time.
-Have pupils look at the pictures. Elicit the time on Listen to the teacher
the clocks. Spend a few minutes explaining how to Whole class/ Individual
tell the time. Give the meaning of a.m. and p.m., and work
when to say o’clock in telling the time.
Note: a.m. is used to tell the time in the morning,
from 00:00 to 12:00; p.m. is used to tell the time in
the afternoon and evening (afternoon is from Play game in group
12:00:01 to 17:00 or 18:00, and evening is from Group work
17:00 or 18:00 to 23:59:59).
-Have pupils point at Picture a (6:00 AM), listen to
the recording and repeat. Repeat the same procedure Pair work
with Pictures b, c and d. Have the class point at the
pictures and repeat the time a few times.
-Point at the first bubble and have pupils listen to Listen to the teacher
and repeat after the recording (What time is it?).
Point at Picture a and have pupils listen to and repeat Group work
after the recording (It’s six o’clock.). Repeat the
same procedure with Pictures b, c and d.
-Set a time limit for pupils to work in pairs to
practise asking and answering the question What time Group work
is it? – It’s _____.
Invite a few pairs to the front of the class to take Whole class
turns pointing at the pictures and saying the
questions and answers. - Practice in front of class
Goal: To enhance the correct use of What time is it?
– _____. to ask and tell the time in a freer context.
-Draw pupils’ attention to the two speech bubbles. - Listen to the T's
Read the question aloud and ask pupils to repeat it. instruction.
Ask them to look at the second bubble and identify
what the answer should be. Elicit the answer: It's -play game in group
seven o’clock. Get pupils to repeat the questions and
answers several times.
-Set a time limit for pupils to work in pairs, point at
the different clocks in the picture, ask and tell the
time using What time is it? – _____. Go around the
classroom to observe and offer help where
necessary.
-Invite some pairs to ask and tell the time in front of
the class.
Game: Sentence Puzzle
Divide the class into groups of four. Give each group
a sentence that is broken/ cut into pieces. Ask the
pupils to arrange them to make a complete sentence, Whole class/ Individual
then read it aloud. work
3. Wrap up:
Ask students to answer the following question:
(- Use the words at, fifteen, forty-five, o’clock, thirty
in relation to the topic Time and daily routines to talk
about the time.
- Use sentence pattern What time is it? – It’s _____.
to ask
and tell the time.)
* Preparation for the project:
Tell pupils about the project on page 21. Ask them to
prepare for it at home by drawing some pictures in
relation to their daily routines. Remind pupils to
bring their pictures to the class at Project time in
Lesson 3.

Grade: 4
Class: …………
Lesson 1 (4-6)
I.OBJECTIVES:
1. Knowledges:
- listen to and understand two communicative contexts in which two pupils play a
game asking and telling the time and tick the correct pictures.
- complete four gapped exchanges with the help of picture cues.
- review telling the time by playing the game Which clock says ...?
3. Competences:
learning tasks
- Self-control & independent learning: perform learning tasks
4. Attributes:
- Show their responsibility by noticing the time and follow the timetable on time.
- II. RESOURCES
- - Student’s book: Page 17
- - Audio track 18
- - Teacher’s guide: Pages 32, 33, 34
-
- - Flash cards/ pictures (Unit 2)
- - Computer, projector
III. PROCEDURE:
Sing the song What time is it? Whole class/ Individual
Link: https://www.youtube.com/watch? work
v=0Yq_rztquuU
2.New Lesson:
-Whole class/
Individual
communicative contexts in which two pupils play a
work
game asking and telling the time and tick the correct
pictures.
-Listen to the T's
-Draw pupils’ attention to the pictures and ask them
instruction
to identify the time on the clocks.
-Play the recording of the first dialogue for pupils to Listen to the recording
listen and tick the correct picture. Play the recording -Individual
again for pupils to listen and check their answers. work
Praise pupils if they have the correct answer (Picture
1b). -Listen and repeat
-Repeat Step 2 with the second dialogue.
-Set a time limit for pupils to swap books with a Whole class/
partner to check their answers in pairs before -Pair work
checking as a class.
sentence by sentence, for the class to listen and - Listen to the T's
repeat individually and in chorus. Correct their instruction
pronunciation where necessary.
Activity 5. Look, complete and read. 10 minutes Individual
Goal: To complete four gapped exchanges with the work
help of picture cues.
-Ask pupils to look at the pictures and identify the Listen to the teacher
time on the four clocks. Whole class/ Individual
-Ask pupils to look at each gapped exchange. Draw work
their attention to the missing words and time. Remind
them to complete the answers using words, not
numbers. Listen and repeat
-Have pupils look at Picture 1. Ask them what is
missing in the answer (ten). Then have them Group work
complete the gap (It’s ten o’clock.). Repeat the same
procedure with Pictures 2, 3 and 4.
-play in group
-Set a time limit for pupils to complete the gapped
exchanges individually, then invite a few pairs to
stand up to ask and tell the time on the clock faces. Listen to the teacher
Goal: To review telling the time by playing the game Group work
Which clock says ...?
-Tell pupils that they are going to play a game that
involves finding and saying which clock shows the
time told by another player. Group work
-Invite two volunteers to stand in front of the board. Whole class
Tell them to decide who is the time teller and who is
the clock finder.
-The time teller will tell a certain time, for example Pair work
5:15, for the other player to find the clock which
shows the correct time by saying its letter. If it is
correct, the correct finder will get one point. Every
player has eight tries. After the first round, the time - Listen to the T's
teller will become the clock finder. All the clocks on instruction.
the board are kept for later use. When the game is
over, the player who has the most points is the -play in group
winner. Encourage the class to cheer whenever a
player gets a point.
Game: Sentence Puzzle Whole class/ Individual
Divide the class into groups of four. Give each group work
a sentence that is broken/ cut into pieces. Ask them
to arrange them to make a complete sentence, then
read it aloud.
The group who makes it first will be the winner.
3.Wrap up:

Grade: 4
Class: …………
Lesson 2 (1-3)
I.OBJECTIVES:
1. Knowledges:
focusing on asking and answering questions about the characters’ daily routines.
- correctly say the phrases and use What time do you …………..? – I ……. at ……
to ask and answer questions about daily routines.
enhance the correct use of What time do you …….? - I …… at ……... to ask and
answer about someone’s daily routines.
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
- Teacher’s guide: Pages 34, 35, 36, 37

III. PROCEDURE:
Game: Which clock says ...? work
Spend a few minutes revising the previous lesson by -play in group

having the class play the game Which clock says ...?
2.New Lesson:
Goal: To understand and correctly repeat the -Whole class/
sentences in two communicative contexts focusing Individual
on asking and answering questions about the work
characters’ daily routines.
the time on the clocks in the pictures. -Listen to the T's
-Ask pupils to look at Picture a. Play the recording instruction
for them to listen.
-Play the recording again, sentence by sentence, for -Individual
pupils to listen and repeat individually and in chorus. work
-Invite a few pairs to the front of the class to listen to
and repeat the sentences in the recording. Whole class/
Draw pupils’ attention to the exchanges What time -Pair work
do you get up? – I get up at six o’clock. and What -Listen and repeat
time do you have breakfast? – At six fifteen. Tell
pupils that these are questions and answers about - Listen to the T's
daily routines. instruction
Goal: To correctly say the phrases and use What time Repeat
do you _____? – I _____ at _____. to ask and answer Individual
questions about daily routines. work
-Have pupils look at the pictures and elicit the
activities and the time from them. Listen to the teacher
-Have pupils point at Picture a, listen to the
recording, and repeat the phrase (get up). Repeat the
same procedure with the other three pictures. Have
the class repeat the phrases a few times.
-Point at the first bubble and have pupils listen and
repeat after the recording (What time do you get
up?). Point at Picture a and have pupils listen and Whole class/ Individual
repeat after the recording (I get up at five o’clock.). work
Repeat the same procedure with the other three
pictures.
the pictures, and practice asking and answering the
question What time do you _____? – I _____ at
_____. Group work
Invite a few pairs to the front of the class to take
turns pointing at the pictures, asking and answering
the question What time do you _____? – I _____ at Pair work
_____.
Goal: To enhance the correct use of What time do Listen to the teacher
you _____? – I _____ at _____. to ask and answer
questions about pupils’ daily routines in a freer
context. Group work
-Have pupils look at the picture and explain that
Nam and Lucy are asking and answering questions
about Lucy’s daily routines. Get pupils to look at the
first speech bubble and point at the picture of Lucy Group work
getting up to complete the question What time do you Whole class
get up? Ask them to repeat the question. Then point
at the answer bubble and say I get up at five o’clock.
for pupils to repeat. Let pupils listen to and repeat Pair work
the question and the answer a few times individually
and in chorus.
-Set a time limit for pairs of pupils to practise asking
and answering the question What time do you
_____? – I _____ at _____. - Listen to the T's
-Go around the classroom to offer help where instruction.
necessary.
-Invite some pairs of pupils to the front of the class
to take turns asking and answering questions about -play in group
their daily routines.
: Game: Magic wheel (ppt)
Press Spin to play. If pupils have the correct answer,
they will be added the same number that shows on Whole class/ Individual
the slide. The team with the most scores will be the work
winner at the end of the game.
3.Wrap up.
(- Use the phrases get up, go to bed, go to school and
have breakfast in relation to the topic Time and daily
routines to talk about the daily routines.
- Use sentence patterns What time do you _____?
I_____at_______. to ask and answer about
someone’s daily routines.)

Grade: 4
Class: …………

Lesson 2
I.OBJECTIVES:
1. Knowledges:
answer questions about daily routines and number the correct pictures.
- sing the song What time do you go to school? with the correct pronunciation,
rhythm, and melody.
3. Competences:
learning tasks.
- Self-control & independent learning: perform learning tasks.
4. Attributes:
- Show their responsibility by noticing the time and follow the timetable on time.
II. RESOURCES

III. PROCEDURE:
Spend a few minutes revising the previous lesson by Whole class/ Individual
inviting a few pairs to the front of the class to take work
turns asking and answering questions about their
daily routines with What time do you ____? – I ____
at ____.
2.New Lesson:
-Whole class/
Individual
Goal: To listen to and understand four
work
communicative contexts in which pupils ask and
answer questions about daily routines and number
the correct pictures.
-Have pupils look at the pictures. Elicit the activities
and the time in the pictures. Draw pupils’ attention to
-Listen to the T's
the boxes at the bottom right-hand corners of the
instruction
pictures.
-Play the recording of the first dialogue. Tell pupils -Individual
that they will need to pay attention to the activity and work
time (e.g. go to bed, 9:15) and look for the right
picture.
-Play the recording of the other dialogues and get
pupils to number the pictures. Set a time limit for Whole class/
pupils to swap books with a partner and check the
answers before checking as a class. Correct the
Goal: To complete four gapped exchanges with the
help of picture cues. - Listen to the T's
-Get pupils to look at Picture 1. Have them identify instruction
the time (6:00 AM) in the picture. Elicit the missing
words in the answer (six o’clock). Complete the
answer.
-Repeat the same procedure with Picture 2 (six
thirty).
-Get pupils to look at Picture 3. Elicit the missing
words in the question and answer from pupils (What Whole class/ Individual
time; six forty-five). Then have them complete the work
gaps (What time do you go to school? – I go to
school at six forty-five.). Repeat the same procedure
with Picture 4 (go to bed; go to bed; nine fifteen).
-Set a time limit for pupils to complete the
take turns reading the completed exchanges. Group work
Key: 1. six o’clock 2. six thirty
3. What time; six forty-five
4. go to bed; go to bed; nine fifteen
Goal: To sing the song What time do you go to
school? with the correct pronunciation, rhythm, and Group work
melody.
-Have pupils read the lyrics to familiarize
themselves with the questions and answers. Check
comprehension and give feedback. Group work
-Have pupils listen to the whole song, drawing their Whole class
attention to the pronunciation, rhythm, and melody.
Encourage them to point at the pictures to reinforce
their understanding. sing the whole song
-Play the recording of the song again, once or
twice, for pupils to listen and repeat line by line and
do related actions, e.g. using a finger to trace the - Listen to the T's
words or clapping hands. instruction.
-When pupils feel confident and are familiar with
the tune and melody, ask them to sing the whole
song while doing actions or clapping hands. -play in group
the song and do the actions. The class may sing along
to reinforce the activity.
work
read it aloud. The group who makes it first will be
the winner.
3.Wrap up:
Period:14 Date of planning: …………………..

Grade: 4
Class: …………
Lesson 3(1-3)
I.OBJECTIVES:
1. Knowledges:
- correctly repeat the sounds of the letters t and d in isolation, in the words get and
bed, and in the questions What time do you get up? and What time do you go to
bed?
- identify the sounds of the letters t and d in sentences while listening.
- say the chant with the correct rhythm and pronunciation.
3. Competences:
learning tasks
- Self-control & independent learning: perform learning task, solve problems
4. Attributes:
II. RESOURCES

III. PROCEDURE:
Greet the class. Listen to the techer
- Spend a few minutes revising the previous lesson Whole class/ Individual
by inviting two groups of three to the front of the work
class to take turns singing the song What time do you
go to school?
- Ask pupils to open their books at page 20 and look
-Whole class
at Unit 2, Lesson 3, Activity 1.
2.New Lesson:
Goal: To correctly repeat the sounds of the letters t
-Listen to the T's
and d in isolation, in the words get and bed, and in
instruction
the questions What time do you get up? and What
time do you go to bed?
listen to the recording and
-Have pupils look at the letter t, listen to the
repeat the letter
recording and repeat the letter until they feel
confident. Correct the pronunciation where
Individual
necessary.
-Have pupils point at the word get, listen to the
recording and repeat the word until they feel
confident. Monitor the activity and offer help where Whole class/
necessary. -Pair work
-Get pupils to point at the sentence What time do you -Listen and repeat
get up?, listen to the recording and repeat it several
times. Then invite a few pupils to stand up to listen - Listen to the T's
to and repeat the sentence. instruction
-Repeat Steps 1 to 3 for the letter d. Go around the practise pronouncing the
classroom and correct the pronunciation where letters
necessary.
Give pupils a time limit to practise pronouncing the
letters, saying the words, and reading the sentences Listen to the teacher
in pairs or groups.
Goal: To identify the sounds of the letters t and d in
sentences while listening.
-Have pupils read the incomplete sentences. Explain
that they must listen to the recording and circle the listen and circle the correct
correct options to complete the sentences. Check options
comprehension.
-Play the recording and have pupils listen and circle

the correct options. Then get pupils to swap books
with a partner to check their answers before checking Whole class/ Individual
as a class. Correct the answers where necessary. work
-Invite a few pupils to stand up and read the
completed sentences. Remind the class how to stress
the target sentences.
Activity 3. Let’s chant. 8 minutes listen to and repeat the first
Goal: To say the chant with the correct rhythm and verse, line by line
pronunciation.
-Have pupils scan the chant, and elicit the words
ending with t and d in the lines (get, bed). Check Listen to the teacher
pupils’ comprehension of the chant.
-Play the recording. Get pupils to listen to and
repeat the first verse, line by line. Show them how to
Whole class
chant and clap hands.
-Play the recording of the first verse again for pupils
to do choral and individual repetition.
-Repeat Steps 2 and 3 for the second verse of the
chant. Go around the classroom and offer help where - Listen to the T's
necessary. instruction.
Extension: If there is enough time, divide the class
into two groups to take turns chanting and clapping
hands. Each of the groups should sing one verse of -play in group
the chant. Then invite some groups to the front of the
class to chant and clap.
Game: Spin and say (ppt)
Click the needle to start and then again to stop the
wheel. Then say aloud the words to practise the
target sounds. Whole class/ Individual
(Teachers can divide class into 2 - 3 groups and let work
them take turns to spin the wheel (add star for
correct answers).
3.Wrap up:
(- Correctly pronounce the sound of the letters t and
d in isolation, in the words get and bed and in the
correct questions What time do you get up? and What
time do you go to bed?
- Identify the specific information by listening to 2
sentences to identify the target word.)

Grade: 4
Class: …………
Lesson 3(4-6)
I.OBJECTIVES:
1. Knowledges:
- read and match the activities in a paragraph with the clocks showing the
corresponding time.
- complete a paragraph about pupils’ daily routines.
- draw pictures of their daily routines at home and present them to the class by
using the target language.
2. Skills: Listening ,speaking, writing, reading
3. Competences:
learning tasks
- Self-control & independent learning: perform presentation skill
4. Attributes:
Show their responsibility by noticing the time and follow the timetable on
time.
II. RESOURCES
III. PROCEDURE:
- Spend a few minutes revising the previous lesson
by inviting two groups of three to the front of the Whole class/ Individual
class to take turns saying the two verses of the chant. work
2.New Lesson:
Activities 4: Read and match 5 minutes
Goal: To read and match the activities in a paragraph
-Whole class/
with the clocks showing the corresponding time. Individual
-Have pupils read the paragraph, the sentences, and work
the time on the clocks. Tell them to scan the
paragraph for the appropriate time for the activities.
Model Sentence 1 (clock d). -Listen to the T's
-Set a time limit for pupils to do the activity instruction
help where necessary. -Individual
-Get pupils to swap books with a partner and check work
their answers before checking as a class.
-Invite some pupils to stand up to read the paragraph
aloud. Whole class/
Key: 1. d 2. c 3. b 4. A do the task independently
Goal: To complete a paragraph about pupils’ daily
routines. - Listen to the T's
-Tell pupils what they are going to do. Then get instruction
them to read the incomplete paragraph. Ask them
what the paragraph is about (daily routines). Remind Individual
them to pay attention to the contexts of the sentences work
before completing them with the appropriate
information. Listen to the teacher
-Set a time limit for pupils to complete the Whole class/ Individual
paragraph independently. Go around the classroom work
-Get pupils to swap books and check their answers
in pairs or groups before checking as a class.
Suggested answer: I get up at six o’clock. I have Group work
breakfast at seven o’clock. I go to school at seven
fifteen. What about you? What time do you go to
school?
Activity 6. Project 8 minutes
-Explain that pupils have to show simple pictures of
their daily routines (getting up, having breakfast,
etc.) which they have prepared at home as Individual work
homework. They will tell the class about their daily
routines in the pictures.
-Invite a pupil to the front of the class to model the Whole class
presentation. Help him / her stick pictures of his / her
daily routine on the board. Observe and offer help
with the presentation language where necessary. Put work in groups
the key presentation language on the board (e.g. I get
up at six fifteen.). Have pupils repeat the key
presentation language a few times to make them feel
confident when they present their daily routines
before an audience. Listen to the T's
-Set a time limit for pupils to work in groups. Each instruction.
pupil shows his / her pictures to the group and
describes his / her daily routine.
-Invite a few pupils to the front of the class to -play in group
present the project. Encourage the class to cheer to
praise the good presenters.
: Game: Sentence Puzzle
read it aloud. Listen to the teacher
The group that makes it first will be the winner.
3.Wrap up:

Grade: 4
Class: …………
UNIT 3: MY WEEK
Lesson 1(1-3)
I.OBJECTIVES:
1. Knowledges:
(pictures) in which pupils ask and answer questions about the days of the week.
- correctly say the words and use What day is it today? – It’s _____. to ask and
answer questions about the days of the week.
- enhance the correct use of What day is it today? – It’s _____. to ask and answer
questions about the days of the week in a freer context.
3. Competences:
learning tasks
II. RESOURCES
III. PROCEDURE:
Have the whole class sing the song What time do you work
go to school? (ppt)
2.New Lesson:
sentences in two communicative contexts (pictures) Individual
in which pupils ask and answer questions about the work
days of the week.
-Have pupils look at Pictures a and b and identify -Listen to the T's
the characters in the pictures. instruction
-Ask pupils to look at Picture a. Play the recording
for them to listen. Play the recording again, sentence Listen to the recording
by sentence, for pupils to listen and repeat. Repeat -Individual
the same procedure with Picture b. Correct their work
-Play the recording again for pupils to listen and -Listen and repeat
repeat in chorus sentence by sentence.
-Invite a few pairs to the front of the classroom to
listen to and repeat the sentences in the recording. Whole class/
Draw their attention to the question What day is it -Pair work
today? and the answer It's Monday. and It’s Friday.
Tell pupils that they have a question and answers
about the days of the week. - Listen to the T's
Extension: Invite a few pairs of pupils to ask and instruction
answer about the days of the week.
work
Goal: To correctly say the words and use What day
is it today? – It’s _____. to ask and answer questions Listen to the teacher
about the days of the week. Whole class/ Individual
-Have pupils look at the pictures and elicit the days work
of the week.
recording and repeat the word (Monday). Repeat the Listen and repeat
the class repeat the words a few times. Group work
-Point at the bubbles and Picture a and have pupils
listen to and repeat after the recording (What day is it
today? – It’s Monday.). Repeat the same procedure Pair work
with the other three pictures (b, c, d). Have the class
repeat the questions and answers a few times.
-Have pairs practise asking and answering the Listen to the teacher
question What day is it today? – It’s _____.
Invite a few pairs to point at the pictures and say the Group work
questions and answers in front of the class.
Goal: To enhance the correct use of What day is it
today? – It’s _____. to ask and answer questions Group work
about the days of the week in a freer context. Whole class
-Draw pupils’ attention to the picture. Ask questions
to help them identify the context (see Input). - Practice in front of class
-Put pupils into pairs and encourage them to ask and

answer questions about the days of the week. Go
- Listen to the T's
around the classroom to offer support.
instruction.
-Invite a few pairs to the front of the class to ask and
answer questions about the days of the week using
-play game in group
What day is it today? – It’s _____. and the picture
cue. Praise pupils if they perform well.
Game: Racing horses
- Divide children into groups of four.
- Give each group one paper dice.
- Race to find the winner. Whole class/ Individual
3.Wrap up: work
(- Use the words Monday, Tuesday, Wednesday,
Thursday, Friday in relation to the topic My week to
talk about the days of the week.
- Use sentence patterns What day is it today? – It’s
_____. to ask and answer questions about the days of
the week.)
Tell pupils about the project on page 27, Lesson 3,
Activity 6. Ask them to take notes of weekend
activities at home and present them to the class at
Project time.
Period 17 Date of planning: …………………..

Grade: 4
Class: …………
UNIT 3: MY WEEK
Lesson 1(4-6)
I.OBJECTIVES:
1. Knowledges:
- listen to and understand two communicative contexts about the days of the week
- revise target words about the days of the week by playing the game Slap the
board.
3. Competences:
learning tasks
4. Attributes:
- Show their responsibility by noticing the day of the week
II. RESOURCES
- Audio tracks 29

III. PROCEDURE:
Spend a few minutes revising the previous lesson by work
asking the question What day is it today? and have a
few pupils answer the question. Have the class give
comments.
2.New Lesson:
-Whole class/
Individual
work
communicative contexts about the days of the week
-Draw pupils attention to Pictures 1a and 1b. Ask
-Listen to the T's
questions to help them identify the days of the week.
instruction
-Play the recording for Question 1 for pupils to
listen. Then play the recording again for pupils to
Listen to the recording
listen and tick the correct picture.
-Individual
-Repeat Steps 1 and 2 for Pictures 2a and 2b.
work
-Tell pupils to swap books with a partner, then check
answers together as a class. Write the correct answers
-Listen and tick
on the board. Play the recording again for pupils to
double- check their answers.
Whole class/
sentence by sentence, for the class to listen and
-Pair work
repeat in chorus. Correct their pronunciation where
necessary.
Key: 1. b 2. A
- Listen to the T's
instruction
Individual
-Have pupils look at the pictures. Get them to
work
identify the days of the week in the pictures.
-Have pupils look at the gapped exchanges. Draw
their attention to the missing words in the questions
and answers.
-Model Picture 1. Have pupils look at the answer.
Ask them what word is missing in the answer
(Monday). Then have pupils complete it (It’s Pair work
Monday.). Repeat the same procedure with Pictures
2, 3 and 4.
-Have pupils complete the gapped exchanges Listen to the teacher
individually and ask a few pairs to read them aloud.
Key: 1. Monday 2. Friday 3. What day; It’s 4. today; Group work
It’s Thursday
Goal: To revise target words about the days of the
week by playing the game Slap the board. - Listen to the T's
-Tell pupils that they are going to listen to and slap instruction.
the correct words as quickly as possible. Have them
look at the days of the week on the board to recall the
days of the week (as in Input). -play in group
-Call two pupils to the front. Get them to stand at a
certain distance from the board.
-Say a day of the week using It’s ____. with one of Whole class/ Individual
the words on the board, for example, It’s Monday. work
The pupil who is the quickest to slap the right word
(Monday) gets one point. The pupil who slaps the
most words is the winner.
-Invite a few pairs to the front of the class to play the
game. Praise pupils if they perform well.
3.Wrap up:
Memory game https://www.eslgamesplus.com/days-
of-the-week-esl-vocabulary-game/

Grade: 4
Class: …………
UNIT 3: MY WEEK
Lesson 2(1-3)
I.OBJECTIVES:
1. Knowledges:
understand and correctly repeat the sentences in two communicative contexts
focusing on asking and answering questions about what someone does on certain
days of the week.
- correctly say the phrases and use What do you do on _____? – I _____. to ask
and answer questions about what someone does on certain days of the week.
- enhance the correct use of What do you do on _____? – _____. to ask and
answer questions about what someone does on certain days of the week in a freer
context.
3. Competences:
learning tasks
4. Attributes:
Show their responsibility by noticing the day of the week
II. RESOURCES
Student’s book: Page 24
III. PROCEDURE
Listen and guess work
- Spell the first letter of any day/ spell any letter in a
day, pupils guess.
- Flash the cards to consolidate pupils’ pronunciation
and spelling.
on asking and answering questions about what
someone does on certain days of the week. -Listen to the T's
-Have pupils look at Pictures a and b and identify instruction
the characters in the pictures.
-Ask pupils to look at Picture a. Play the recording -Individual
for them to listen. Play the recording again, sentence work
by sentence, for pupils to listen and repeat. Repeat
the same procedure with Picture b. Correct their
-Play the recording again for pupils to listen and
-Invite a few pairs to the front of the classroom to Whole class/
listen to and repeat the sentences in the recording. -Pair work
Draw their attention to the questions What do you
do on Thursdays / Saturdays? and the answers I -Listen and repeat
study at school and I do housework. Tell pupils
hat they are questions and answers about what - Listen to the T's
someone does on certain days of the week. instruction
Goal: To correctly say the phrases and use What do Repeat
you do on _____? – I _____. to ask and answer Individual
questions about what someone does on certain days work
of the week.
-Have pupils look at the pictures and elicit the Listen to the teacher
activities and the days of the week.
recording and repeat the phrase (Mondays / study at
school). Repeat the same procedure with the other
three pictures. Have the class repeat the phrases a
few times.
-Point at the bubbles and Picture a, then have pupils Whole class/ Individual
listen to and repeat after the recording (What do you work
do on Mondays? – I study at school.). Repeat the
same procedure with the other three pictures b, c and
d.
-Have pairs practise asking and answering the Group work
question What do you do on _____? – I _____.
Invite a few pairs to point at the pictures and say the
questions and answers in front of the class. Pair work
Goal: To enhance the correct use of What do you do
on _____? – _____. to ask and answer questions Listen to the teacher
about what someone does on certain days of the
week in a freer context.
-Draw pupils’ attention to the picture. Ask questions - Listen to the T's
to help them identify the context (see Input). instruction.
answer questions about what someone does on
certain days of the week. Go around the classroom to -play in group
offer support.
-Invite a few pairs to the front of the class to Whole class/ Individual
perform their conversations. work
-Invite a few pairs to practise asking and answering
questions about what they do on certain days of the
week. Praise pupils if they perform well.
Game: Spelling game
- Teacher says: Can you spell - pause - pretends to
think, then say Mondays, waits for pupils to spell,
shows the word
- Have Ss repeat with others.
- can play in two groups, the fastest gets one sticker.
3.Wrap up:
Period 18 Date of planning: …………………..

Grade: 4
Class: …………
UNIT 3: MY WEEK
Lesson 2(4-6)
I.OBJECTIVES:
1. Knowledges:
- listen to and understand four communicative contexts about days of the week and
what someone does on certain days of the week and number the correct pictures.
- sing the song My week with the correct pronunciation, rhythm and melody.
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES

getting a few pairs to ask and answer questions about
what they do on certain days of the week.
2.New Lesson:
-Whole class/
Individual
communicative contexts about days of the week and
work
what someone does on certain days of the week and
number the correct pictures.
-Draw pupils’ attention to the pictures. Elicit the
activities and the days of the week. -Listen to the T's
-Play the recording for pupils to do the task by instruction
numbering the pictures. Play the recording again to
give pupils another listening opportunity. -Individual
-Check answers together as a class. Play the work
recording a third time for pupils to double-check
their answers and correct their answers in pairs.
sentence by sentence, for the class to listen and Whole class/
necessary.
Audio script:
1. A: What day is it today?
B: It’s Monday. - Listen to the T's
2. A: What do you do on Saturdays? instruction
B: I do housework.
3. A: What day is it today?
B: It’s Friday.
4. A: What do you do on Sundays?
B: I listen to music.
Goal: To complete four gapped exchanges with the Whole class/ Individual
help of picture cues. work
identify the days of the week and the activities in the
pictures.
-Have pupils look at the four gapped exchanges.
Draw their attention to the missing words in the
questions and answers. individual work
-Model Picture 1. Have pupils look at the answer.
Ask them what word is missing (Tuesday). Then
have them complete the answer (It’s Tuesday.).
Repeat the same procedure with Pictures 2, 3 and 4. Listen to the teacher
-Have pupils complete the gaps individually and ask
a few pairs to read the four completed exchanges
Group work
aloud.
Goal: To sing the song What day is it today? with
Draw pupils’ attention to the title and lyrics of the Group work
song. Encourage them to point at the characters’ Whole class
activities to reinforce their understanding.
-Play the recording all the way through for pupils to
listen to the whole song. Encourage them to listen sing and clap along with
carefully to the pronunciation, rhythm and the the recording
melody.
-Play the recording line by line for pupils to listen
and repeat. Correct their pronunciation where
necessary.
sing along.
Play the recording again for pupils to sing and clap Whole class/ Individual
along with the recording. Pupils can sing the song work
What day is it today? with the correct pronunciation,
rhythm and melody.
3.Wrap up:
Sing the song Seven days of the week with TPR
technique
https://www.youtube.com/watch?v=lPgTdgvj_jc
Let pupils listen to the song several times, sing along
and act together.

Grade: 4
Class: …………
UNIT 3: MY WEEK
Lesson 3(1-3)
I.OBJECTIVES:
1. Knowledges:
- correctly repeat the sounds of the letter u in isolation, in the word music (/ju/) as
in the sentence I listen to music on Saturdays, and the word Sunday (/ʌ/) as in I do
housework on Sundays.
- identify the target words music and Sunday while listening.
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:
Have pupils answer the questions then sing the song work
What day is it today?(ppt)
2.New Lesson:
Goal: To correctly repeat the sounds of the letter u in -Whole class
isolation, in the words music and Sunday, and in the
sentences I listen to music on Saturdays. and I do
housework on Sundays. with the correct -Listen to the T's
pronunciation and intonation. instruction
-Draw pupils’ attention to the letter u, the word
music and the sentence I listen to music on -Individual
Saturdays. Play the recording and encourage pupils work
to point at the letter, the word, and the sentence while
listening. Listen and repeat
-Play the recording again and encourage pupils to
listen to and repeat the sound, the word and the
sentence. Do this several times until pupils feel
confident. Correct their pronunciation where
necessary.
-Repeat Steps 1 and 2 for the same letter u, the word Whole class/
Sunday and the sentence I do housework on Sundays. -Pair work
-Have pupils work in pairs or groups, pronouncing -Listen and repeat
the sounds, saying the words and reading the
sentences until they feel confident. - Listen to the T's
Activity 2. Listen and circle. 10 minutes instruction
Goal: To identify the target words music and Sunday
while listening. Repeat
-Tell pupils that they are going to listen to the Individual
recording and circle the correct options. Get them to work
read the options and guess the sentences they may
hear in the recording.
-Play the recording for pupils to listen. Play the
recording again for pupils to listen and circle the
correct options.
the answers together as a class. Write the correct Listen to the teacher
answers on the board.
-Play the recording again for pupils to double-check
their answers.
Extension: Invite one or two pupils to stand up,
listen to and repeat the sentences.
Goal: To say the chant with the correct
-Draw pupils’ attention to the lyrics of the chant. Whole class/ Individual
Check their comprehension. work
listen to the whole chant. Encourage them to listen clap along while chanting
carefully to the rhythm and pronunciation. Draw
pupils’ attention to the sounds of the letter u in the
words music and Sunday. - Listen to the T's
-Play the recording, line by line, for pupils to listen instruction.
necessary. -play in group
chant along. Encourage them to clap along while
chanting. Whole class/ Individual
Extension: Divide the class into two groups to take work
turns listening to and repeating the chant, while the
rest of the class claps along. Praise pupils if they
perform well.
Miming Game
- Mime to show the subject or activities pupils often
do on each day at school or at home. It can be played
in groups or the whole class.
- Award pupils stickers for their correct answer.
3.Wrap up:

Grade: 4
Class: …………
UNIT 3: MY WEEK
Lesson 3(4-6)
I.OBJECTIVES:
1. Knowledges:
- read and show understanding of a text and complete a table about Nam’s week.
- complete a paragraph about what pupils do on certain days of the week by
writing the target words in the gaps.
- draw two pictures about weekend activities at home and present them to the class
by using the target language.
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES

III. PROCEDURE:
Greet the class and encourage pupils to respond to Whole class/ Individual
the greeting. work
Spend a few minutes revising the previous lesson by
having pupils answer the questions by using sentence
patterns they have learned. (ppt)
2.New Lesson:
Activity 4. Read and complete. 5 minutes -Whole class/
Goal: To read and show understanding of a text and Individual
complete a table about Nam’s week. work
-Draw pupils’ attention to the words provided in the
table and the four gaps about Nam’s activities on
some days of the week. -Listen to the T's
-Ask pupils to read the text and complete the table instruction
with the missing words.
-Set a time limit for pupils to read the text again and -Individual
look for specific information to fill in the gaps in the work
table. Go around the classroom to monitor their
reading task.
-Tell pupils to swap their answers with a partner,
then check answers together as a class. Write the Whole class/
answers on the board. do the task independently
Goal: To complete a paragraph about what pupils do
on certain days of the week by writing the target - Listen to the T's
words in the gaps. instruction
-Ask pupils to read the gapped text and fill in the
gaps with their own information. Tell pupils that the Individual
gaps in the text should focus on their activities and work
the days on which they do the activities. Check
comprehension. Listen to the teacher
-Have pupils do the first gapped sentence together as
an example. Ask them to read the sentence and elicit
the names. Then have them write their names in the
gap, e.g. I am Lan. Group work
help where necessary.
Extension: Invite a few pupils to read their
Activity 6. Project 8 minutes work in groups of five or
-Tell pupils the goal of the activity. Explain that they six
have to look at the pictures they have prepared at
home and present them to the class.
-Have pupils work in groups of five or six. Each

pupil looks at his / her pictures and tells the group Listen to the T's
about what he / she does on Saturdays and Sundays. instruction.
-Invite a few pupils to look at their pictures and tell
the class about them, e.g. On Saturdays, I play -play in group
football. or On Sundays, I do housework.
Game: Touching the wall
Give each pair something to stick the cards on the
wall with. Ask everyone to randomly stick the cards
all over the walls around the room. Then bring
everyone into the middle of the room. Shout out
Monday and everyone has to race over to a Monday Whole class/ Individual
card and touch it. Then Tuesday and so on (in the work
correct order) until you make it through all the
weekdays. Play another round, this time faster!
3.Wrap up:

Grade: 4
Class: …………
UNIT 4: MY BIRTHDAY PARTY

Lesson 1(1-3)
I.OBJECTIVES:
1. Knowledges:
focusing on asking and answering questions about birthdays.
- correctly say the words and use When’s your birthday? – It’s in _____. to ask and
answer questions about someone’s birthday.
- enhance the correct use of When’s your birthday? – It’s in _____. to ask and
answer questions about someone’s birthday in a freer context.
3. Competences:
learning tasks
4. Attributes:
- Show pride in the date of birth of themselves and others’ and respect to their
parents for their presence
II. RESOURCES

III. PROCEDURE:
- Spend a few minutes revising Unit 3 by asking the work
class to do the project in Lesson 3 or to sing the
song What day is it today? on page 25 and clap
hands.
at Unit 4, Lesson 1, Activity 1. Get pupils to look at -Whole class/
the title of the unit and check comprehension. Have Individual
them repeat it once or twice. Tell pupils what they work
2.New Lesson:
Activity 1. Look, listen and repeat. 5 minutes -Listen to the T's
Goal: To understand and correctly repeat the instruction
sentences in two communicative
contexts focusing on asking and answering questions Listen to the recording
about birthdays. -Individual
-Have pupils look at Pictures a and b and identify work
-Listen and repeat
for them to listen. Play the recording again, sentence
by sentence, for pupils to listen and repeat. Repeat Whole class/
the same procedure with Picture b. Correct their -Pair work
repeat in chorus, sentence by sentence. - Listen to the T's
instruction
listen to and repeat the sentences in the recording.
Individual
Draw their attention to the question When’s your work
birthday? and the answer It’s in May. Tell pupils that
these are a question and an answer about someone’s Listen to the teacher
birthday. Whole class/ Individual
Activity 2. Listen, point and say. 10 minutes work
Goal: To correctly say the words and use When’s
your birthday? – It’s in _____. to ask and answer
questions about someone’s birthday. Listen and repeat
-Have pupils watch a video about months of the
year, then introduce the five first months by having
Group work
them look at the pictures and elicit the names of the
months. Have them repeat the word a few times.
Teacher may also let them play the Board Race
game to consolidate the new words (Teacher says Pair work
the months, pupils race to the board to write the
corresponding numbers).
-Have pupils open the book at page 28, point at
Picture a, listen to the recording and repeat the word
(January). Repeat the same procedure with the Group work
other three pictures.
-Point at the bubbles and have pupils listen to and
repeat after the recording (When’s your birthday? –
Group work
It’s in January.). Point at Picture a and have pupils
listen to and repeat the sentences until they feel
confident. Repeat the same procedure with Pictures
b, c, and d.
-Have pupils work in pairs and practise asking and
answering the question When’s your birthday? – It’s Whole class
in _____. using the speech bubbles and the pictures.
Goal: To enhance the correct use of When’s your - Practice in front of class
birthday? – It’s in _____. to ask and answer
questions about someone’s birthday in a freer
context.
-Draw pupils’ attention to the picture. Have them
say the names of the months in the picture. Ask
questions to help them identify the context (see
Input).
-Elicit the missing words in the speech bubble and some pupils to practise
write them on the board. Get pupils to say the asking and answering
completed sentences. questions in front of the
-Have pupils look at the bubbles to understand how class
the sentence pattern is used. Have pupils role-play to
practise asking the questions and giving their
answers in pairs, using picture cues. Make sure
pupils understand the structure and say them with the
right pronunciation and intonation. Go around to
observe and provide help.
-Invite some pupils to practise asking and answering
- Listen to the T's
questions in front of the class. Praise them if they
instruction.
perform well.
Extension: For a more able class, have pupils ask -play game in group
and answer questions about their birthdays, using the
structures learnt.
Game: SpongeBob
- Pupils from each team take turns to choose a letter
and answer a question.
- Pupils answer correctly to get some points
corresponding to the number of hamburgers.
3.Wrap up: work
- Ask students what they have learnt through the
lesson
(Correctly say the words and use When’s your
birthday? – It’s in _____. to ask and answer
questions about someone’s birthday.)
*Preparation for the project: Tell pupils about the

project on page 33. Ask them to prepare for it at
home by making birthday party invitations. Remind
them to bring the invitations to class to present them
at Project time.

Grade: 4
Class: …………
Lesson 1(4-6)
I.OBJECTIVES:
1. Knowledges:
answer questions about their birthdays and number the correct pictures.
- complete four target gapped exchanges with the help of picture cues.
- sing the song When's your birthday? with the correct pronunciation, rhythm and
melody.
3. Competences:
4. Attributes:
II. RESOURCES
- Teacher’s guide: Pages 57, 58, 59, 60

III. PROCEDURE:
- Spend a few minutes revising the previous lesson. work
Get a few pupils to ask and answer questions about
birthdays in front of the class. Have the class give
comments.
Activity 4. Listen and number. 5 minutes Individual
Goal: To listen to and understand four work
answer questions about their birthdays and number
the correct pictures. -Listen to the T's
-Draw pupils’ attention to the pictures. Elicit the instruction
name of the month in each picture.
-Play the recording all the way through so that Listen to the recording
pupils can become familiar with the characters’ -Individual
voices. Then play the recording for them to listen and work
number the pictures.
-Listen and repeat
-Play the recording again for pupils to do the task.
Play the recording a third time to give pupils another
listening opportunity. Whole class/
-Check answers as a class. Play the recording again -Pair work
for pupils to double-check their answers and correct
their answers in pairs.
- Listen to the T's
instruction
Individual
necessary. If they repeat well, praise them.
work
Goal: To complete four target gapped exchanges
with the help of picture cues.
1: Have pupils look at the pictures. Have them
work
identify the birthdays (months) in the pictures.
-Have pupils look at the four incomplete dialogues.
Listen and repeat
sentences.
-Model Picture 1. Have pupils look at the dialogue.
Then have them look at the picture and identify the Group work
month. Ask them what is missing in the answer
(March). Ask them to complete the gap (When’s
Pair work
your birthday? – It’s in March.). Repeat the same
-Have pupils complete the dialogues individually Listen to the teacher
and nominate a few pairs to read them aloud. Correct
their pronunciation where necessary, praise the
readers, and get the class to clap or cheer if their Group work
pronunciation is good.
Goal: To sing the song When's your birthday? with
the correct pronunciation, rhythm and melody. Group work
-Draw pupils’ attention to the title and lyrics of the Whole class
song. Encourage them to point at the pictures to
reinforce the understanding.
-Play the recording all the way through. Encourage Pair work
them to listen carefully to the pronunciation and
melody.
-Play the recording line by line for pupils to listen
and repeat. Correct their pronunciation where - Listen to the T's
necessary. instruction.
-Play the recording all the way through and have
pupils sing along.
Extension: Put pupils into groups to make up their
own actions for the song. Invite groups to the front of Whole class/ Individual
the class to perform, while the rest of the class sings work
and / or claps along. Encourage the class to praise or
cheer the performers.
3.Wrap up:
Ask students about what they have learnt from the
lesson
- listen and number the correct pictures about
months of birth
- complete four target gapped exchanges
- sing the song When's your birthday?

Grade: 4
Class: …………
Lesson 2(1-3)
I.OBJECTIVES:
1. Knowledges:
- understand and correctly repeat the sentences in two communicative
contexts focusing on what someone wants to eat / drink.
- correctly say the phrases and use What do you want to eat / drink? – I want
_____. to ask and answer questions about what someone wants to eat / drink.
- enhance the correct use of What do you want to eat / drink? – _____. to ask and
answer questions about what someone wants to eat / drink in a freer context.
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES

III. PROCEDURE:
- Spend a few minutes revising Lesson 1 by calling work
a few pairs of pupils to act out the dialogue in
Activity 1. If time allows, have pupils play Bingo or
Matching game using the vocabulary learnt.
2.New Lesson:
sentences in two communicative work
contexts focusing on what someone wants to eat /
drink.
the characters in the pictures (see Input). instruction

for them to listen. Play the recording again, sentence work
-Play the recording again for pupils to listen and Whole class/
repeat in chorus, sentence by sentence. -Pair work
-Listen and repeat
- Listen to the T's
Draw their attention to the question What do you instruction
want to eat / drink? and the answers I want some
jam. and I want some juice. Tell pupils that they are Repeat
used to ask and answer questions about what Individual
someone wants to eat / drink work
Goal: To correctly say the phrases and use What do Listen to the teacher
you want to eat / drink? – I want _____. to ask and
answer questions about what someone wants to eat /
drink. Whole class/ Individual
-Present the new words to pupils by showing them work
pictures, saying the words and have pupils repeat.
Have them play the What’s missing game to
enhance their understanding and memorisation.
-Have pupils open the book, point at Picture a,
listen to the recording and repeat the phrase (some
chips). Repeat the same procedure with the other Group work
three pictures.
-Point at the bubbles and have pupils listen to and Pair work
repeat after the recording (What do you want to eat?
– I want some chips.). Point at Picture a and have
pupils listen to and repeat the sentences until they Listen to the teacher
feel confident. Repeat the same procedure with
Picture b, c, and d. Group work
answering the question What do you want to eat /
drink? –
I want ______. using the speech bubbles and Group work
Pictures a, b, c and d. Whole class
Activity 3. Let’s talk. 8 minutes Pair work
Goal: To enhance the correct use of What do you
want to eat / drink? – I want _____. to ask and
drink in a freer context. - Listen to the T's
-Draw pupils’ attention to the picture. Have them instruction.
say the names of the food and drinks in the picture.
Ask questions to help them identify the context (see
Input).
clap to reinforce the
-Have pupils look at the bubbles to understand how activity.
answers in pairs, using the picture cue. Make sure
questions in front of the class. Praise them if they -play in group
perform well.
Extension: For a more able class, have pupils ask
and answer questions about what they want to eat /
drink at a birthday party, using the structure learnt. Whole class/ Individual
Pupils can enhance the correct use of What do you work
want to eat / drink? – I want _____. to ask and
drink in a freer context.
Game: Bomb Star
- Pupils from each team choose a star, then answer
the question.
- Pupils answer correctly to get some points or a
bomb corresponding to the number of hamburgers.
3.Wrap up:

Grade: 4
Class: …………
Lesson 2(4-6)
I.OBJECTIVES:
1. Knowledges:
answer questions about what they want to eat / drink and tick the correct
pictures.
- complete two gapped dialogues with the help of picture cues.
- revise the target vocabulary items through playing the game Board race.
3. Competences:
learning tasks
4. Attributes:
- Show kindness in inviting someone to a birthday party and offering them food
and drink they want.
II. RESOURCES
- Audio tracks 42
III. PROCEDURE:
what someone wants to eat or drink in front of the
class. Have the class make comments.
– Ask pupils to open their books at page 31 and look -Whole class/
at Unit 4, Lesson 2, Activity 4. Individual
2.New Lesson: work
answer questions about what they want to eat / drink
-Draw pupils’ attention to the food and drinks in the
pictures. Elicit the names of the food and drink items.
-Play the recording for Question 1 for pupils to -Listen to the T's
listen. Play the recording again for pupils to do the instruction
task. Play the recording a third time to give pupils
another listening opportunity. -Individual
-Repeat Step 2 for Pictures 2a and 2b. work
answers as a class. Write the correct answers on the
board.
Tell pupils to return the books to their partners Whole class/
Play the recording for pupils to check their answers
again.
instruction

Goal: To complete two gapped dialogues with the
-Have pupils look at the pictures. Have them
identify the food and drink items in the pictures.
-Have pupils look at the two incomplete dialogues. Whole class/ Individual
Draw their attention to the missing words in the work
sentences.
-Model Dialogue 1. Have pupils look at the
dialogue. Ask them what is missing in the question
(What) and the answer (the food). Then have them
look at the picture and identify the food. Ask them
Group work
to complete the gap (What do you want to eat,
Mary? – I want some grapes.). Repeat the same
procedure with Dialogue 2. Pair work
-Have pupils complete the dialogues individually
and ask a few pairs to read them aloud. Correct their
pronunciation where necessary, praise the readers, Listen to the teacher
and get the class to clap or cheer if their
pronunciation is good Group work
Goal: To revise the target vocabulary items through
playing the game Board race.
-Tell pupils the goal of the game and how to play it. Group work
Set a time limit for pupils to play the game.
Whole class
-Divide pupils into two teams. They take turns
going to the board and each pupil tries to write one
word in the columns Drinks and Food as fast as - Listen to the T's
possible. instruction.
-The team that writes the most words in the set time
wins.
-Point to the words and have pupils read the words -play in group
out loud.
Extension: If time allows, have pupils play the game
using other word sets, e.g. months, countries, days of
the week.
Game: Food or Drinks Whole class/ Individual
work
- Have students look at the words and choose whether
they are food or drinks.
- Pupils with correct answers will get some points.
3.Wrap up:

Grade: 4
Class: …………
Lesson 3(1-3)
I.OBJECTIVES:
1. Knowledges:
- correctly repeat the sounds of the letters j and w in isolation, in the words jam
and water, and in the sentences I like jam. and I want some water.
- listen to and demonstrate understanding of simple communicative to identify
the target words jam and water while listening.
3. Competences:
learning tasks
4. Attributes:
Show self-respect to what they want and what others want
II. RESOURCES

III. PROCEDURE:
work
by asking pupils to play the Board race game using
the language learnt.
- Ask pupils to open their books at page 32 and look -Whole class
at
2.New Lesson:
Goal: To correctly repeat the sounds of the letters j -Listen to the T's
and w in isolation, in the words jam and water, and instruction
in the sentences I like jam. and I want some
water. -Individual
-Draw pupils’ attention to the letter j, the word jam, work
and the sentence I like jam. Play the recording and
encourage them to point at the letter / word /
sentence while listening.
-Play the recording again and encourage pupils to Whole class/
listen and repeat. Do this several times until pupils -Pair work
feel confident. Correct their pronunciation where -Listen and repeat
necessary and praise them when their pronunciation
is good. - Listen to the T's
-Repeat Steps 1 and 2 for the letter w. instruction
-Have pupils work in pairs or groups to pronounce
the sounds of the letters j and w, say the words jam Repeat
and water, and read the sentences I like jam. and I Individual
want some water. Invite a few pupils to listen to the work
recording and say the language in front of the class.
If they perform well, praise them. Listen to the teacher
Goal: To identify the target words jam and water
while listening.
Optional: Have pupils watch the pronunciation video
to learn the sounds of the letter w and j.
-Draw pupils’ attention to the incomplete sentences
and three answer options (see Input). Explain what
pupils have to do. Check comprehension. Whole class/ Individual
-Play the recording for pupils to listen. Play the work
correct options.
the answers together as a class. Write the correct
-Tell pupils to return the books to their partners. Play Pair work
the recording so that pupils can check their answers
again.
listen to and repeat the sentences. If there is time,
teacher may have pupils play the Board Race game: Group work
Teacher says words, pupils race to slap the
corresponding letters/sounds.
Goal: To say the chant with the correct Group work
pronunciation and rhythm. Whole class
-Draw pupils’ attention to the lyrics of the chant.
pupils to listen carefully to the rhythm and
pronunciation. Draw pupils’ attention to the sounds
of the letters j and w, the words jam and water, and
the sentences There's jam on the table. I want some
jam. and There’s water on the table. I want some
water. in the chant. - Listen to the T's
-Play the recording line by line for pupils to listen instruction.
necessary.
chant along. Encourage them to clap hands while
chanting. -play in group
Extension: Divide the class into two or more groups
to take turns listening to and repeating the chant,
while the rest of the class claps along.
Minions Game
work
- Pupils from each team choose a letter, then answer
the question
- Pupils answer correctly and get some points
corresponding to the number of bananas.
3.Wrap up:

Grade: 4
Class: …………
Lesson 3(4-6)
I.OBJECTIVES:
1. Knowledges:
- read and understand a text (Bill’s letter) and circle the correct answers.
- complete a gapped text using pupils’ personal information.
- make birthday party invitations at home and present them to the class by using
the target language.
3. Competences:
learning tasks
4. Attributes:
- Show kindness in inviting someone to a birthday party and offering them food
and drink they want
II. RESOURCES
III. PROCEDURE:
– Spend a few minutes revising the previous lesson work
by asking pupils to say the chant on page 32. Divide
the class into groups and get them to do actions while
saying the chant.
2.New Lesson: work
Activity 4. Read and circle. 5 minutes
Goal: To read and understand a text (Bill’s letter)
and circle the correct answers. -Listen to the T's
-Draw pupils’ attention to Bill’s letter and read it instruction
together as a class. Check comprehension.
-Draw pupils’ attention to the incomplete sentences -Individual
and answer options. Have pupils pay attention to the work
gap and the three answer options for each sentence.
Ask pupils to read the letter again and circle the - tick the appropriate box
correct options.
answers together as a class. Write the correct answers Whole class/
on the board. do the task independently
-Tell pupils to return the books to their partners. Ask
pupils to look at the board and check their answers
again. - Listen to the T's
Activity 5. Let’s write. 10 minutes instruction
Goal: To complete a gapped text using pupils’
personal information. Individual
-Tell the class the goal of this activity: to read the work
text and fill in the gaps using their personal
information. Check their comprehension. Listen to the teacher
-Write the first sentence on the board. Read the Whole class/ Individual
sentence as a class. When you reach the gap, point work
at it and encourage pupils to say their own names.
Give pupils time to write the answers. Repeat the
same procedure with the other sentences.
-If time allows, invite a few pupils to read the Listen to the teacher
sentences they have completed aloud in front of the
class. The class observes and praises their work.
Activity 6. Project 8 minutes Individual work
Goal: To make birthday party invitations at home
and present them to the class by using the target
Whole class
language.
-Tell pupils the goal of this activity. Explain that
they are going to show the birthday party invitations
Pair work
that they have made at home and tell the class about
their birthdays.

shows his / her invitation and tells the group about
his / her birthday, e.g. My birthday’s in May. Go
around the classroom and offer help where necessary Listen to the T's
(e.g. when pupils need some more vocabulary to talk instruction.
about their birthdays).
-Invite some pupils to show their work and talk -play in group
about their birthdays. Have pupils stick their
invitations on the wall of the classroom as a display.
Donkey Kong Game
- Pupils from each team choose a chicken, then Whole class/ Individual
answer the question. work
corresponding to the number of bananas.
3.Wrap up:

Grade: 4
Class: …………
UNIT 5: THINGS WE CAN DO

Lesson 1(1-3)
I.OBJECTIVES:
1. Knowledges:
(pictures) in which pupils ask and answer questions about someone’s abilities.
- correctly say the phrases and use Can you _____? – Yes, I can. / No, I can’t. to
ask and answer questions about someone’s abilities.
- enhance the correct use of Can you _____? – Yes, / No, _____. to ask and answer
questions about pupils’ abilities in a freer context.
3. Competences:
learning tasks
4. Attributes:
- Show pride in what they can do and great respect for other people’s abilities by
using appropriate gestures and intonation when asking and answering about
abilities.
II. RESOURCES
- Audio track 46, 47

III. PROCEDURE:
- Divide the class into 3 teams. Whole class/ Individual
work
- Each team has 1 sticky ball.
- Play the music, students in each team take turns to
pass the ball. After the music ends, 3 students have
the ball – stand up and say the sentences, using the
sentence models from the previous unit. -Whole class/
2.New Lesson: Individual
Activity 1. Look, listen and repeat. 5 minutes work
sentences in two communicative contexts (pictures)
in which pupils ask and answer questions about -Listen to the T's
someone’s abilities. instruction
-Ask pupils to look at Pictures a and b and identify the
characters in the pictures. Listen to the recording
-Draw pupils’ attention to the kite and the skipping -Individual
rope in Picture a and predict what the characters can work
do or are talking about. Play the recording and have
pupils check the prediction. Repeat the same -Listen and repeat
procedure with Picture b.
-Play the recording again and encourage pupils to
point at the characters while listening. Whole class/
-Play the recording again, sentence by sentence, for -Pair work
pupils to listen, point at the sentences and repeat after
each character. Correct their pronunciation where
Extension: Invite a few pairs of pupils to act out the instruction
conversations in front of the class.
Goal: To correctly say the phrases and use Can you work
____? – Yes, I can. /
No, I can’t. to ask and answer questions about Listen to the teacher
someone’s abilities. Whole class/ Individual
-Ask pupils to look at Pictures a, b, c, and d and work
identify the activities in the pictures.
the phrases under the pictures in chorus and Listen and repeat
individually until they feel confident. Use the flash
cards for ride a bike, ride a horse, play the piano and Group work
play the guitar to practise the phrases.
elicit the missing words in the answer by pointing at Pair work
Picture a. Play the recording for pupils to repeat the
sentences in both bubbles a few times. Repeat the Listen to the teacher
same procedure with Pictures b, c, and d.
-Have pupils practise asking and answering
questions in pairs. Go around the classroom to offer Group work
Invite a few pairs to point at the pictures and ask
and answer questions about what the pupils in the
pictures can or can’t do. Group work
Activity 3. Let’s talk. 8 minutes Whole class
Goal: To enhance the correct use of Can you ?
– Yes, / No, ____. to ask and answer questions about - Practice in front of class
pupils’ abilities in a freer context.
-Elicit the missing words in the speech bubbles and
write them on the board. Get pupils to say the
completed sentences. - Listen to the T's
-Put pupils into pairs to ask and answer about their instruction.
abilities. Go around the classroom to offer support
where necessary. -play game in group
Step 4: Invite a few pairs to point at the pictures and
ask and answer questions about their abilities.
3.Wrap up:
(Use sentence pattern Can you _____? – Yes, I can. /
No, I can’t. to ask and answer someone’s abilities.)
(Show pride in what they can do and great respect for
other people’s abilities by using appropriate gestures Whole class/ Individual
and intonation when asking and answering about work
abilities.)
prepare for it at home by carrying out a school club
survey and asking their friends about their abilities.
Set up groups of four or five to carry out a survey.
Each group should choose two clubs such as sports
or music. They should write questions about what
their friends can or can’t do to find members for the
clubs. Remind pupils to bring their completed
surveys to the class to present them at Project time.

Grade: 4
Class: …………
Lesson 1( 4-6)
I.OBJECTIVES:
1. Knowledges:
– - listen to and understand two communicative contexts in which pupils ask and
answer questions about someone’s abilities and tick the correct pictures.
– - complete four gapped exchanges with the help of picture cues.
- practise the target vocabulary and sentence patterns by playing the game Can you
...?
3. Competences:
learning tasks
4. Attributes:
abilities.
II. RESOURCES
- Audio track 48

III. PROCEDURE:
- Use the flash cards (ride a bike, ride a horse, Whole class/ Individual
play the piano, play the guitar) to revise the work
vocabulary in Period 1 by asking Can you __?
-Whole class/
- Get pupils to open their books at page 35 and look
Individual
work
2.New Lesson:
Goal: To listen to and understand two -Listen to the T's
communicative contexts in which pupils ask and instruction
answer questions about someone’s abilities and tick
-Draw pupils’ attention to the pictures and ask Listen to the recording
questions to elicit the activities in the pictures. -Individual
Remind them to look at each pair of pictures, listen work
to the recording and choose the activity the speakers
can do. -Listen and repeat
-Play the recording all the way through. Then play
the recording for pupils to listen and tick the activity
the speakers can do. Whole class/
-Get pupils to swap books with a partner to check -Pair work
Extension: If time allows, play the recording, - Listen to the T's
sentence by sentence, for pupils to listen and repeat instruction
necessary. Individual
help of picture cues. Listen to the teacher
-Model Question 1. Have pupils read the exchange Whole class/ Individual
and guess the missing words in the answer. Then work
draw pupils’ attention to the picture and elicit the
answer to fill in the gap (Yes, I can.).
Listen and repeat
-Give pupils time to do the task independently. Go
Pair work
support to those pupils who find it difficult to do the
task.
-Invite four pairs of pupils to act out four complete
exchanges in front of the class. Correct their
pronunciation where necessary. - Listen to the T's
Key: 1. Yes, I can 2. No, I can’t instruction.
3. ride a horse; Yes 4. play the guitar; No
Activity 6. Let’s play. 8 minutes sing the whole song while
Goal: To practise the target vocabulary and sentence clapping their hands
patterns by playing the game Can you ...?
-Invite two groups, each with six pupils, to play the clap to reinforce the
game. Tell pupils the goal of the game and how to activity.
play it. Explain that they look at a flash card, ask and
answer. Then demonstrate the action. Each group has
two minutes to play. The teacher holds up a flash
card (ride a bike), the first pair looks at the picture, -play in group
one pupil asks (e.g. Can you ride a bike?) and
another pupil replies as quickly as possible. Check
with the whole class if the question is correct or not,
and ask the group to demonstrate the action.
-The pair who has played goes to the end of the line.
The second pair moves up and continues with the
next flash card. For each pair, the group gets three
stars, one star for the question, one for the answer
and one for the group action. Whole class/ Individual
-Play the game with other groups in the class. The work
group with the most stars is the winner.
3.Wrap up:
(Use sentence pattern Can you _____? – Yes, I can. /
No, I can’t. to ask and answer someone’s abilities.)
other people’s abilities by using appropriate gestures
and intonation when asking and answering about
abilities.)

Grade: 4
Class: …………
Lesson 2(1-3)
I.OBJECTIVES:
1. Knowledges:
- - understand and correctly repeat the sentences in two communicative contexts
(pictures) in which the characters talk about abilities and lack of abilities.
- - correctly say the words and use Can he / she _____? – Yes, he / she can. / No,
he / she can’t, but he / she can _____. to talk about abilities and lack of abilities.
- enhance the correct use of Can he / she _____? – Yes, _____. / No, _____, but
_____. to talk about abilities and lack of abilities in a freer context.
3. Competences:
learning tasks
4. Attributes:
abilities.
II. RESOURCES

III. PROCEDURE:
Guessing game work
2.New Lesson:
sentences in two communicative contexts (pictures) work
in which the characters talk about abilities and lack
of abilities.
Ask pupils to look at Pictures a and b and identify the characters -Listen to the T's
and predict the activities that Linh can do on the instruction
sports day.
for them to listen and check the prediction. Play the work
recording again, sentence by sentence, for pupils to
listen and repeat. Correct their pronunciation where
necessary. Repeat the same procedure with Picture b.
-Invite a few pairs to the front of the classroom to Whole class/
listen to and act out the exchanges. -Pair work
-Draw pupils’ attention to the words can and can’t -Listen and repeat
in the conversation to elicit the meaning. Explain that
they are used to talk about abilities and lack of - Listen to the T's
abilities. instruction
Repeat
Individual
work
necessary.
Goal: To correctly say the phrases and use Can he /
she ? – Yes, he/ she can. / No, he/ she can’t, but
he/ she can ______. to talk about abilities or lack of
abilities.
-Pre-teach new words by asking pupils to look at the
pictures and repeat the words in chorus and
work
individually.
-Ask pupils to play the matching game. One pupil
from each team chooses 2 boxes to open, if they
match, that team earns a point.
-Teacher presents the model sentences. Group work
-Ask pupils to look at the pictures and identify the
activities in the pictures.
Pair work
Play the recording for pupils to listen to and repeat
the words in chorus and individually until they feel
confident. Use the flash cards for swim, roller skate,
cook and draw to practise the words. Listen to the teacher
Draw pupils’ attention to the speech bubbles and
elicit the missing word in the sentence by pointing at
Picture a. Play the recording for pupils to repeat the
sentence a few times. Repeat the same procedure - Listen to the T's
with Pictures b, c, and d. instruction.
Have pupils point at the pictures and ask and answer
questions in pairs. Go around the classroom to offer
Invite a few pairs to the front of the class to point at
the pictures and ask and answer questions about what
the people in the pictures can or can’t do. Praise -play in group
pupils if they perform well.
Goal: To enhance the correct use of Can he / she __
? – Yes, . / No, , but _ . to talk about
abilities and lack of abilities in a freer context.
- Divide the class into two or three teams.
- Teacher puts up a set of pictures or words on a
board.
- A pupil from each team comes up to the board with
work
fly swatters.
- They listen as the teacher calls out a word or a
sentence and they race to slap the correct picture.
- Whoever is the fastest with the correct slap gets a
point for their team.
- Team with the most points is the winner.
3.Wrap up:
(Use sentence pattern Can he / she _____? – Yes,
_____. /
No, _____, but _____. to ask and answer someone’s
abilities.)
abilities.)

Grade: 4
Class: …………
Lesson 2(4-6)
I.OBJECTIVES:
1. Knowledges:
- listen to and understand four communicative contexts in which pupils talk about
abilities and lack of abilities and tick or cross the pictures.
- sing the song Things they can do with the correct pronunciation, rhythm and
melody.
3. Competences:
- - Communication and collaboration: work in pairs and groups to complete the
learning tasks.
II. RESOURCES
III. PROCEDURE:
Guessing game work
- They look at the hidden pictures and guess what
activity is. -Whole class/
- If they have the correct answers, they get the points Individual
for their teams. If the answer is not correct, the other work
team answers.
- Review models:
Draw pupil’s attention to the picture.
They answer the questions.
✔ Can he play badminton?
- Yes, he can. / No, he can't.
-Listen to the T's
✔ Can she swim? instruction
- Yes, she can. / No, she can't.
-Individual
2.New Lesson: work
Activity 4. Listen and tick or cross. 5 minutes
communicative contexts in which pupils talk about
abilities and lack of abilities and tick or cross the Whole class/
pictures.
-Draw pupils’ attention to the pictures and ask What
can he / she do? Remind them that they will look at
the activities in the pictures and tick or cross the
boxes while listening.
the recording again for pupils to listen and tick or - Listen to the T's
cross the pictures. instruction
necessary. Whole class/ Individual
-Model Question 1. Have pupils read the exchange
and guess the missing words. Then draw pupils’
attention to the picture and elicit the words to
complete the sentence. Group work
-Give pupils a time limit to read the gapped
exchange 2, 3 and 4, look at the pictures and fill in
the gaps independently. Go around the classroom and Pair work
give further support to pupils who find it difficult to
do the task.
-Get pupils to swap books with a partner and check
pupil to write the answers on the board. Group work
-Invite a few pairs of pupils to read or act out
the complete exchanges in front of the class.
Goal: To sing the song Things they can do with the Group work
correct pronunciation, rhythm and melody. Whole class
-Draw pupils’ attention to the title and lyrics of the
Explain that the first verse is about things the girl can
and can’t do. Have pupils listen to the first verse, - Listen to the T's
drawing their attention to the pronunciation, rhythm instruction.
and melody. Then let them listen and practise singing
it, line by line, while miming the actions.
-Repeat Step 2 for the second verse. Explain that it
is about things the boy can and can’t do. Check
-Ask pupils to listen to and sing the whole song -play in group
while miming the actions. Go around the classroom
the song. The class may sing along and clap hands to Whole class/ Individual
reinforce the activity. work
3.Wrap up:
(Correctly use sentence pattern Can he / she _____?
– Yes, _____. / No, _____, but _____. to ask and
answer someone’s abilities and lack of abilities and
sing the song Things they can do with the correct
pronunciation, rhythm and melody.)
abilities.)

Grade: 4
Class: …………
Lesson 3 (1- 3)
I.OBJECTIVES:
1. Knowledges:
– Correctly repeat the sounds of the letters y and n in isolation, in the words yes and
no, and in the sentences Can you draw? – Yes, I can. and Can she swim?
– – No, she can’t. with the correct pronunciation and intonation.
– - identify the target words yes and no while listening.
3. Competences:
learning tasks
- Problem solving
4. Attributes:
II. RESOURCES

III. PROCEDURE:
Greet the class. Listen to the techer
- Greet the class, then ask pupils to sing the song Whole class/ Individual
Things they can do on page 37. work
at Unit 5, Lesson 3, Activity 1. Tell them what they
2.New Lesson: -Whole class
Goal: To correctly repeat the sounds of the letters y
and n in isolation, in the words yes and no, and in the
sentences Can you draw? – Yes, I can. and Can she
swim? – No, she can’t. with the correct pronunciation -Listen to the T's
and intonation. instruction
-Have pupils point at the letter y, the word yes, and
the sentences Can you draw? – Yes, I can. Play the -Individual
recording for them to listen and repeat in chorus and work
individually until they feel confident. Correct their
-Invite a few pupils to listen to the recording and
repeat the sound, the word and the sentences in front
of the class. Praise them if their pronunciation is Whole class/
good. -Pair work
-Repeat Steps 1 and 2 for the letter, the word and the Individual
sentences in the second line. Go around the work
classroom and correct their pronunciation where
necessary. Listen to the teacher
-Have pupils work in pairs or groups, pronouncing
sentences until they feel confident.
Goal: To identify the target words yes and no while
listening.with the correct pronunciation and
intonation. Whole class/ Individual
-Tell pupils the goal of the activity. Explain that they work
have to listen to the recording and circle the correct
options. Check comprehension.
-Get pupils to read the questions and guess the
answer options they may hear in the recording.
swap books with a partner and check their answers
before checking as a class. Play the recording again
for pupils to double-check their answers.
Group work
-Invite a few pupils to read aloud the two completed
exchanges in front of the class. Go around the
classroom and correct their pronunciation where Pair work
necessary.
- Performance products: Student's talks and
interaction Listen to the teacher
- Assessment tools: Observation; Answer keys
Key: 1. a 2. b Group work
-Have pupils look at the pictures and tell what they Group work
can see in the pictures and predict what the pupils
can do. Play the recording for them to check their Whole class
prediction.
draw their attention to the sounds of the letters y and Pair work
n, the words yes and no. Check comprehension.
-Play the recording of the first verse. Play the - Listen to the T's
recording again, line by line, for pupils to listen and instruction.
repeat. Draw their attention to the rhythm and
pronunciation. Encourage them to clap hands while
chanting.
chant.
Play the recording all the way through for pupils to
chant and clap along.
3.Wrap up: Whole class/ Individual
Ask students to answer the following questions: work
(Correctly repeat the sounds of the letters y and n in
isolation, in the words yes and no, and in the
sentences Can you draw? – Yes, I can. and Can she
swim? – No, she can’t. with the correct pronunciation
and intonation, say the chant with the correct
pronunciation and rhythm.)
abilities.)

Grade: 4
Class: …………
Lesson 3(4-6)
I.OBJECTIVES:
1. Knowledges:
– - read and show understanding of a text by deciding if the statements are true or
false;
– - complete a gapped text about the abilities and lack of abilities of Lucy, Ben and
the pupils themselves;
- carry out a school club survey, collect the information and present their friends’
abilities and lack of abilities to the class by using the target language.
3. Competences:
learning tasks
4. Attributes:
Express pupils’ happiness when they carry out a school club survey, collect the
information and present their friends’ abilities and lack of abilities to the class by
II. RESOURCES
- Flash cards
III. PROCEDURE:
- Two pupils play each round. work
- Teacher speaks a sentence in English.
- Have pupils quickly sit on the chair with the flash
card on.
- Who is faster is the winner. -Whole class/
After the game, have the whole class repeat the Individual
sentences in chorus. work
2.New Lesson:
minutes -Listen to the T's
Goal: To read and show understanding of a text by instruction
deciding if the statements are true or false.
-Tell pupils the goal of the activity and explain that -Individual
they should read the text and tick if the Sentences 1 work
to 4 are true or false. Check comprehension.
-Do Sentence 1 as an example. Have pupils read
Sentence 1 and find who the sentence is about (It’s
Whole class/
about Ha.) and what Ha can do (Ha can swim.).
do the task independently
Then, ask pupils to find the information about
Ha in the text. Ask them to read carefully to
decide if the sentence is true or false.
- Listen to the T's
-Set a time limit for pupils to do the task instruction
help where necessary. Individual
Extension: Invite one or two pupils to read the text work
in front of the class. Correct their pronunciation
where necessary. Listen to the teacher
Activity 2. Let’s write. 10 minutes Whole class/ Individual
Goal: To complete a gapped text about the abilities work
and lack of abilities of Lucy, Ben and the pupils
themselves.
gaps using the picture cues and with their own
information. Explain that the gaps in the text focus
on the things that people can or can’t do. Check Listen to the teacher
comprehension.
-Have pupils do the first gapped sentence together as Individual work
an example. Ask them to read the sentence, look at
the picture about Lucy and complete the sentence.
Then have them write the answer in the gap. Whole class
help where necessary. Pair work
Extension: Invite one or two pupils to read their -play in group
Activity 3. Project 8 minutes
Goal: To carry out a school club survey, collect the
information and present their friends’ abilities and
lack of abilities to the class by using the target
language.
-Tell pupils the goal of the activity. Explain again
that they need to work in groups of four or five to Listen to the T's
complete a school club survey. Each group should instruction.
choose two clubs such as sports or music. Each pupil
in a group needs to write questions to ask their
friends to find out what they can or can’t do to find
members for the club, and then presents his / her work in groups of five
survey results to the class. Ask pupils to show the
completed survey that they have prepared at home.
-Have pupils work in their groups. Each pupil
should hold up their survey results and tell their
group about them, e.g. Hoa can swim, but she can’t Whole class/ Individual
roller skate. Go around the classroom and offer help work
where necessary.
-Invite a few groups to present their surveys to the
class. Praise pupils when they do the task well.
3.Wrap up:
Ask students to answer the following questions:
(Carry out a school club survey, collect the
information and present their friends’ abilities and
lack of abilities to the class by using the target
language.)
(Express pupils’ happiness when they carry out a
school club survey, collect the information and
present their friends’ abilities and lack of abilities to
the class by using the target language.)
Period: Date of teaching: …………………..
Grade: 4
Class: …………
REVIEW 1
Period 1
I.OBJECTIVES:
1. Knowledges:
- correctly use the following sentence patterns:

Where are you from? – I’m from ………
Where’s he / she from? – He’s / She’s from ……………
What time is it? – It’s …………..
What time do you …………? – I ………….. at …………..
What day is it today? – It’s …………………….
What do you do on ………………….? – I……………………
When’s your birthday? – It’s in …………………
What do you want to eat / drink? – I want …………………….
Can you …………….? – Yes, I can. / No, I can’t.
Can he / she ………………..?
– Yes, he / she can. / No, he / she can’t, but he / she can……………………..
- take part in extension activities to apply their language knowledge and
competences.
2. Skills: Listening and speaking. writing
3. Competences:
Decision making, motivation, problem-solving, communication, planning and
organization
4. Attributes:
Listening competence: Listen and tick

Speaking Communication: Let’s talk
Reading competence: work in pairs or groups
Diligence: complete learning tasks
II. RESOURCES

- Audio track 56
III. PROCEDURE:

Game: Sentence puzzle work
- Divide the class into groups of four.
- Give each group a sentence that is broken/ cut into
pieces.
- Ask them to arrange them to make a complete -Whole class/
sentence, then read it aloud. Individual
- The group makes it first will be the winner. work
2.New Lesson:
Activity 1. Listen and tick 5 minutes
Goal: To listen to and understand five -Listen to the T's
communicative contexts and tick the correct pictures. instruction
-Draw pupils’ attention to Pictures 1a, 1b and 1c.
Elicit the countries with the flags. Then play the -Individual
recording for Question 1. Play the recording again work
for pupils to do the task. Play the recording a third
time for pupils to check their answers. Repeat the
same procedure with the rest of the questions.
-Get pupils to swap books with a partner, then check
answers as a class. Write the correct answers on the Whole class/
board. -Pair work
-Play the recording for pupils to double-check their
answers.
sentence by sentence, for the class to listen and instruction
Pupils can listen to and understand five work
communicative contexts and tick the correct pictures.
Key: 1. c 2. a 3. c 4. b 5. C
Activity 2. Ask and answer. 7 minutes
work
Goal: To ask and answer questions using picture
cues.
-Draw pupils’ attention to the first picture. Get them
Listen and repeat
to look at the clock to identify the time shown on it.
Check pupils’ comprehension.
-Draw pupils’ attention to Question 1. Have pupils Individual
look at the clock in the picture to answer the work
question.
-Repeat Steps 1 and 2 with the rest of the questions.
-Have pupils work in pairs to role-play the four - Listen to the T's
exchanges. Go around the classroom to monitor the instruction.
activity.
Extension: Invite pairs of pupils to stand up and take
it in turns to role-play the target exchanges. -play in group
Game: Spin the wheel
- Pupils take turn to spin the wheel, use the Whole class/ Individual
information given to ask and answer. work
- If they have the correct answers, they get the points
team has a turn.
3.Wrap up:
- Ask pupils to answer the following questions:
Grade: 4
Class: …………
REVIEW 1
Period 2
I.OBJECTIVES:
1. Knowledges
-To read and write a gapped conversation.
2. Skills: Listening and speaking, writing
3. Competences:
Decision making, motivation, problem-solving, communication, planning and

organization
4. Attributes:
Diligence: complete learning tasks
II. RESOURCES
- Student’s book Page 41

- Teacher’s guide Pages 75, 76
III. PROCEDURE:

Odd one out work
- Teacher displays four flashcards connected to a
theme (time, days of the week, months, countries,...)
with one “odd one out”.
- Pupils say all the words together. -Whole class/
- Then, ask them to raise their hands when they have Individual
found an odd one out and explain their reasons. work
2.New Lesson:
Activity 3. Read and match. 8 minutes
Goal: To read and match pairs of target sentence -Listen to the T's
patterns instruction
-Draw pupils’ attention to the sentences. Tell them
how to do the activity. Point at Sentence 1, elicit the -Individual
answer and give feedback. Draw a line to match work
Sentence 1 with the letter c.
-Give pupils time to do the task. Go around the
classroom to offer support.
Whole class/
-Pair work
-Get pupils to swap their books with their partners,
- Listen to the T's
then check answers together as a class. Write the
instruction
correct answers on the board.
Extension: Invite pairs of pupils to stand up and read Individual
the matched exchanges aloud. Pupils can read and work
match pairs of target sentence patterns.
Key: 1. c 2. d 3. b 4. e 5. A Listen to the teacher
Activity 4. Read and complete. 9 minutes
Goal: To read and complete a gapped passage about
Ben.
-Have pupils read the passage about Ben. Check
comprehension.
-Have pupils look at the gapped passage. Draw
pupil’s attention to the gaps in the passage. Point at
the sentence with the first gap and read it as a class.
Elicit the missing word and give feedback. Complete
the sentence and get pupils to read the completed
sentence in chorus.
-Repeat Step 2 with the rest of the gaps. Go around Whole class/ Individual
the classroom to offer support where necessary. work
answers as a class. Write the correct answer on the
board.
Extension: Invite some pupils to stand up and read
the completed passage aloud.
Mini game: Reading comprehension Group work
- Ask pupils to read the passage again.
- Then work in pairs and answer the questions: Pair work
1. A: Where is Ben from?
B: He’s from Australia.
2. A: How many days does Ben go to school?
B: Five days (from Monday to Friday).
3. A: Can he play football? Group work
B: Yes, he can.
4. A: Can he play the guitar?
B: Yes, he can. Group work
5. A: Does he go to school on Saturdays?
Whole class
B: No, he doesn’t.
Pupils can read and complete a conversation with the
words relating to the topics “Names”, “Ages”, and
Pair work
“Hobbies”.
Key: 1. Australia 2. Fridays 3. guitar 4.
Sundays
Goal: To complete a gapped text with the help of - Listen to the T's
picture cues. instruction.
-Tell the class the goal of this activity: to read the
gapped text and fill in the gaps using picture cues.
-Write the sentence with the first gap on the board.
Read the sentence as a class. When you reach the
gap, ask pupils to point at the picture (the America).
Give pupils time to write the asnwers. -play in group
-Repeat Step 2 for the other gaps.
-If time allows, invite a few pupils to read the
sentences they have completed aloud in front of the
class. The class observes and praises their work.
Guessing game
work
- Divide class in teams. Teacher calls 1 pupil from
each team to guess the word. Teacher shows 3 hints
after 10 seconds. If pupils can give the correct after
1st hint, 3 points are given to his/ her team. If pupils
can give the correct after 2nd hint, 2 points are given
to his/ her team. If pupils can give the correct after
3rd hint, 1 points are given to his/ her team.
3.Wrap up:
Grade: 4
Class: …………
EXTENSION ACTIVITIES
I.OBJECTIVES:
1. Knowledges:
- correctly use the following sentence patterns:

Where are you from? – I’m from _____.
Where’s he / she from? – He’s / She’s from _____.
What time is it? – It’s _____.
What time do you _____? – I _____ at _____.
What day is it today? – It’s _____.
What do you do on _____? – I _____.
When’s your birthday? – It’s in _____.
What do you want to eat / drink? – I want _____.
Can you _____? – Yes, I can. / No, I can’t.
Can he / she _____? – Yes, he / she can. / No, he / she can’t, but he / she can
_____.
competences.
3. Competences:

learning tasks
4. Attributes:
- show pride in what they can do and great respect for other people’s abilities by
using appropriate gesture and intonation when asking and answering about abilities
II. RESOURCES
- Student’s book: Page 42, 43


III. PROCEDURE:

Greet the class. work
- Have pupils sing the song What time do you go to
school? on page 19. Praise pupils and get the class to
cheer or clap their hands.
- Ask pupils to open their books at page 42, 43 and
look at Extension activities, Activity 1. -Whole class/
Activity 1. Look and write. 5 minutes work
Goal: To identify five different countries in the
pictures.
-Draw pupils’ attention to the pictures. Ask Where is
Viet Nam? and encourage pupils to point to it. Write
Viet Nam on the board.
-Repeat Step 1 for England, Japan, Australia and
America. -Listen to the T's
-Have pupils complete the activity by writing the instruction
name next to each country. Check answers together
as a class. -Individual
work
Extension: Nominate pairs of pupils to act out the
exchanges.
Key: 1. Viet Nam 2. England 3. Japan 4.
Australia 5. America
Whole class/
Activity 2. Listen and write. 10 minutes
Goal: To identify the different times in different
countries.
-Have pupils look at the clocks. Draw their attention - Listen to the T's
to the different times in different countries. Explain instruction
the concept of time zones in a simple way if
necessary.
-Write In America, it’s _____. on the board. Read
the first part of the sentence aloud and encourage
pupils to complete it. When pupils answer correctly,
write the answer on the board: 8:00 AM.
-Have pupils complete the activity by completing Whole class/ Individual
the sentences. Check answers as a class. work
Activity 3. Read the questions. Then tick the
answers. 8 minutes
Goal: To read the questions and tick the correct
answers, then say what countries are near / far from
Viet Nam.
-Draw pupils’ attention to Question 1 and read it as a Group work
class. Check comprehension.
-Ask pupils to look at Answer A with three answer
options a, b and c. Explain the new word Russia. Get Pair work
them to look at the flags of Thailand, America and
Russia, elicit the right answer and tick it (Picture a).
Repeat the same procedure with Answer B.
-Repeat Steps 1 and 2 with Question 2. Go around
the classroom to offer support where necessary.
answers together as a class. Write the correct answers - Listen to the T's
on the board for pupils to correct their answers. instruction.
Have pupils say the answers by asking them
Questions 1 and 2.
Key: 1. A a B c 2. A a B b
1. A. It’s Thailand. B. It’s Malaysia. 2. A. It’s
Canada. B. It’s Australia -play in group
Mystery box Game
- Divide the class into two teams: Boys and Girls.
- Pupils take turns to choose the letter and answer the
question. Whole class/ Individual
- They look at the pictures and answer the questions. work
If they have the correct answers, they get one point
team answer and get points.
- Team with the most points is the winner.
3.Wrap up:
Period : 34 Date of planning: …………………..
Grade: 4
Class: …………
UNIT 6: OUR SCHOOL FACILITIES
Lesson 1(1-3)
I.OBJECTIVES:
1. Knowledges:
focusing on asking and answering questions about the location of a school.
- correctly say the words and use Where’s your school? – It’s in the _____. to
ask and answer questions about the location of a school.
- enhance the correct use of Where’s your school? – It’s in the ___. to ask and
answer questions about the location of a school in a freer context.
3. Competences:
learning tasks
4. Attributes:
- Show pride in where they’re from and respect to other people by using
appropriate gestures and intonation when asking and answering about school
locations.
II. RESOURCES
III. PROCEDURE:
- Have pupils sing the song in Unit 5 - Lesson 2. work
2.New Lesson:
-Whole class/
on asking and answering questions about the location
Individual
of a school.
work
-Ask pupils to look at Pictures a and b and guess the
locations of the schools.
-Ask pupils to look at Picture a. Play the recording -Listen to the T's
for them to listen. instruction
pupils to listen and repeat individually and in chorus. Listen to the recording
Correct their pronunciation where necessary. Repeat -Individual
the same procedure with Picture b. work
-Invite a few pairs to the front of the classroom to -Listen and repeat
Draw pupils’ attention to the question Where’s your
school? and the answers: It's in the city. and It’s in Whole class/
the mountains. Tell pupils that they are a question -Pair work
and answers about the location of a school.
Goal: To correctly say the words and use Where’s - Listen to the T's
your school? – It’s in the _____. to ask and answer instruction
questions about the location of a school.
-Have pupils look at the pictures and elicit the Individual
locations of schools. work
-Have pupils point at Picture a (mountains), listen
to the recording and repeat the word (mountains). Listen to the teacher
Repeat the same procedure with Pictures b, c and d. Whole class/ Individual
Have the class repeat the words a few times. work
-Point at the first bubble and have pupils listen to
and repeat after the recording (Where’s your
school?). Point at Picture a and have pupils listen to Listen and repeat
and repeat after the recording (It’s in the
mountains.). Repeat the same procedure with the Group work
-Divide the class into two groups to take turns Pair work
repeating the question and the answer in Picture a
until they feel confident. Repeat the same procedure
with Pictures b, c and d. Listen to the teacher
Put pupils in pairs and have them practise asking
and answering with the pictures. Invite a few pairs to Group work
point at the pictures and say the questions and
answers in front of the class. Correct their
Activity 3. Let’s talk. 8 minutes Group work
Goal: To enhance the correct use of Where’s your
Whole class
school? – It’s in the ___. to ask and answer questions
about the location of a school in a freer context.
- Practice in front of class
-Draw pupils’ attention to the two speech bubbles.
Read the question aloud and ask pupils to repeat it.
Ask pupils to look at the second bubble and identify
what the answer should be. Give an example answer
- Listen to the T's
It’s in the village. Get pupils to repeat the question
instruction.
and the answer several times.
-Have pairs of pupils practise asking and answering -play game in group
questions about the locations of the schools in the
paintings. Go around the classroom to observe and
provide help.
-Invite some pairs to practise asking and answering
questions about the locations of the schools in front
of the class and correct their pronunciation where
necessary.
Doraemon Game (ppt)
the question. work
corresponding to the number of pies.
3.Wrap up:
- Ask pupils to answer the questions.
(Use Where’s your school? – It’s in the ___. to ask
and answer questions about the location of a school.)
Ask pupils to prepare for the project on page 49 by
drawing their school and its facilities as homework
so that they can tell the class about their school at
Project time.

Grade: 4
Class: …………
Lesson 1(4- 6)
I.OBJECTIVES:
1. Knowledges:
answer questions about school locations and number the correct pictures.
- complete four target gapped exchanges with the help of picture cues.
- review the words of locations by playing the game Matching pairs.
3. Competences:
learning tasks
4. Attributes:
- Show pride in where they’re from and great respect to other people by using
appropriate gesture and intonation when asking and answering about school
locations.
II. RESOURCES
- Audio track 59

III. PROCEDURE:
- Dictate some sentences about locations (e.g. My work
school is in the mountains.) and ask pupils to write
them down. Then let them work in pairs or groups
to correct each other’s answers.
Activity 4. Listen and number. 5 minutes Individual
answer questions about school locations and number
-Have pupils look at Activity 4. Ask them How many instruction
pictures are there? and What can you see in each
picture? Draw pupils’ attention to the boxes in the Listen to the recording
corners of the pictures. Check their comprehension. -Individual
-Play the recording of the first dialogue. Tell pupils work
that they will need to listen to the location (e.g. city,
village, town, mountains). Ask pupils Where’s the -Listen and repeat
school? Help pupils find out the answer of the
location in the dialogue. Then ask pupils in which
picture the location town appears (Picture c). Tell Whole class/
pupils to write “1” in the box of Picture c. -Pair work
-Play the recording of the other dialogues and allow
pupils to write down their answers. Give pupils some
minutes to swap books with a partner and then check - Listen to the T's
the answers as a class. Correct the answers where instruction
necessary.
Individual
Extension: If time allows, play the recording, work
repeat individually and in chorus. Correct their Listen to the teacher
pronunciation if necessary. Whole class/ Individual
Key: 1. c 2. d 3. a 4. B work
-Ask pupils to look at the pictures and identify the Listen and repeat
school locations in the four pictures.
-Ask pupils to look at the incomplete exchanges. Group work
sentences.
-Model Picture 1. Have pupils look at the dialogue. Pair work
Ask them what is missing in the answer (village).
Then, have them fill the gap. Repeat the same Listen to the teacher
-Get pupils to complete the exchanges individually,
then ask a few pairs to read them aloud and check Group work
their pronunciation if necessary.
Goal: To review the words of locations by playing
the game Matching pairs. Group work
-Tell pupils that they are going to find four pairs of Whole class
pictures and words as quickly as possible.
-Stick the picture cards face down in the left column
on the board. Stick the word cards face down in the Pair work
right column on the board.
-Invite one pupil to play the game by selecting a
picture card and a word card, turning them over. If - Listen to the T's
two cards are a matching pair, ask the pupil to say instruction
the word aloud. The pupil can continue to take
another turn. If the cards do not make a match, ask
the pupil to turn them face down again, and invite
another pupil to take the next turn.
-Let pupils play the game until all pairs have been
matched. Play the game several times if there is -play in group
enough time.
Matching Pairs (ppt)
work
- Pupils from each team choose two numbers to find
out the matching pair.
- Pupils answer correctly and get one point.
- The team that gets the most points is the winner.
3.Wrap up:

Grade: 4
Class: …………
Lesson 2(1-3)
I.OBJECTIVES:
1. Knowledges:
focusing on asking and answering questions about the quantity of school
facilities.
- correctly say the phrases and use How many ____ are there at your school? –
There is ___. / There are ____. to ask and answer questions about the quantity
of school facilities.
- enhance the correct use of How many ___ are there at your school? and There is
____. / There are ____. to ask and answer questions about the quantity of school
facilities in a freer context.
3. Competences:
learning tasks
4. Attributes:
- Show pride and responsibility in the facilities they have at their school.
II. RESOURCES

III. PROCEDURE:
- Spend a few minutes revising Lesson 1 by playing work
the game Matching pairs.
2.New Lesson:
on asking and answering questions about the quantity work
of school facilities.
-Get pupils to look at Pictures a and b and identify
the characters in the pictures. Get them to say what -Listen to the T's
they can see in the background. instruction
for them to listen. -Individual
work
the same procedure with Picture b. Whole class/
-Invite a few pairs to the front of the classroom to -Pair work
listen to and repeat the sentences in the recording. -Listen and repeat
Correct their pronunciation where necessary.
- Listen to the T's
Draw pupils’ attention to the question How many
instruction
buildings are there at your school? and the answer
There are three. Tell pupils that this is a question and
Repeat
an answer about the quantity of school facilities.
Individual
work
Goal: To correctly say the phrases and use How
many ____ are there at your school? – There is
___. / There are ____. to ask and answer questions
about the quantity of school facilities.
recording and repeat the phrase (playgrounds/ one).
Repeat the same procedure with Pictures b, c and d.
Have the class repeat the phrases a few times.
-Point at the question pattern How many ___ are
there at your school? Read it aloud and have pupils
repeat it. Repeat the same procedure with the
answer patterns There is ___. and There are ___.
-Point at Picture a and have pupils listen to and Whole class/ Individual
repeat after the recording How many playgrounds work
are there at your school? – There is one. Repeat the
-Have pupils read the questions How many __?, look
at the pictures then answer the questions.
Divide the class into two groups to take turns Group work
repeating the question and the answer in Picture a
until they feel confident. Repeat the same procedure
with Pictures b, c and d. Pair work
Step 6: Put pupils into pairs and have them practise
asking and answering the questions. Invite a few
pairs to point at the pictures and say the questions
and answers in front of the class. Correct their
pronunciation where necessary. Group work
Goal: To enhance the correct use of How many ___
are there at your school? and There is ____. / There
are ____. to ask and answer questions about the Group work
quantity of school facilities in a freer context. Whole class
-Elicit the missing words in the speech bubbles and Pair work
completed sentences.
-Have pairs of pupils practise asking and answering - Listen to the T's
the questions about the quantity of school facilities instruction.
in the picture. Go around the classroom to observe
and provide help.
questions about the quantity of school facilities in -play in group
front of the class. Give them corrections and
feedback where necessary.
Flowers Game (ppt)
- Pupils from each team choose a number, then work
depending on the flower number they choose.
3.Wrap up:
- Ask pupils what they have learnt through the lesson
(- Use How many ___ are there at your school? –
There is ___. / There are ___. to ask and answer
questions about the quantity of school facilities.
- Enhance the correct use of How many ___ are there
at your school? and There is ____. / There are ____.
to ask and answer questions about the quantity of
school facilities in a freer context.)

Grade: 4
Class: …………

Lesson 2( 4-6)
I.OBJECTIVES:
1. Knowledges:
- listen to and understand two communicative contexts in which characters ask
and answer questions about the quantity of school facilities and tick the correct
pictures.
- complete target sentence patterns in two dialogues with the help of picture
cues
- sing the song Garden and buildings at my school with the correct pronunciation,
rhythm and melody.
3. Competences:
learning tasks
4. Attributes:
- Show pride and responsibility in the facilities they have at their school.
II. RESOURCES

III. PROCEDURE:
Dictate some sentences about the quantity of school work
facilities (e.g. There is a garden at my school. There
are three buildings at my school.) and ask pupils to
write them down. Then let them work in pairs or
groups to correct each other's answer.
-Whole class/
2.New Lesson:
Individual
work
communicative contexts in which characters ask and
answer questions about the quantity of school
facilities, and tick the correct pictures.
-Have pupils look at Activity 4. Ask them How
many pictures are there? What can you see in each
picture? Draw pupils’ attention to the boxes in the
corners of the pictures. Check their comprehension. -Listen to the T's
-Have pupils look at Pictures 1a and 1b. Get them to instruction
talk about the differences between two pictures (e.g.
There are two buildings in Picture 1a. One is red. -Individual
One is green. There are three buildings in Picture work
1b.). Play the recording of the first dialogue. Ask
pupils to tick the correct picture. Repeat the same
procedure with the second dialogue.
Whole class/
on the board.
Extension: If there is time, play the recording,
repeat individually and in chorus. Correct their
Activity 5. Look, complete and read. 10 minutes instruction
Goal: To complete target sentence patterns in two
dialogues with the help of picture cues.
-Have pupils look at the picture in Dialogue 1 and
prompt them to ask and answer questions about
school location.
-Give pupils 1 - 2 minutes to complete the gaps in
work
Dialogue 1, then have them compare their answers
in pairs. Monitor and help where necessary.
-Go through the answer with the class. Ask some
pairs to read aloud the dialogue.
-Repeat the same procedure with Dialogue 2.
Encourage pupils to make use of the picture cues to Group work
fill the gaps.
Goal: To sing the song Gardens and buildings at my Pair work
school with the correct pronunciation, rhythm and
melody. Listen to the teacher
-Have pupils read the lyrics to familiarise
comprehension and give feedback. Group work
-Have pupils listen to the whole song, drawing their
attention to the pronunciation, the rhythm and the
melody of the song.
Group work
-Play the recording of the song once or twice for
pupils to listen and repeat line by line and do related Whole class
actions, e.g. using fingers for numbers one and three.
-When pupils feel confident and are familiar with - Listen to the T's
the tune and melody, ask them to sing the whole instruction.
song while doing actions or clapping hands.
Invite a few groups to the front of the class to sing -play in group
the song. The class may sing along to reinforce the
activity.
Zootopia Game (ppt)
- Pupils from each team choose a letter, then answer work
the question.
corresponding to the number of dollars for the letter
they choose. They can choose a deal to get more or
less points.
3.Wrap up:
Ask pupils what they have learnt through the lesson
(- Use How many ___ are there at your school? –
There is ___. / There are ___. to ask and answer
questions about the quantity of school facilities.
- Sing the song Gardens and buildings at my school
with the correct pronunciation, rhythm and melody.)

Grade: 4
Class: …………
Lesson 3 ( 1-3)
I.OBJECTIVES:
1. Knowledges:
- Correctly pronounce the sounds of the letters s and es as final consonants in
the words mountains and villages, and in the sentences My school is in the
mountains. and There are three villages near my school.
- identify the target words mountains and villages while listening.
3. Competences:
learning tasks
4. Attributes:
- Show pride in where they’re from and great respect for other people’s
locations by using appropriate gesture and intonation when asking and answering
about school locations.
II. RESOURCES
III. PROCEDURE:
1.Warm up: 5 minutes Listen to the techer
- Spend a few minutes revising the previous lesson work
by asking pupils to sing the song Gardens and
buildings at my school.
2.New Lesson:
Goal: To correctly repeat the sounds of the letters s -Whole class
and es in isolation, as final consonants in the words
mountains and villages and in the sentences My
school is in the mountains. and There are three
villages near my school. with the correct
pronunciation and intonation. -Listen to the T's
-Have pupils look at the letter s, listen to the instruction
confident. Correct their pronunciation if necessary. -Individual
-Have pupils point at the word mountains, listen to work
the recording and repeat the word until they feel
confident. Monitor the activity and offer help if
necessary.
Whole class/
-Get pupils to point at the sentence My school is in -Pair work
the mountains., listen to the recording and repeat it. -Listen and repeat
Then get a few pupils to listen to and repeat the
sentence in front of the class. Monitor their - Listen to the T's
performance, give corrections and feedback where instruction
necessary.
-Repeat the same procedure with the letters es, the Repeat
word villages and the sentence There are three Individual
villages near my school. work
letters, saying the words, and reading the sentences
in pairs or groups.
Goal: To identify the target words mountains and
villages while listening.
-Have pupils read the incomplete sentences and the
options a, b and c. Explain that they will listen to
the recording and circle the correct options to
complete the sentences.
-Play the recording for pupils to listen and circle
the correct options. Get pupils to swap their books Whole class/ Individual
and check their answers in pairs or groups. Go work
through the answers with the class.
-Invite a few pupils to read the completed sentences
where necessary.
Key: 1. b 2. C
Activity 3. Let’s chant. 8 minutes Group work
pronunciation.
-Have pupils scan the first verse of the chant and Pair work
elicit its subject. Draw pupils’ attention to the word
mountains and the sentences It’s in the mountains.
and My school is in the mountains. Listen to the teacher

the first verse, line by line. Correct their Group work
pronunciation where necessary. Show them how to
chant and clap hands. Group work
-Play the recording of the whole verse again for Whole class
pupils to do choral and individual repetition.
-Repeat Steps 1 to 3 for the second verse of the Pair work
chant. Go around the class and offer help to pupils
who find it difficult. - Listen to the T's
Extension: If there is enough time, divide the class instruction.
into two groups to practise chanting and clapping
hands. Each of the groups should say one verse of the
chant. Then select a few pupils to go to the front of
the class to chant and clap hands. -play in group
Madagascar Game (ppt)
the question. Whole class/ Individual
- Pupils answer correctly and get some points work
corresponding to the letter they choose.
3.Wrap up:
(- The plural form s and es and how to pronounce
them correctly in isolation and as final sounds in
some words in their plural forms.
- Say the chant with the correct rhythm and
pronunciation.)

Grade: 4
Class: …………
Lesson 3 (4-6)
I.OBJECTIVES:
1. Knowledges:
- read a paragraph about a school and complete four gapped sentences about its
location and facilities.
- read, understand and complete a gapped paragraph about their own school
locations and facilities.
- draw pupils’ schools and its facilities and present their drawings to the
class.
3. Competences:
learning tasks
4. Attributes:
- Show pride in where they’re from and great respect for other people’s
locations by using appropriate gesture and intonation when asking and answering
about school locations.
II. RESOURCES

III. PROCEDURE:
by asking pupils to say the chant at page 48.
2.New Lesson:
Goal: To read a paragraph about a school and -Whole class/
complete four gapped sentences about its location Individual
and facilities. work
-Have pupils look at the incomplete sentences and
guess what the reading is about. Have pupils talk -Listen to the T's
about their guesses. instruction
-Ask pupils to read through the paragraph to get the
gist of it. -Individual
-Ask pupils to read Sentence 1 and focus on the work
sentence pattern Our school is in the ____. Get them
to find out the missing word from the paragraph. Tell - tick the appropriate box
them to read the paragraph again, if they need to.
Repeat the same procedure with Sentences 2, 3 and
4. Get pupils to do the activity independently. Whole class/
-Have pupils swap books with a partner and check do the task independently
each other’s answers. Monitor and give help where
necessary.
- Listen to the T's
Select a few pupils to read the sentences in front of instruction
the class. Check their answers, and give corrections
and feedback if necessary. Individual
Activity 5. Let’s write. 10 minutes work
Goal: To read, understand and complete a gapped
paragraph about their own school locations and Listen to the teacher
facilities. Whole class/ Individual
-Explain to the class the goal of this activity. Show work
them how to complete the task. They should read
each gapped sentence, guess the missing
information and complete the sentence with their Listen and repeat
own information. Check comprehension and give
feedback.
Group work
-Give pupils time to write their answers. Circulate
round the classroom during the activity and offer
help where necessary. Pair work
-Get pupils to swap books and correct their answers
in pairs. Listen to the teacher
Extension: If time allows, invite a pupil to stand up
and read his/ her completed sentences. The rest of the Individual work
class listens, and cheers or claps their hands if the
performers do a good job.
Activity 6. Project. 8 minutes Whole class
Goal: To draw pupils’ schools and its facilities and
present their drawings to the class.
-Point at the sample drawing and explain that pupils Pair work
are going to talk about the drawings of their schools
including its location and some of its facilities.
-Have pupils show their drawings that they have -play in group
prepared for the project. Revise vocabulary and
sentence patterns that pupils may use for their
presentations. Give pupils time to practise their
presentations by themselves. Go around the
classroom to monitor and offer support.
-Give pupils some time to use their drawings to Listen to the T's
practise presenting in groups. instruction.
-Select a few pupils to give their presentations in

front of the class. Get other pupils to give comments,
and give corrections and feedback as necessary.
Game: Lucky chicken (ppt) work in groups of five
- Pupils from each team choose a chicken, then
- Pupils answer correctly and get one point.
- Pupils choose the lucky chicken to get 3 points
without questions. Whole class/ Individual
work
3.Wrap up:
(- Use the words city, mountains, town, village in
relation to the topic "Our school facilities".
- Use Where’s your school? – It’s in the ___. to
ask and answer questions about the location of a
school.
- Read and demonstrate understanding of simple
communicative contexts in relation to the topic
“Our school facilities”.
- Write and draw about school locations and describe
the surrounding.)

Grade: 4
Class: …………
UNIT 7: OUR TIMETABLES

Lesson 1(1-3)
I.OBJECTIVES:
1. Knowledges:
- Understand and correctly repeat the sentences in two communicative contexts
in which characters ask and answer questions about what subjects they have.
- Correctly say the words and use What subjects do you have today? - I have
___. to ask and answer questions about school subjects.
Enhance the correct use of What subjects do you have today? – I have ___. to ask
and answer questions about school subjects in a freer context.
3. Competences:
learning tasks.
4. Attributes:
Show their responsibility to follow the timetable and prepare their subjects before
school.
II. RESOURCES
III. PROCEDURE:
- Invite a few groups of pupils to the front of the work
class to say the chant on page 48. The class chants
along and claps hands.
at Unit 7, Lesson 1, Activity 1. Tell pupils what they
-Whole class/
Individual
2.New Lesson:
work
sentences in two communicative contexts in which
-Listen to the T's
characters ask and answer questions about what
instruction
subjects they have.
the characters. Ask Who is he / she? and Where is
-Individual
he / she?
work
for them to listen.
-Listen and repeat
Whole class/
-Pair work
and repeat the sentences in the recording.
Draw pupils’ attention to the question What
- Listen to the T's
subjects do you have today? and the answer I have
instruction
English and maths. Explain that they are used to ask
and answer questions about what subjects pupils
Individual
have.
work
Goal: To correctly say the words and use What
subjects do you have today? –
- I have ___. to ask and answer questions about
work
school subjects.
-Ask pupils to look at Pictures a, b, c and d and
identify the names of the subjects.
-Play the recording for pupils to listen to and repeat Listen and repeat
the words under the pictures in chorus and
individually until they feel confident. Group work
elicit the missing word by pointing at Picture a. Play
the recording for pupils to listen to and repeat the Pair work
sentences in both bubbles a few times.
-Repeat Step 3 with Pictures b, c and d. Then let
pupils practise asking and answering questions in Listen to the teacher
pairs. Go around the classroom to offer help if
necessary. Group work
and answer questions about what subject they have
today. Group work
Goal: To enhance the correct use of What subjects
do you have today? – I have ___. to ask and answer - Practice in front of class
questions about school subjects in a freer context.
to help them identify the context (see Input). - Listen to the T's
-Elicit the missing words in the speech bubble and instruction.
completed sentences. -play game in group
necessary.
-Invite a few pairs to point at the pictures and ask Whole class/ Individual
and answer questions about school subjects. If time work
allows, get a few pairs to ask and answer questions
about the real subjects they have.
Game: Answer the questions
Pupils answer the questions to get a star for their
teams.
Wrap- up:
Ask the pupils about what they have learnt in the
lesson.
3.Wrap up:
prepare for it at home by making their timetables.
Remind pupils to bring their timetables to the class at
Project time in Lesson 3, Period 6

Grade: 4
Class: …………
Lesson 1 (4-6)
I.OBJECTIVES:
1. Knowledges:
- Listen to and understand four communicative contexts in which pupils ask and
answer questions about the subjects they have and tick or cross the pictures.
- Complete four gapped exchanges with the help of picture cues.
Review the target vocabulary items using the puzzle, then ask and answer
questions about the subjects pupils have at school.
3. Competences:
learning tasks
4. Attributes:
Show their responsibility by following the timetable and preparing their subjects
before school.
II. RESOURCES
- Audio tracks 69
III. PROCEDURE:
– Greet the class, then spend a few minutes revising work
the previous lesson by inviting a few pairs of pupils
to come to the front of the class to ask and answer
questions about what subjects they have, using What
subjects do you have today? – I have_____.
-Whole class/
– Ask pupils to open their books at page 51 and look
Individual
work
2.New Lesson:
-Listen to the T's
instruction
answer questions about the subjects they have and
tick or cross the pictures.
-Draw pupils’ attention to the pictures and ask -Individual
questions such as What subject is it? Remind them to work
look at the book covers of the subjects and tick or
cross the boxes while listening. -Listen and repeat
the recording for pupils to listen and tick or cross the
boxes. Whole class/
Key: 1. 2. 3. 4. work
Goal: To complete four gapped exchanges with the Listen to the teacher
help of picture cues. Whole class/ Individual
-Model the gapped Exchange 1. Have pupils read work
the exchange and guess the missing word in the
answer. Then draw pupils’ attention to the picture
and elicit the name of the subject that can be used to Listen and repeat
fill in the gap (Vietnamese).
-Give pupils time to do the task independently. Go Group work
their answers before checking as a class. Nominate a Pair work
task. Listen to the teacher
-Invite four pairs of pupils to act out four complete
exchanges in front of the class. Correct their Group work
Key: 1. Vietnamese 2. have maths
3. What subjects; science 4. do you have;
English; maths Group work
Goal: To review the target vocabulary items using Whole class
the puzzle, then ask and answer questions about the
subjects pupils have at school. Pair work
-Tell pupils the goal of the puzzle and how to play it.
Then have them look at the spaces in the puzzle and - Listen to the T's
give letters as well as picture cues to find appropriate instruction.
letters to complete the words.
-Give pupils a time limit to do the puzzle
individually. Go around the classroom and offer help
if needed. -play in group
-Have pupils work in pairs. One points at the
completed words or the clues and asks What subjects
do you have today? and their partner answers I have Whole class/ Individual
_____. work
ask and answer questions about what subjects they
have today.
Playing archery
- Pupils answer questions in groups.
- If they answer correctly, the arrow will hit the
target.
3.Wrap up:

Grade: 4
Class: …………
Lesson 2 (1-3)
I.OBJECTIVES:
1. Knowledges:
- Understand and correctly repeat the sentences in two communicative contexts in
which characters ask and answer questions about a school timetable.
- Correctly say the words and use When do you have _____? – I have it on _____.
to ask and answer questions about a timetable.
Enhance the correct use of When do you have _____? – I have it on _____. to ask
and answer questions about a timetable in a freer context.
3. Competences:
learning tasks
4. Attributes:
Show their responsibility by following the timetable and preparing their subjects
before school.
II. RESOURCES

III. PROCEDURE:
– Greet the class, then invite a few pupils to the front Whole class/ Individual
of the class to play the game on page 51. work
at Unit 7, Lesson 2, Activity 1. Tell pupils what they
will learn in this unit.
Option 2:
characters ask and answer questions about a school
timetable. -Listen to the T's
-Ask pupils to look at Pictures a and b and identify instruction
the characters. Check comprehension.
for them to listen and familiarize themselves with the work
characters’ voices.
Correct their pronunciation where necessary. Repeat Whole class/
the same procedure with Picture b. -Pair work
listen to and act out the exchanges.
Draw pupils’ attention to the question When do you - Listen to the T's
have maths? and the answer I have it on Mondays instruction
and Fridays. Explain that they are used to talk about
a timetable Repeat
(when they have a subject). Individual
Extension: Nominate pairs of pupils to act out the work
exchanges.
Activity 2. Listen, point and say. 10 minutes Listen to the teacher
Goal: To correctly say the words and use When do
you have _____? – I have it on _____. to ask and
answer questions about a timetable.
-Ask pupils to look at Picture a and identify the
subject under the picture (art) and the day on the
calendar (Monday). Play the recording for pupils to
listen to and repeat the words in chorus and
individually until they feel confident.
elicit the missing words in the question and the
answer. Play the recording for pupils to repeat the Whole class/ Individual
sentences in both bubbles a few times. Remind pupils work
to point at the relevant picture when they are
repeating. Group work
-Repeat Steps 1 and 2 for Pictures b, c and d. Go
around the classroom and offer help where necessary.
Pair work
-Invite a few pairs to act out the exchanges at the

front of the class. Listen to the teacher
Goal: To enhance the correct use of When do you Group work
have _____? – I have it on _____. to ask and answer
questions about a timetable in a freer context.
-Ask pupils to look at the picture and identify the
characters, the days of the week and the subjects Group work
taught on each day. Remind pupils that When do you
have _____? Whole class
– _____. are used to ask and answer questions about
a timetable. Check comprehension. Pair work
-Elicit the missing words in the speech bubbles and
write them on the board. Get pupils to say the - Listen to the T's
completed sentences. Correct their pronunciation instruction.
where necessary.
-Put pupils into pairs and have them take turns -play in group
playing the role of each character in the picture, using
the speech bubbles and a given timetable. Go around
the classroom to offer support.
-Invite a few pairs to come to the front of the Whole class/ Individual
classroom and act out the roles. work
Extension: If time allows, have some pupils ask and
answer questions about their real timetable and act
out their roles in front of the class.
Game: Pop the balloon
Pupils take turns picking the balloon, if they answer
the question correctly the balloon will pop.
3.Wrap up:

Grade: 4
Class: …………
UNIT 7: OUR TIMETABLE
Lesson 2 (4-6)
I.OBJECTIVES:
1. Knowledges:
By the end of the lesson, pupils will be able:
- To listen to and understand two communicative contexts in which pupils ask and
answer questions about timetables and tick the correct pictures.
- To complete two gapped exchanges with the help of picture cues.
To sing the song When do you have ...? with the correct pronunciation, rhythm, and
melody.
3. Competences:
learning tasks.
4. Attributes:
II. RESOURCES
III. PROCEDURE:
– Greet the class work
– Spend a few minutes revising the previous lesson
by inviting a few pairs of pupils to ask and answer
questions about a timetable, using When do you have
_____? – I have it on _____.
-Whole class/
Individual
work
2.New Lesson:
answer questions about timetables and tick the
correct pictures.
identify a part of the timetables and the subject.
-Listen to the T's
Draw their attention to the days of the week when
instruction
music is taught. Check comprehension.
-Individual
listen and tick the correct box. Play the recording
work
again for pupils to check their answers.
Whole class/
Correct the answers if needed.
repeat the dialogues. Correct their pronunciation if
Key: 1. a 2. B instruction
Goal: To complete two gapped exchanges with the
help of picture cues. Whole class/ Individual
-Model the first gapped exchange. Have pupils read work
the sentences and guess the missing words. Then
names of the subjects that can be used to fill in the
gaps (What, Vietnamese and maths).
Exchange 2, have them look at the picture and fill in Group work
the gaps independently. Go around the classroom and
give further support to pupils who find it difficult to
do the task. Pair work
pupil to write the answers on the board. Listen to the teacher
Extension: Invite four pairs of pupils to act out the
complete exchanges in front of the class. Group work
Goal: To sing the song When do you have ...? with
the correct pronunciation, rhythm, and melody.
-Draw pupils’ attention to the title and lyrics of the Group work
song. Encourage them to point at the picture to
reinforce their understanding. Whole class
Explain that the first verse is about the subjects they
have today. Have pupils listen to the first verse,
drawing their attention to the pronunciation, rhythm - Listen to the T's
and melody. Then let them listen again and practise instruction.
singing it, line by line, while clapping their hands.
-Repeat Step 2 for the second verse. Explain that it
is about when they have maths and Vietnamese. -play in group
Check comprehension and give feedback.
-Ask pupils to listen to and . Go around the
classroom and offer help if needed.
the song. The class may sing along and clap to
work
reinforce the activity.
Game: Pop the balloon
Pupils take turns picking the balloon, if they answer
the question correctly the balloon will pop.
3.Wrap up:
Grade: 4
Class: …………

Lesson 3 (1-3)
I.OBJECTIVES:
1. Knowledges:
- To correctly repeat the sounds of the letters se and ce in isolation, in the words
Vietnamese and science, and in the sentences When do you have Vietnamese? and
We have science today. with the correct pronunciation and intonation.
- To identify the target words Vietnamese and science while listening.
To say the chant with the correct pronunciation and rhythm.
3. Competences:
learning tasks
4. Attributes:
- Show their responsibility to follow the timetable and prepare their subjects before
school.
II. RESOURCES
III. PROCEDURE:
– Greet the class, then invite one or two groups of work
pupils to come to the front of the class and sing the
song When do you have ...?. The class may sing
along and clap their hands.
– Remind pupils to prepare for the project on page 55
-Whole class
(Lesson 3, Activity 6) at home.
2.New Lesson:
-Listen to the T's
instruction
Goal: To correctly repeat the sounds of the letters se
and ce in isolation, in the words Vietnamese and
-Individual
science, and in the sentences When do you have
work
Vietnamese? and We have science today. with the
-Have pupils point at the letters se, the word
Vietnamese, and the question When do you have
Whole class/
Vietnamese? Play the recording for them to listen
-Pair work
and repeat in chorus and individually until they feel
-Listen and repeat
confident. Correct their pronunciation if necessary.
-Invite a few pupils to listen to and repeat the sound,
- Listen to the T's
the word, and the question in front of the class.
instruction
Praise them when their pronunciation is good.
-Repeat Steps 1 and 2 for the letters, word and
sentence in the second line. Go around the classroom Repeat
and correct their pronunciation if necessary. Individual
-Let pupils work in pairs or groups, pronouncing the work
sounds, saying the words and reading the sentences
until they feel confident. Listen to the teacher
Goal: To identify the target words Vietnamese and
science while listening.
-Tell the pupils the goal of the activity. Explain that
-Get pupils to read the gapped sentences and guess
which options can be chosen to fill in the gaps.
-Play the recording for pupils to listen and circle the
correct options. Get pupils to swap books with a
partner and check their answers before checking as a Whole class/ Individual
class. Play the recording again for pupils to double- work
check their answers.
-Invite a few pupils to read the completed sentences Group work
in front of the class. Go around the classroom and
correct their pronunciation if necessary.
Key: 1. a 2. C Pair work
pronunciation and rhythm. Listen to the teacher
draw their attention to the sound of the letters ce in Group work
the word science and the sentences When do you
have science? and I have science today. Check
comprehension. Group work
-Play the recording of the first verse. Play the Whole class
recording again, line by line, for pupils to listen and
repeat. Draw their attention to the rhythm and Pair work
pronunciation. Encourage them to clap while
chanting.
-Repeat Steps 1 and 2 for the second verse of the - Listen to the T's
chant. Draw pupils’ attention to the sound of the instruction.
letters se in the word Vietnamese and the sentences
When do you have Vietnamese? and We have
Vietnamese today.
chant and clap along. Whole class/ Individual
Listen and clap work
Pupils listen and clap if they hear the sound /s/ and if
not they do not clap (Teacher should prepare some
short series of words)
Ex: Maths /z/- no clap
Vietnamese /s/- clap
3.Wrap up:

Grade: 4
Class: …………
UNIT 7: OUR TIMETABLE
Lesson 3 (4-6)
I.OBJECTIVES:
1. Knowledges:
- To read and show understanding of the text by choosing the best options to
complete the sentences.
- To read, understand and complete a gapped text about pupils’ timetables using the
target language.
To make and present their timetables to the class
3. Competences:
learning tasks
4. Attributes:
- Show their responsibility to follow the timetable and prepare their subjects before
school.
II. RESOURCES
- Teacher’s guide: Pages 110,111
III. PROCEDURE:
– Greet the class, then invite one or two groups of work
pupils to the front of the class to say the chant on
page 54, in Lesson 3, Activity 3. The rest of the class
may chant and clap along.
-Whole class/
at Unit 7, Lesson 3, Activity 4
Individual
2.New Lesson:
work
Goal: To read and show understanding of the text by
choosing the best options to complete the sentences.
-Listen to the T's
-Tell pupils the goal of the activity and explain that
instruction
they should read the sentences and choose the correct
-Individual
work
read the sentence and guess the missing words. Then
have them read the text and choose the correct
- tick the appropriate box
option.
independently. Go around the classroom and offer Whole class/
help if necessary. do the task independently
Correct the answers where necessary. - Listen to the T's
Extension: Invite one or two pupils to read the text instruction
and the completed sentences in front of the class.
You may ask pupils to correct the false sentences Individual
where necessary. work
Goal: To read, understand and complete a gapped Listen to the teacher
text about pupils’ timetables using the target Whole class/ Individual
language. work
gaps with their own information. Explain that the Individual work
gaps in the text focus on their names and their
timetables. Check comprehension.
-Have pupils do the first gapped sentence together as Whole class
the names. Then have them write their names in the
gap. Pair work
help if necessary.
-play in group
Extension: Invite one or two pupils to read their
Activity 3. Project. 8 minutes
Goal: To make and present their timetables to the
Listen to the T's
class.
instruction.
-Tell pupils the goal of the activity. Explain that they
must show the timetables that they have prepared at
home and present them to the class.
-Have pupils work in groups of three. Each pupil work in groups of five
shows his / her timetable and tells the group about it,
e.g., Look at the timetable. I have Vietnamese and
maths every day. I have English on Mondays, Whole class/ Individual
Wednesdays, and Fridays. I have music on work
Thursdays. Go around the classroom and offer help if
necessary.
-Invite a few pupils to show their timetables and tell
the class about them. Praise pupils when they do the
task well.
Game: Reorder the words
Pupils take turns to reorder the words and make the
correct sentences.
3.Wrap up:

Grade: 4
Class: …………
UNIT 8: MY FAVOURITE SUBJECTS
Lesson 1 (1-3)
I.OBJECTIVES:
1. Knowledges:
focusing on asking and answering questions about someone’s favourite subject.
- correctly say the words and use What’s your favourite subject? – It’s _____. to
ask and answer questions about someone’s favourite subject.
enhance the correct use of What’s your favourite subject? – It’s _____. to ask and
answer questions about someone’s favourite subject in a freer context.
3. Competences:
learning tasks
4. Attributes:
Show pride in what they can do and great respect for other people’s abilities by
subjects.
II. RESOURCES
- Teacher’s guide: Pages 112-114
III. PROCEDURE:
Spend a few minutes revising Unit 7 by getting the work
class to sing the song When do you have...?
Play the chant once and require pupils to listen
carefully to recall the rhythm and lyrics.
Play and pause before the word Science and -Whole class/
Vietnamese. Individual
Play and pause randomly to let pupils sing work
If possible, ask pupils to chant and clap their hands
without music to recall the chant. Correct -Listen to the T's
pronunciation if necessary. instruction
2.New Lesson:
Activity 1. Look, listen and repeat. 5 minutes Listen to the recording
Goal: To understand and correctly repeat the -Individual
sentences in two communicative contexts focusing work
on asking and answering questions about someone’s
favourite subject. -Listen and repeat
-Ask pupils to look at Pictures a and b to identify
-Ask pupils to look at Picture a. Play the recording Whole class/
for them to listen. -Pair work
Correct their pronunciation where necessary. Repeat - Listen to the T's
the same procedure with Picture b. instruction
the sentences in the recording. Individual
Draw pupils’ attention to the pictures. Tell pupils work
that What’s your favourite subject? and It’s PE. are
used to ask and answer questions about someone’s Listen to the teacher
favourite subject. Whole class/ Individual
Goal: To correctly say the words and use What’s
your favourite subject? – It’s _____. to ask and
answer questions about someone’s favourite subject. Listen and repeat
-Have pupils look at the pictures. Elicit the subjects
from pupils. Group work
-Have pupils point at Picture a (art), listen to the
recording and repeat. Repeat the same procedure
with Pictures b, c and d. Have the class point at and Pair work
repeat the subjects a few times.
and repeat after the recording (What’s your favourite Listen to the teacher
subject?). Point at Picture a and have pupils listen to
and repeat after the recording (It’s art.). Repeat the Group work
practise asking and answering the question What’s
your favourite subject? – It’s _____. Group work
turns pointing at the pictures and saying the Whole class
questions and answers.
Activity 3. Let’s talk. 8 minutes - Practice in front of class
Goal: To enhance the correct use of What’s your
favourite subject? – It’s _____. to ask and answer
questions about someone’s favourite subject in a
freer context. - Listen to the T's
-Draw pupils’ attention to the two speech bubbles. instruction.
Read the question aloud, and ask pupils to repeat it.
Ask them to look at the girl’s speech bubble to -play game in group
identify what the answer should be. Elicit the answer:
It’s IT. (the girl’s finger is pointing at IT.) Get pupils
to repeat the question and answer several times.
the different books, ask and answer questions about
their favourite subjects using What’s your favourite
subject? – _____. Go around the classroom to
observe and offer help where necessary.
-Invite some pairs to take turns asking and
answering questions about their favourite subjects in Whole class/ Individual
front of the class. work
Miming Game
Divide pupils into groups.
One pupil acts to show his favourite subject, he is
not allowed to say or write but acts or uses body
language.
Groups get more answers, win and get stickers.
Change and give the miming pupil cues if necessary.
3.Wrap up:
Preparation for the project: Ask pupils to prepare
for the project on page 61 by doing a survey on their
favourite subjects and the reasons why they like
these subjects as homework so that they can present
the results at Project time.

Grade: 4
Class: …………
Lesson 1 (4-6)
I.OBJECTIVES:
1. Knowledges:
– use the words and phrases art, music, PE, IT in relation to the topic “My
favourite subjects”;
– use What’s your favourite subject? – It’s _____. to ask and answer questions
about someone’s favourite subject;
– listen to and demonstrate understanding of simple communicative contexts in
relation to the topic “My favourite subjects”;
– read and write about someone’s favourite subject;
3. Competences:
the learning tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:
Greet the class and encourage pupils to respond to the Whole class/ Individual
greeting. work
Ask pupils to sing the song track 81 and act
. 2.New Lesson:
Goal: To listen to and understand four communicative
-Whole class/
contexts in which pupils ask and answer questions about
Individual
their favourite subjects, and tick or cross the pictures.
work
-Draw pupils’ attention to the pictures in Activity 4 and
ask them to identify the subjects on the book covers.
-Play the recording of the first dialogue and tell pupils
-Listen to the T's
to tick or cross the picture. Play the recording again and
instruction
check their answers. Praise pupils if they have the
correct answer.
-Repeat Step 2 with the rest of the dialogues.
-Individual
-Set a time limit for pupils to swap books with a partner
work
and check their answers before checking as a class.
Extension: If time allows, play the recording, sentence
-Listen and repeat
by sentence, for the class to listen and repeat
individually and in chorus. Correct their pronunciation
where necessary.
Whole class/
Activity 5. Look, complete and read. 10 minutes -Pair work
Goal: To complete four exchanges about characters’
favourite subjects with the help of picture cues.
- Listen to the T's
-Ask pupils to look at the pictures and identify the instruction
subjects.
-Ask pupils to read Exchange 1. Draw their attention to Individual
the missing word (music). Complete the answer. Split work
the class into two groups to take turns asking and
answering the question. Listen to the teacher
-Have pupils look at Exchange 2. Elicit what is missing Whole class/ Individual
(What’s; art). Then have them complete the gaps work
(What’s your favourite subject? – It’s art.). Follow the
same procedure with Pictures 3 and 4.
-Set a time limit for pupils to complete the exchanges Group work
individually, then invite a few pairs to take turns playing
the roles of the characters.
Pair work
Goal: To sing the song My favourite subject with the
correct pronunciation, rhythm and melody. Listen to the teacher
-Have pupils read the song to familiarize themselves
with the lyrics. Check comprehension and give Group work
feedback.
attention to the pronunciation and tune.
-Play the recording of the song line by line for pupils to
Group work
listen and repeat, and do related actions, e.g. using a
finger to trace the words or clapping their hands. Whole class
-When pupils feel confident and are familiar with the
melody, ask them to sing the whole song while doing
actions or clapping their hands. Pair work
Invite a few groups to the front of the class to sing the
song. The class may sing along to reinforce the activity.
Praise pupils if they perform well. - Listen to the T's
Karaoke competition: “Quan ho Bac Ninh version” instruction.
Pick some male and female pupils, divide them into two
sex groups standing face to face, call them “lien anh”
“lien chi”.
-play in group
Play the music track 81, they take turns to sing in “Quan
ho Bac Ninh version” style.
If pupils perform well prepare some flashcards with
other subjects to change the lyrics
work
3.Wrap up:

Grade: 4
Class: …………
Lesson 2 (1-3)
I.OBJECTIVES:
1. Knowledges:
– understand and correctly repeat the sentences in two communicative contexts
focusing on asking for and giving reasons for liking a school subject, English.
– correctly say the words and phrases and use Why do you like ______? – Because
I want to be _____. to ask for and give reasons for liking a school subject, English.
– enhance the correct use of Why do you like _____? – Because I want to be
_____. ask for and give reasons for liking a school subject in a freer context.
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES

III. PROCEDURE:
asking the class to sing the song My favourite
subject.
2.New Lesson:
on asking for and giving reasons for liking a school work
subject, English.
-Ask pupils to look at Pictures a and b, and identify
the characters and the reason why Nam likes English. -Listen to the T's
for them to listen.
-Play the recording again, sentence by sentence, for -Individual
pupils to listen and repeat individually and in chorus. work
the sentences in the recording. Whole class/
Draw pupils’ attention to Exchange b: Why do you -Pair work
like English? – Because I want to be an English -Listen and repeat
teacher. Tell pupils that they are used to asking for
and give reasons for liking a school subject, English. - Listen to the T's
Extension: Invite a few pairs of pupils to ask and instruction
answer about their favourite subjects.
Activity 2. Listen, point and say. 10 minutes Repeat
Goal : To correctly say the words and phrases and Individual
use Why do you like ______? – Because I want to be work
_____. to ask for and give reasons for liking a school
subject, English. Listen to the teacher
-Have pupils look at the pictures, and elicit the
reason why each pupil likes his / her favourite
subject.
recording and repeat the word / phrase (English / an
English teacher). Have them repeat the word / phrase
a few times. Repeat the same procedure with the
and repeat after the recording (Why do you like
English?). Point at Picture a and have pupils listen to Whole class/ Individual
and repeat the question and answer (Why do you like work
English? – Because I want to be an English
teacher.). Have the class repeat the exchange a few
times. Repeat the same procedure with the other
three pictures.
the pictures, and practise asking and answering Why Group work
do you like _____? – Because I want to be _____.
turns pointing at the pictures, asking and answering Pair work
Why do you like _____? – Because I want to be
_____.
Activity 3. Let’s talk. 8 minutes Listen to the teacher
Goal: To enhance the correct use of Why do you like
_____? – Because I want to be _____. ask for and Group work
give reasons for liking a school subject in a freer
context.
-Have pupils look at the picture and explain that a
group of four pupils are in the playground. Each of Group work
them is taking in hand the textbook of his / her
Whole class
favourite subject and imagining what they will be in
the future. Get pupils to look at the first girl with
black hair with the art textbook and ask pupils to
Pair work
identify her favourite subject (art) and what she
wants to be in the future (painter). Then divide the
class into two groups to role-play the girl and an
interviewer.
-Repeat the same procedure with the rest of the three - Listen to the T's
pupils in the picture. instruction.
and answering the question Why do you like______?
– _____. Go around the classroom to offer help -play in group
where necessary.
-Invite pairs of pupils to the front of the classroom to
take turns asking for and giving reasons why they
like the subject. Praise pupils if they perform well.
:Action game Whole class/ Individual
work
Round 1: Divide pupils into groups of 6, ask them to
take turns drawing in the air or act without saying a
word to show their guessing about their friends’
favourite subject for example English, Vietnamese,
maths, music, IT, PE.
Round 2: each pupil takes turns to ask the friend on
their left hand “Why .... “, the friend answers
“because I….”. Count the same subject interests and
report the teacher.
3.Wrap up:

Grade: 4
Class: …………
Lesson 2 (4-6)
I.OBJECTIVES:
1. Knowledges:
– listen to and understand four communicative contexts in which pupils give
reasons why they like the school subject, and number the correct pictures.
– complete two dialogues about their favourite subjects and the reasons why
pupils like them with the help of picture cues.
– Review asking for and giving reasons for liking a subject by playing the game
Whispering.
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
- Audio tracks 84
III. PROCEDURE:
inviting a few pairs to the front of the class to take
turns asking for and giving reasons why they like a
school subject with Why do you like ____? – Because
I want to be ____.
-Whole class/
2.New Lesson:
Individual
-Have pupils look at each picture. Elicit the
work
favourite subject and the reason for liking it. Draw
pupils’ attention to the box in the bottom right hand
corner of each picture.
-Play the recording of the first sentence. Tell pupils
that they will need to pay attention to the reason why
each speaker likes a school subject and look for it
among the pictures. Ask pupils to listen and number
the correct picture (1 for picture b). Play the
-Listen to the T's
recording again for pupils to check their answer.
instruction
-Play the recording for pupils to listen and number
the rest of the boxes.
-Individual
-Set a time limit for pupils to swap books with their
work
partners and check their
answers before checking as a class. Correct their
answers, where necessary.
Play the recording again for pupils to double-check
Whole class/
communicative contexts in which pupils give reasons
why they like the school subject, and number the
correct pictures.
-Have pupils look at Picture 1. Ask them what the
girl and the boy are doing in the picture. Elicit the - Listen to the T's
missing words from the Exchange 1 (Why, painter). instruction
Repeat the same procedure with Picture 2.
individually.
-Get pupils to swap books with their partners and
check the answers before checking as a class. Correct Whole class/ Individual
their answers, where necessary. work
Extension: If time allows, invite a few pairs to stand
up and read the sentences aloud. Group work
Activity 6. Let’s play. Whispering game 8 minutes
Goal: To complete two dialogues about their
favourite subjects and the reasons why pupils like Pair work
them with the help of picture cues.
-The teacher prepares a few slips of paper, on each
written a message which can be a sentence or a Listen to the teacher
question about a favourite subject or the reason for
liking a subject. Group work
-Divide players into two lines of five or six. When
the game begins, the teacher whispers the message
on a slip of paper to the first player of each line and
gives the paper to him/her for checking later if Group work
necessary. As long as the teacher finishes with all the
lines, he/she says aloud: Go! The first player of each Whole class
line begins to whisper the message to the second
player, and the second player passes the message to
the third until it reaches the last player of the line.
Then the last player writes the message on a slip of - Listen to the T's
paper to hand in for checking. If the message is instruction.
correct, the team gets one point and the message is
read aloud by the team. The team with the most
points is the winner. -play in group
-Give pupils time to play the game for several
rounds. The teacher moves around the class to check
-When the game is over, all the messages are written
on board for the class to ask for and give reasons for Whole class/ Individual
liking a subject. work
Guess who?
Call some pupils to write down or draw their
favourite subject, describe the word/ drawing and ask
the rest to guess the subject and who likes it.
3.Wrap up:

Grade: 4
Class: …………
Lesson 3 (1-3)
I.OBJECTIVES:
1. Knowledges:
– correctly repeat the sounds of the letters ke and te in isolation, in the words like
and write, and in the sentences I like English. and Let's write. with the correct
pronunciation and intonation.
– Identify the target words like and write while listening
– say the chant with the correct pronunciation and rhythm.
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:
Greet the class and encourage pupils to respond to Whole class/ Individual
the greeting. work
Spend a few minutes revising the previous lesson by
inviting a few pairs to ask for and give reasons why
they like a school subject.
2.New Lesson:
-Whole class
Goal: To correctly repeat the sounds of the letters ke
and te in isolation, in the words like and write, and in
the sentences I like English. and Let's write. with the
-Listen to the T's
-Have pupils look at the letters ke, listen to the
instruction
recording and repeat the letters until they feel
confident. Correct the pronunciation where
-Individual
necessary.
work
-Have pupils point at the word like, listen to the
recording and repeat the word until they feel
confident. Monitor the activity and offer help where
necessary.
Whole class/
-Get pupils to point at the sentence I like English,
-Pair work
listen to the recording and repeat it several times.
-Listen and repeat
Then invite a few pupils to stand up, listen to and
repeat the sentence.
- Listen to the T's
-Repeat Steps 1 to 3 for the letters te, the word and
instruction
the sentence in line 2. Go around the classroom and
correct the pronunciation where necessary. Repeat
Give pupils a time limit to practise pronouncing the Individual
letters, saying the words, and reading the sentences work
in pairs or groups.
Activity 2. Listen and circle. 10 minutes Listen to the teacher
Goal: To identify the target words like and write
while listening.
-Tell pupils that they are going to listen to the
recording and circle the correct options. Get them to
read the options and guess the sentences they may
hear in the recording. Whole class/ Individual
-Play the recording for pupils to listen to. Play the work
correct options.
the answers together as a class. Write the correct Group work
Pair work
their answers.
listen to and repeat the sentences. Listen to the teacher
pronunciation and rhythm. Group work
-Have pupils scan the first stanza of the chant, and
elicit the word ending with ke (like). Check pupils’ Group work
comprehension of the first stanza of the chant.
-Play the recording. Get pupils to listen to and repeat Whole class
the first stanza, line by line. Show them how to chant
and clap their hands.
-Play the recording of the first stanza again for Pair work
-Repeat Steps 1 to 3 for the second stanza of the
chant. Go around the classroom and offer help where
necessary.
Extension: If there is enough time, split the class
work
their hands. Each of the groups should sing one verse
of the chant. Then invite some groups to the front of
the class to chant and clap hands. Praise pupils if
they perform well.
powerpoint game (Singing contest)
3.Wrap up:

Grade: 4
Class: …………
Lesson 3 (4-6)
I.OBJECTIVES:
1. Knowledges:
- read a paragraph and decide whether the sentences are true or false.
- read, understand and complete a paragraph about their favourite subjects.
- do a survey on their classmates’ favourite subjects and the reasons why they like
these subjects and present them to the class
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:
Greet the class and encourage pupils to respond to work
the greeting. Spend a few minutes revising the
previous lesson by inviting two groups of three to the
front of the class to take turns saying the two verses
of the chant and clapping their hands.
-Whole class/
2.New Lesson:
Individual
work
Goal: To read a paragraph and decide whether the
sentences are true or false.
-Have pupils read all the sentences under the
-Listen to the T's
paragraph. Tell them to read Sentence 1 and pay
instruction
attention to the keywords name and Peter, then scan
the paragraph for the information. If it is the same,
-Individual
they should put a tick in the True box. If the
work
information is not the same, they should put a tick in
the False box.
-Repeat Step 1 for Sentences 2, 3 and 4. Set a time
limit for pupils to do the activity independently. Go
Whole class/
necessary.
-Invite some pupils to stand up and read the
- Listen to the T's
paragraph aloud.
instruction
Goal: To read, understand and complete a paragraph
Individual
about their favourite subjects.
work
-Tell pupils what they are going to do. Then get
them to read the incomplete paragraph. Elicit what
the paragraph is about (someone’s favourite subject
and the reason why he / she likes it). Remind them to
work
pay attention to the context (the words before and
after the blanks) in the sentences before completing
them with appropriate information.
Listen and repeat
-Get pupils to fill the first gap with their name as an
example.
-Set a time limit for pupils to complete the Group work
paragraph independently. Go around the classroom
-Get pupils to swap books with their partners and Pair work
check the answers in pairs or groups before inviting a
few pupils to stand up and read their writing aloud.
Extension: Invite a few pupils to read their Listen to the teacher
Activity 6. Project. 8 minutes Individual work
Goal: To do a survey on their classmates’ favourite
subjects and the reasons why they like these subjects
and present them to the class Whole class
-Get pupils to work in groups to show their surveys
on their classmates’ favourite subjects and the
reasons why they like these subjects which they have Pair work
prepared at home as homework. They will tell the
class about their avourite subjects and the reasons
why they like them. -play in group
-Invite a pupil to the front of the class to model the
presentation. Observe and offer help with the
presentation language where necessary. Put the key
presentation language on the board e.g. Look at Bill.
His favourite subject is maths. He likes it because he
wants to be a maths teacher. Have the pupils repeat
the language a few times to help them feel confident Listen to the T's
when they present the project before an audience. instruction.
-Set a time limit for pupils to present the project in
their groups Each pupil shows his / her survey to the work in groups of five
group and describes his / her classmates’ favourite
subjects and the reasons why they like them.
-Invite a few pupils to the front of the class to
present their projects. Encourage the class to cheer Whole class/ Individual
for the presenters. work
singing along with TPR
Say some subjects, using TPR technique to guide
pupils how to sing with TPR
Random pupils are called to sing without sound.
The rest can guess the name of the subject or job
3.Wrap up:

Grade: 4
Class: …………
UNIT 9: OUR SPORTS DAY
Lesson 1 –(1-3)
I.OBJECTIVES:
1. Knowledges:
focusing on asking and answering questions about a sports day.
- correctly say the words and use Is your sports day in ______? – Yes, it is. / No,
it isn’t. It’s in ______. to ask and answer questions about a sports day.
- enhance the correct use of Is your sports day in ______? – Yes, it is. / No, it isn’t.
It’s in ______. to ask and answer questions about a sports day.
3. Competences:
learning tasks
4. Attributes:
- Develop their interests in sports and show their responsibility by raising
awareness of time and date.
II. RESOURCES

III. PROCEDURE:
- Have some pupils say the chant from Lesson 3 of work
Unit 8. Praise them and get the class to cheer or clap
if they do a good job.
at Unit 9, Lesson 1, Activity 1. Write the title Our -Whole class/
sports day on the board and read it for the class to Individual
repeat a few times. Tell pupils what they will learn work
in this lesson.
.New Lesson:
on asking and answering questions about a sports Listen to the recording
day. -Individual
-Have pupils look at Pictures a and b and identify work
the characters in the pictures (see Input).
-Ask pupils to look at Picture a. Play the recording -Listen and repeat
the same procedure with Picture b. Correct their Whole class/
pronunciation where necessary. -Pair work
-Play the recording again for pupils to listen to and
repeat individually and / or in chorus sentence by
sentence. - Listen to the T's
-Invite a few pairs to the front of the classroom to instruction
Individual
Draw their attention to the question Is your sports work
day in May too? and the answer No, it isn't. It's in
April. Tell pupils that they are used to ask and Listen to the teacher
answer questions about sports days. Whole class/ Individual
Goal: To correctly say the words and use Is your
sports day in ______? – Yes, it is. / No, it isn’t. It’s in
______. to ask and answer questions about a sports Listen and repeat
day.
names of the months in the pictures. Have the class Group work
repeat the words a few times. Check
comprehension. Pair work
-Have pupils point at Picture a, listen to the Listen to the teacher

recording and repeat the word (May). Have the class
repeat the word a few times. Repeat the same
procedure with the other three pictures. Group work
-Point at the bubbles and have pupils listen to and
repeat after the recording Is your sports day in
May? – Yes, it is. Point at Picture a and have pupils
Group work
listen to and repeat the sentences until they feel
confident. Repeat the same procedure with Pictures
b, c and d.
answering the question Is your sports day in
______? – Yes, it is. / No, it isn't. It's in ______.
using speech bubbles and Pictures a, b, c and d.
Invite a few pairs to point at the pictures and say the Whole class
Activity 3. Let’s talk. 8 minutes - Practice in front of class
Goal: To enhance the correct use of Is your sports
day in ______? – Yes, it is. / No, it isn’t. It’s in
______. to ask and answer questions about a sports
day.
Input).
-Have pupils look at the bubbles to understand how
right pronunciation and intonation. Go around to - Listen to the T's
observe and provide help. instruction.

perform well.
Extension: For a more able class, have pupils ask
and answer questions about what their friend(s) do
on school sports day, using the structure learnt e.g. -play game in group
What do you do on sports day? – I ______.
Game: Lucky number (ppt)
- Divide pupils into 2 teams: one team is X, one team
is O.
- Pupils select a number on the grid, then 2
representatives ask and answer based on the question
cue. If they answer correctly, teacher clicks on the Whole class/ Individual
home button to go back to the first slide, then click on work
X or O (depending on which team is answering).
- The first team to get three Xs or three Os in a row
wins!
3.Wrap up:
(Use the months of the year and the model “Is your
sports day in ….?” – “Yes, it is. / No, it isn’t. It’s in
…” to say when the sports day is.)
(- Develop their interests in sports and show their
responsibility by raising awareness of time and date.)
* Preparation for the project
prepare for it at home by making a school sports day
poster. Remind them to bring the posters to class to
present them at Project time.

Grade: 4
Class: …………

Lesson 1 (4-6)
I.OBJECTIVES:
1. Knowledges:
- listen to and understand three communicative contexts in which characters ask
and answer questions about a sports day and match three characters with three
correct pictures.
- complete four target sentence patterns in four exchanges with the help of
picture cues.
- sing the song Our sports day with the correct pronunciation, rhythm and melody.
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:
a sports day.
at Unit 9, Lesson 1, Activity 4. -Whole class/
Activity 4. Listen and match. 5 minutes work
Goal: To listen to and understand three
answer questions about a sports day and match three -Listen to the T's
characters with three correct pictures. instruction
tep 1: Draw pupils’ attention to the pictures of the
characters and the months. Identify them as a class. Listen to the recording
-Play the recording for Character 1. Ask pupils to -Individual
listen and draw a line to match the character (Mary) work
with the month (Picture b). Play the recording again
for pupils to do the task. Play the recording a third -Listen and repeat
time to give pupils another listening opportunity if
needed.
Whole class/
-Repeat Step 2 for Characters 2 and 3. Go around
the classroom to offer support where necessary. -Pair work
on the board. - Listen to the T's
instruction
Play the recording again for pupils to listen and
double-check their answers. Individual
pronunciation where necessary. Whole class/ Individual
Key: 1. b 2. c 3. A work
Goal: To complete four target sentence patterns in
four exchanges with the help of picture cues. Listen and repeat
-Have pupils look at the pictures and identify the
months. Group work
-Have pupils look at the four gapped exchanges.
sentences. Pair work
-Model Exchange 1. Have pupils look at the
exchange. Ask them what words are missing in the
answer (it is). Then have them look at the picture and Listen to the teacher
identify the month. Ask them to complete the gap (Is
your sports day in June? - Yes, it is.) Group work
-Repeat the same procedure with Exchanges 2, 3 and
4. Draw pupils’ attention to two gaps in Exchanges 3
and 4.
Have pupils complete the exchanges individually Group work
and ask a few pairs to read them aloud. Correct their
pronunciation where necessary, praise the readers,
and get the class to clap or cheer if their
Key: 1. it is 2. August 3. Is; May 4. in; No, it
isn’t
Goal: To sing the song Our sports day with the
correct pronunciation, rhythm and melody
Whole class
reinforce their understanding. Pair work
-Play the recording all the way through. Encourage
pupils to listen carefully to the pronunciation and the
melody.
-Play the recording, line by line, for pupils to listen - Listen to the T's
and repeat. Correct their pronunciation where instruction.
necessary. Introduce actions for pupils to do while
they sing along with the recording.
sing along.
Put pupils into groups to make up their own actions
for the song. Invite groups to the front of the class to
perform, while the rest of the class sings and / or
claps along. Encourage the class to praise or cheer
the performers.
Extension: Invite some groups to the front of the
class to perform while the rest of the class sings and /
or claps along.
Game: Lucky number (ppt)
- Teacher divides the class into 2 teams (boys and -play in group
girls).
- Each team takes turns to choose a number and
answer the question. Whole class/ Individual
- The team that has more points is the winner. work
3.Wrap up:
(Use the months of the year and the model Is your
sports day in ….? – Yes, it is. / No, it isn’t. It’s in …
to say when the sports day is)
Grade: 4
Class: …………
Lesson 2 –(1-3)
I.OBJECTIVES:
1. Knowledges:
focusing on asking and answering questions about when a sports day is.
- correctly say the words and use When's your sports day? – It's in ______. to
ask and answer questions about when a sports day is.
- enhance the correct use of When's your sports day? – It's in ______. to ask and
answer questions about when a sports day is in a freer context.
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:
Game: Unscramble the letters. work
- Show scrambled letters of months of the year.

- Pupils look and think. Then in pairs/ groups, write
the answer on a piece of paper and race to give it to
the teacher. -Whole class/
Activity 1. Look, listen and repeat. 5 minutes work
on asking and answering questions about when a -Listen to the T's
sports day is. instruction
-Have pupils look at Pictures a and b and identify
the characters in the pictures. -Individual
work
for them to listen.
pupils to listen and repeat individually and in chorus. Whole class/
Correct their pronunciation where necessary. Repeat -Pair work
the same procedure with Picture b. -Listen and repeat
listen to and repeat the sentences in the recording. - Listen to the T's
instruction
Draw pupils’ attention to the question When's your
sports day? and the answer It's in October. Tell Repeat
pupils that they are used to ask and answer questions Individual
about when a sports day is work
Goal: To correctly say the words and use When's Listen to the teacher
your sports day? – It's in ______. to ask and answer
questions about when a sports day is.
-Have pupils look at the pictures and elicit the name
of each month.
-Have pupils point at Picture a, (a calendar showing
September), listen to the recording and repeat the
word (September). Repeat the same procedure with
the other three pictures. Have pupils repeat the words
a few times.
and repeat after the recording (When's your sports Whole class/ Individual
day?). Point at Picture a and have pupils listen to and work
repeat after the recording (It's in September.). Repeat
the same procedure with the other three pictures.
-Have pairs practise asking and answering the
question When was your sports day? – It's in ______.
questions and answers in front of the class. Group work
Goal: To enhance the correct use of When's your
Pair work
sports day? – It's in _____. to ask and answer
questions about when a sports day is in a freer
context. Listen to the teacher
questions to help them identify the context (see Group work
Input).
-Elicit the missing words in the second speech
bubble and write them on the board. Get pupils to Pair work
say the completed sentences.
the sentence pattern is used. Have pupils role-play to - Listen to the T's
practise asking the questions and giving their instruction.
observe and provide help. -play in group
Game:
Divide the class into groups of four.
- Give each group a sentence that is broken/cut into Whole class/ Individual
pieces. Ask them to arrange them to make a complete work
sentence, then read it aloud.
- The group that makes it first will be the winner.
3.Wrap up:
…” to say when the sports day is)

Grade: 4
Class: …………
Lesson 2 (4-6)
I.OBJECTIVES:
1. Knowledges:
answer questions about when a sports day is and tick the correct pictures.
- review vocabulary for months by playing the game Who’s faster?2.
3. Competences:
learning tasks
4. Attributes:
III. PROCEDURE:
when a sports event was in front of the class. They
may use the target language in Activities 2 and 3.
-Whole class/
Individual
2.New Lesson: work
answer questions about when a sports day is and tick
-Draw pupils’ attention to Pictures 1a and 1b. Elicit
the month in each picture. Play the recording of the
first exchange for pupils to listen. Play the recording -Listen to the T's
again for pupils to do the task. Play the recording a instruction
third time for pupils to check their answers.
-Repeat Step 1 for Pictures 2a and 2b and the second -Individual
exchange. work
board for pupils to correct their answers. Whole class/
their answers.
pronunciation where necessary - Listen to the T's
Key: 1. b 2. A
-Have pupils look at the pictures. Have them
identify the event and the month in each picture.
-Have pupils look at the two incomplete dialogues.
sentences. Whole class/ Individual
work
-Model Dialogue 1. Have pupils look at the
dialogue. Ask them what is missing in the first gap
(the word Yes). Then ask them to look at the second
gap and guess what is missing (the month). Have
them look at the picture and identify the month. Ask
them to complete the dialogue. Group work
-Repeat the same procedure with Dialogue 2. Draw
pupils’ attention to three gaps in the dialogue.
Pair work
Have pupils complete the dialogues individually
their pronunciation where necessary, praise the Listen to the teacher
readers, and get the class to clap or cheer if their
Group work
Key: 1. Yes; November 2. Is; When’s; December
Goal: To review vocabulary for months by playing
the game Who’s faster?
-Tell pupils that they are going to play the game Group work
Who’s faster? in groups. Explain how the game is Whole class
played: each group makes sentences using month
words and reads
them aloud to the class.
-Write three month words on the board (e.g.
January, March, August) and a sentence as an
example: Our sports day is in March. - Listen to the T's
-Divide the class into groups of five. Ask groups to instruction.
look at the words and the example on the board.
-Give each group a piece of paper. Have groups
make two sentences with the two words January and
August, then read the sentences aloud to the class.
The group that makes correct sentences faster wins. -play in group
Continue the game with other sets of month words
if time allows.
: Football game (ppt)
have pupils answer the question. Pupils get points
according to each question. Whole class/ Individual
- After 9 numbers, the team with the most points is work
the winner.
3.Wrap up:
…”. “When’s your sports day?” – “It’s in …” to say
when the sports day is)

Grade: 4
Class: …………
Lesson 3 (1-3)
I.OBJECTIVES:
1. Knowledges:
- correctly pronounce the sounds of the letter y in isolation, in the words
February and July, and in the sentences Our sports day is in February. and My
birthday is in July.;
- use the words and phrase December, July, June, November, October,
September, sports day in relation to the topic "Our sports day";
- use Is your sports day in _____? – Yes, it is. / No, it isn’t. It’s in _____. to ask
and answer questions about sports days;
- use When's your sports day? – It's in _____. to ask and answer questions about
when a sport day is;
- listen to and demonstrate understanding of simple exchanges in relation to the
topic "Our sports day";
- read and write about sports days.
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:
- Have some pupils say the chant from Lesson 3 of work
Unit 9. Praise them and get the class to cheer or clap
if they do a good job.
at Unit 9, Lesson 3, Activity 1. Write the title Our -Whole class
sports day on the board and read it for the class to
repeat a few times. Tell pupils what they will learn
in this lesson.
2.New Lesson:
Activity 1. Listen and repeat. 5 minutes -Listen to the T's
Goal: To correctly repeat the sounds of the letter y instruction
in isolation, in the word February (/i/) as in the
sentence Our sports day is in February, and the word -Individual
July (/aɪ/), as in the My birthday is in July. work
-Draw pupils’ attention to the letter y, the word
February and the sentence Our sports day is in
February. Play the recording and encourage them to
point at the letters / word / sentence while listening. Whole class/
-Play the recording again and encourage pupils to -Pair work
listen and repeat. Do this several times until pupils -Listen and repeat
feel confident. Correct their pronunciation where
necessary and praise them when their pronunciation - Listen to the T's
is good. instruction
-Repeat Steps 1 and 2 for the letter y in the second
Repeat
line.
Individual
-Let pupils work in pairs or groups to pronounce the
work
sounds of the letter y, say the words February and
July, and read the sentences Our sports day is in
February. and My birthday is in July. Invite a few
pupils to listen to the recording and say the language
in front of the class. If they perform well, praise
them.
Goal: To identify the target words July and January
while listening.
-Draw pupils’ attention to the gapped sentences and
three answer options. Explain what pupils have to do.
-Play the recording for pupils to listen. Play the work
correct options.
-Tell pupils to swap books with a partner, then
check the answers together as a class. Write the
-Play the recording again for pupils to listen and Group work
double-check their answers.
listen to and repeat the completed sentences. Pair work
Key: 1. a 2. B
-Draw pupils’ attention to the lyrics of the chant. Listen to the teacher
Check their comprehension.
-Play the recording all the way through. Group work
Encourage pupils to listen carefully to the rhythm
and pronunciation. Draw pupils’ attention to the
sounds of the letter y in the words January,
February and July in the chant. Group work
-Play the recording, line by line, for pupils to Whole class
listen and repeat. Correct their pronunciation when
necessary.
-Play the recording all the way through for pupils Pair work
to chant along. Encourage them to clap while
chanting. - Listen to the T's
Extension: Divide the class into two or more groups instruction.
to take turns listening to and repeating the chant
- Divide the class into two or three teams
-play in group
- Teacher puts up a set of pictures or words on a
board
- A pupil from each team come up to the board with
fly swatters
- They listen as the teacher calls out a word or a
sentence and they race to slap the correct picture
- Whoever is the fastest with the correct slap gets a
point for their team Whole class/ Individual
- Team with the most points is the winner. work
3.Wrap up:
(Use the months of the year and the model Our sports
day is in February. and My birthday is in July )

Grade: 4
Class: …………
Lesson 3 (4-6)
I.OBJECTIVES:
1. Knowledges:
- read and show understanding of a text by deciding if the statements are true or
false.
- read, understand and complete the gapped text about a sports day.
- make a sports day posters at home and present them to the class, using the target
language.
3. Competences:
learning tasks
4. Attributes:
abilities.
II. RESOURCES
- Flash cards
III. PROCEDURE:
- Put 4 flashcards into 4 different chairs. work
- Two pupils play each round.

- Teacher speaks a sentence in English.
- Have pupils quickly sit on the chair with the -Whole class/
sentence on. Individual
- Who is faster is the winner. After the game, have work
the whole class repeat the sentences in chorus.
2.New Lesson:
Activity 4. Read and tick True or False. 5 -Listen to the T's
minutes instruction
Goal: To read and show understanding of a text by
deciding if the statements are true or false. -Individual
-Draw pupils’ attention to the text and read it work
together as a class. Check comprehension.
-Draw pupils’ attention to the four statements
below the text and four boxes to tick True or False.
Have pupils pay attention to the sentences about Whole class/
sports day and what the boys, the girls do on sports do the task independently
day in the text. Give pupils time to tick the correct
boxes.
- Listen to the T's
-Tell pupils to swap books with a partner, then instruction
check answers together as a class. Write the correct
answers on the board. Individual
-Tell pupils to return the books to their partners. Ask work
again. If time allows, ask them to read the text aloud Listen to the teacher
in front of the class. Whole class/ Individual
Key: 1. T 2. F 3. T 4. F work
Goal: To read, understand and complete the gapped
text about a sports day. Listen and repeat
-Tell the class the goal of this activity: Pupils are to
read the gapped text and fill in the gaps. Check their Group work
comprehension.
-Write the first gapped sentence on the board: Our
school sports day is in ___. Read the sentence as a Pair work
class. When you reach the gap, point at it and
encourage pupils to say the answer. Give pupils time
to write the answer. Listen to the teacher
-Repeat Step 2 for the other gapped sentences.
-If time allows, invite a few pupils to read the Individual work
sentences they have completed in front of the class.
The class observes and praises their work.
Whole class
they are going to show sports day posters that they Pair work
have made at home and tell the class about their
sports day.
-play in group
shows his / her poster and tells the group about
sports day, e.g. Our sports day is in October. I cycle.
My friends play badminton. Go around the classroom
and offer help if necessary (such as when pupils
need some more vocabulary to talk about their sports
days).
-Invite some pupils to show their work and talk Listen to the T's
about their sports days. Have pupils stick their instruction.
posters on the walls of the classroom as a display.
Game: Lucky number (Super Mario theme)
- Divide the class into 3 teams. work in groups of five
- Pupils from each team choose a number, then ask
and answer with the picture in that number.
- Pupil or teacher clicks the “play” button to roll the
dice and clicks the“ stop” button to get points.
- After 9 numbers, the team with the most points is work
the winner.
3.Wrap up:

Grade: 4
Class: …………
UNIT 10: OUR SUMMER HOLIDAYS
Lesson 1(1-3)
I.OBJECTIVES:
1. Knowledges:
Contexts in which pupils ask and answer questions about if someone was
somewhere in the past
- Correctly say the phrases and use Were you _____ last weekend? – Yes, I
was. / No, I wasn’t. to ask and answer questions about if someone was
somewhere in the past.
- enhance the correct use of Were you _____ last weekend? – Yes, I was. / No, I
wasn’t. to ask and answer questions about if someone was somewhere in the past
in a freer context.
3. Competences:
learning tasks
4. Attributes:
- Show pride in where they were to and what they did in their summer holidays
II. RESOURCES
III. PROCEDURE:
Spend a few minutes revising the previous lesson by Whole class/ Individual
saying the chant on page 66. work
- Write the title Our summer holidays on the board
and read it for the class to repeat a few times. Tell -Whole class/
pupils what they will learn in this lesson. Individual
2.New Lesson: work
sentences in two communicative contexts in which -Listen to the T's
pupils ask and answer questions about if someone instruction
was somewhere in the past.
-Have pupils look at Pictures a and b and identify Listen to the recording
the characters in the pictures. -Individual
-Ask pupils to look at Picture a. Play the recording work
by sentence, for pupils to listen and repeat. Repeat -Listen and repeat
Whole class/
-Play the recording again for pupils to listen to and -Pair work
listen to and repeat the sentences in the recording. - Listen to the T's
instruction
Draw pupils’ attention to the question Were you in
the countryside last weekend? and the answers Yes, I
Individual
was. and No, I wasn’t. I was at the zoo. Tell pupils
work
that they are the question and the answers about if
someone was somewhere in the past.
Goal: To correctly say the phrases and use Were you
work
_____ last weekend? – Yes, I was. / No, I wasn’t. to
ask and answer questions about if someone was
somewhere in the past.
Listen and repeat
-Have pupils look at pictures a, b, c and d and
identify the characters and the locations.
Group work
recording and repeat the phrase (at the zoo). Repeat
the same procedure with the other three pictures. Pair work
Have the class repeat the phrases a few times.
-Point at the first bubble and Picture a and have
pupils listen and repeat after the recording (Were Listen to the teacher
you at the zoo last weekend? – Yes, I was.). Repeat
the same procedure with the other three pictures. Group work
Have the class repeat the questions and answers a
few times.
question Were you _______ last weekend? – Yes, I Group work
was. / No, I wasn’t. Whole class
questions and answers in front of the class. - Practice in front of class
Goal: To enhance the correct use of Were you _____
last weekend? – Yes, I was. / No, I wasn’t. to ask and
answer questions about if someone was somewhere
in the past in a freer context.
-Draw pupils’ attention to the pictures. Ask
questions to help them identify the places (see
Input).
-Put pupils into pairs and have them practise asking
and answering questions about if someone was
somewhere in the past. Go around the classroom to - Listen to the T's
offer support where necessary. instruction.

answer questions about if someone was somewhere
in the past, using the picture cues. Praise pupils if
they perform well.
Play Game (ppt) -play game in group
- Pupils answer correctly get some points.
3.Wrap up:
(- Use the phrases at the campsite, at the zoo, in Whole class/ Individual
the countryside, on the beach in relation to the work
topic “Our summer holidays”.
- Use sentence patterns Were you ______ last
weekend?
– Yes, I was. / No, I wasn’t. to ask and answer
questions about if someone was somewhere in the
past.)
*Preparation for the project: Tell pupils about the
project on page 73. Ask them to make their mind
maps of where they were on holiday in the previous
summer by writing about places, people, food, etc.
They will present the results to the class at the
Project time.

Grade: 4
Class: …………
Lesson 1 (4-6)
I.OBJECTIVES:
1. Knowledges:
listen to and understand two communicative contexts about if someone was
somewhere in the past and tick the correct pictures.
picture cues.
- sing the song Were you on the beach yesterday? with the correct pronunciation,
rhythm and melody.
3. Competences:
Communication and collaboration: work in pairs and groups to complete the
learning tasks
II. RESOURCES
III. PROCEDURE:
asking questions Were you _____ last weekend? and work
call on a few pupils to answer the questions.
2.New Lesson:
-Whole class/
Individual
work
communicative contexts about if someone was
somewhere in the past and tick the correct pictures.
-Draw pupils’ attention to the pictures 1a and 1b.
-Listen to the T's
Ask questions to help pupils identify the characters
instruction
and their activities.
-Play the recording for pupils to listen. Then play the Listen to the recording
recording again for them to tick the correct picture. -Individual
-Repeat Steps 1 and 2 for Pictures 2a and 2b. work
-Tell pupils to swap books with a partner, then check -Listen and repeat
answers together as a class. Play the recording again
Extension: If time allows, play the recording, Whole class/
sentence by sentence, for the class to listen and -Pair work
pronunciation where necessary
Activity 5. Look, complete and read. 10 minutes - Listen to the T's
Goal: To complete two gapped sentences and two instruction
Have pupils look at the pictures. Get them to Individual
identify the characters and places in the pictures. work
-Have pupils look at the gapped sentences. Draw
their attention to the missing words in the gapped
sentences.
work
-Model Sentence 1. Have pupils look at the first
sentence. Ask them what words are missing (the
campsite). Then have pupils complete the sentence Listen and repeat
(I was at the campsite yesterday.). Repeat the same
procedure with Sentence 2 and Exchanges 3 and 4.
-Have pupils complete the gapped sentences Group work
individually and ask two pupils to read them aloud.
Goal: To sing the song Were you on the beach Pair work
yesterday? with the correct pronunciation, rhythm
and melody.
song. Encourage them to point at the places to
reinforce their understanding. Group work
listen to the whole song. Encourage them to listen
carefully to the pronunciation and the melody.
Group work
-Play the recording, line by line, for pupils to listen
and repeat. Correct their pronunciation where Whole class
necessary.
-Play the recording all the way through for pupils to Pair work
sing along.
Play the recording again for pupils to sing and clap
along with the recording.
Extension: Invite some groups to the front of the - Listen to the T's
class to perform while the rest of the class sings and / instruction.
or claps along
Play Game (ppt)
-play in group
- Pupils from each team take turns choose a letter and
answer a question.
- Pupils answer correctly and get some points. Whole class/ Individual
3.Wrap up: work
(Use the phrases at the campsite, at the zoo, in the
countryside, on the beach to ask and answer
questions about if someone was somewhere in the
past.)
Grade: 4
Class: …………
Lesson 2 (1-3)
I.OBJECTIVES:
1. Knowledges:
focusing on asking and answering questions about where someone was in the past.
- correctly say the words and use Where were you last summer? – I was in _____.
to ask and answer questions about where someone was in the past.
- enhance the correct use of Where were you last summer? – I was in____. to ask
and answer questions about where someone was in the past in a freer context.
3. Competences:
learning tasks
4. Attributes:
- Show pride in the travelling experience in their summer holidays
II. RESOURCES
III. PROCEDURE:
- Get the class to sing the song Were you on the work
beach yesterday? on page 69.
on asking and answering questions about where
someone was in the past. -Listen to the T's
-Have pupils look at Pictures a and b and identify instruction
the characters, places and activities.
for them to familiarize themselves with the work
characters’ voices. Play the recording again, sentence
pronunciation where necessary. Whole class/
-Play the recording again for pupils to listen and -Pair work
repeat in chorus sentence by sentence. -Listen and repeat
-Invite a few pairs to the front of the classroom to - Listen to the T's
listen and repeat the sentences in the recording.
Draw pupils’ attention to the question Where were instruction
you last summer? and the answer I was in Tokyo.
Tell pupils that they are the question and answer Repeat
about where someone was in the past. Individual
Goal: To correctly say the words and use Where
were you last summer? – I was in _____. to ask and Listen to the teacher
answer questions about where someone was in the
past.
places in the pictures. Have the class repeat the
words a few times.
recording and repeat the word (London). Repeat the
the class repeat the words a few times.
-Point at the first bubble and Picture a, then have Whole class/ Individual
pupils listen and repeat after the recording (Where work
were you last summer? – I was in London.). Repeat
the same procedure with the other three pictures.
question Where were you last summer? – I was in
______.
Invite a few pairs to point at the pictures and say the Group work
Goal: To enhance the correct use of Where were you
last summer? – I was in____. to ask and answer
questions about where someone was in the past in a Listen to the teacher
freer context.
Group work
Input).
answer questions about where someone was in the Group work
past. Go around the classroom to offer support where
necessary. Whole class
-Have pairs practise asking and answering questions Pair work
about where someone was in the previous summer.
Go around the classroom to observe and provide
help. - Listen to the T's
-Invite a few pairs to the front of the class to instruction.
perform their conversations. Praise pupils if they
perform well. -play in group
Game (ppt)
- Pupils from each team choose a letter, then answer Whole class/ Individual
the question. work

corresponding to the number of hamburgers.
3.Wrap up:
(Use the sentence pattern Where were you last
summer? – I was in _____. to ask and answer
questions about where someone was in the past.)

Grade: 4
Class: …………
Lesson 2 (4-6)
I.OBJECTIVES:
1. Knowledges:
listen to and understand four communicative contexts about where someone was
in the past and match the correct pictures.
- review target words to make sentences about where someone was in the past by
playing the game Making sentences.
. Skills:Listening and speaking
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
- Audio track 103
III. PROCEDURE:

by getting a few pairs to ask and answer questions
about where someone was in the past.
2.New Lesson: work
Activity 4. Listen and match. 5 minutes
communicative contexts about where someone was
in the past and match the correct pictures.
-Draw pupils’ attention to the characters and
pictures. Ask questions to help pupils identify the
characters and the places.
-Play the recording for pupils to listen. Play the -Listen to the T's
recording again for them to do the task by matching instruction
the characters to the correct places. Play the
recording a third time to give pupils another listening -Individual
opportunity. work
-Check answers together as a class. Play the

recording again for pupils to double check their
answers. Whole class/
Extension: If time allows, play the recording again,
Key: 1. d 2. c 3. a 4. B
Goal: To complete two gapped dialogues with the - Listen to the T's
help of picture cues. instruction
identify the characters and the places in the pictures.
-Have pupils look at the two gapped exchanges.
-Model Exchange 1. Have pupils look at the first Whole class/ Individual
gap. Ask them what word is missing (London). work
Then have them complete the answer (I was in
London.). Get them to guess the missing word in the
second answer (Yes) and complete the answer (Yes,
it is.).
-Repeat the same procedure with Exchange 2.
Group work
Have pupils complete the gaps individually. Check
their answers as a class and ask a few pairs to read
them aloud. Pair work
Goal: To review target words to make sentences
about where someone was in the past by playing the Listen to the teacher
game Making sentences.
-Tell pupils that they are going to play the game
Making sentences in groups of four or five Group work
-Nominate one pupil in each group as a leader. The
leader says a sentence and the other group members
have to stand in a line, holding the word cards to
make a sentence. For example: Where were you last Group work
summer? Whole class
-Set a time limit for the groups to play the game.
-Invite two groups to the front of the class to play
the game.
Have the class give comments and announce the
winner. The group that makes the most correct - Listen to the T's
sentences will win. instruction.
Game (ppt)
- Pupils from each team choose a number, then
- Pupils answer correctly and get some points. -play in group
3.Wrap up:
answer the question. Whole class/ Individual
work
- Pupils answer correctly and get some points.
Option 2:
(Use the target words Bangkok, London, Sydney and
Tokyo in relation to the topic “Our summer holidays
to make sentences about where someone was in the
past.)

Grade: 4
Class: …………
Lesson 3 (1-3)
I.OBJECTIVES:
1. Knowledges:
- correctly repeat the sounds of letters ere in isolation, in the word were (/ə/) as
in the sentence Were you on the beach last summer? and the word where (/eə/)
as in Where were you last weekend?
- identify the target words where and were while listening.
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
- Audio tracks 104, 105, 106
III. PROCEDURE:
by asking pupils to play the game Board race using
the language learnt.
-Whole class
2.New Lesson:
Goal: To correctly repeat the sounds of letters ere in
isolation, in the word were (/ə/) as in the sentence
-Listen to the T's
Were you on the beach last summer? and the word
instruction
where (/eə/) as in Where were you last weekend?
-Draw pupils’ attention to the letters ere, the word
-Individual
were and the sentence Were you on the beach last
work
summer? Play the recording and encourage them to
point to the letters, the word and the sentence
individually and in chorus while listening.
listen to and repeat the sound, the word and the -Pair work
sentence. Do this several times until pupils feel -Listen and repeat
-Repeat Steps 1 and 2 for the letters ere, the word instruction
where and the sentence Where were you last
weekend? Repeat
Individual
-Have pupils work in pairs or groups, pronouncing work
sentences until they feel confident. Listen to the teacher
Goal: To identify the target words where and were
while listening.
recording again for them to listen and circle the
correct options.
check the answers together as a class. Write the Whole class/ Individual
correct answers on the board. work
-Play the recording again for pupils to double-
listen to and repeat the sentences.
Goal: To read two texts and complete the sentences
about Mai’s and Tony’s summer holiday.
Pair work
-Play the recording all the way through for pupils to Listen to the teacher
listen to the whole chant. Encourage them to listen
carefully to the rhythm and pronunciation. Draw Group work
pupils’ attention to the sounds of the letter ere in the
words were and where.
-Play the recording, line by line, for pupils to listen Group work
and repeat. Correct their pronunciation where Whole class
necessary.
chant. Encourage them to clap along while chanting. Pair work

to take turns listening and repeating the chant while - Listen to the T's
the rest of the class claps along. instruction.
Play Game (ppt)
- Divide the class into 3 teams. -play in group
the question.
- Pupils answer correctly and get some points Whole class/ Individual
corresponding to the letter they choose. work
3.Wrap up:
(- Identify the target words where and were while
listening.
- Say the chant with the correct rhythm and
pronunciation.)
Grade: 4
Class: …………

Lesson 3 (4-6)
I.OBJECTIVES:
1. Knowledges:
- read two texts and complete the sentences about Mai’s and Tony’s summer
holiday.
- read and complete a gapped paragraph about where someone was on holiday in
the previous summer.
- make a mind map of where pupils were on holiday in the previous summer and
use the notes to make a presentation to the class.
3. Competences:
learning tasks
- Self-control & independent learning: perform reading and writing tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:

by having the class say the chant on page 72.
at Unit 10, Lesson 3, Activity 4. -Whole class/
Activity 4. Read and complete. 5 minutes work
Goal: To read two texts and complete the sentences
about Mai’s and Tony’s summer holiday. -Listen to the T's
-Draw pupils’ attention to the four incomplete instruction
sentences below the texts. Elicit the answers to
Sentence 1 (about a place), Sentence 2 (about Ha -Individual
Long Bay), Sentence 3 (about the people in London), work
and Sentence 4 (about Mai’s and Tony’s feelings
about their summer holidays). - tick the appropriate box
-Have pupils read the texts to find the information
and complete the four sentences.
Whole class/
individually. Go around the classroom and offer help
where necessary.
-Get pupils to compare their answers with a partner, - Listen to the T's
then check answers together as a class. instruction
Goal: To read and complete a gapped paragraph Individual
about where someone was on holiday in the previous work
summer.
-Tell pupils to read the gapped paragraph and fill in Listen to the teacher
the gaps with the information about the place where Whole class/ Individual
they were on holiday in the previous summer. Tell work
pupils that the gaps in the text focus on the
descriptions of locations, people, food and their
feelings of their holidays. Check comprehension. Listen and repeat
-Have pupils look at and do the second gapped
sentence together as an example. Ask them to read Group work
the sentence and elicit the location. Then have them
write the location in the gap.
-Give pupils time to complete the paragraph Pair work
independently. Go around the classroom and offer
help if necessary.
Individual work
Extension: Invite a few pupils to read their
completed paragraphs in front of the class.
Activity 6. Project. 8 minutes Whole class
Goal: To make a mind map of where pupils were on
holiday in the previous summer and use the notes to
make a presentation to the class. Pair work
-Tell pupils about the goal of the activity. Explain
that they have to look at the notes in their mind maps
and present the results to the class. -play in group

looks at the notes in his / her mind map and tells the
group about where he / she was on holiday in the
previous summer, and describes the place.
-Invite a few pupils to look at the notes in their mind Listen to the T's
maps and tell the class about them, e.g. Last summer, instruction.
I was on holiday in Nha Trang. The beach was
beautiful ...
-Have the rest of the class give comments and praise work in groups of five
pupils if they perform well.
Play Game (ppt)
work
corresponding to the number they choose.
3.Wrap up:
(- Read and write about if someone was
somewhere and where someone was in the past.
- Make a mind map of where pupils were on holiday
in the previous summer and present the results to the
class at Project time.)
Period : Date of teaching: …………………..
Grade: 4
Class: …………
REVIEW 2
Period 1
I.OBJECTIVES:
1. Knowledges:
- listen to and understand five communicative contexts in which characters talk

about familiar topics such as our school, our timetable, my favourite subjects,
our sports day, our summer holidays and tick the correct pictures.
- ask and answer using picture cues or personal information.
3. Competences:
Communication and collaboration: work in pairs and groups to complete the

learning tasks
4. Attributes:
- Show pride in what they have learnt
- Diligence: complete learning tasks
II. RESOURCES

- Audio track 107
- Flash cards/ pictures and posters (Unit 1 - 10)
III. PROCEDURE:

- Ask pupils to choose a song from Units 6 to 10 work
and sing along (e.g. Gardens and buildings at my
school on page 47; What subjects do you have -Whole class/
today? on page 53; My favourite subject on page Individual
57; Our sports day on page 63; Were you on the work
beach yesterday? on page 69).
at Review 2, Activity 1. -Listen to the T's
Goal: To listen to and understand five Listen to the recording
communicative contexts in which characters talk -Individual
about familiar topics such as our school, our work
timetable, my favourite subjects, our sports day, our
summer holidays and tick the correct pictures. -Listen and tick
Elicit the words or phrases to describe the pictures in
each option (e.g. a school in a city, a school in the Whole class/
mountains, a school in a village). Elicit the questions -Pair work
the speaker may ask (e.g. Where’s your school?).
Play the recording for pupils to listen. Play it again
for them to do the task. Then play the recording a - Listen to the T's
third time for them to check their answers. instruction
- Repeat Step 1 for the rest of the pictures: 2a, 2b
and 2c; 3a, 3b and 3c; 4a, 4b and 4c, and 5a, 5b and
5c.
Individual
- Get pupils to swap books with a partner to check work
their answers before checking as a class. Write the
correct answers on the board. Listen to the teacher
-Play the recording for pupils to listen and double- Whole class/ Individual
check the answers. work
sentence by sentence, for pupils to listen to and
Listen and repeat
repeat some exchanges individually and/ or in
chorus. Correct their pronunciation where necessary.
Activity 2. Ask and answer. 10 minutes Group work
cues or personal information.
Pair work
-Draw pupils’ attention to the first question. Get the
class to read it in chorus. Elicit the answer and give
feedback. Then get pupils to role-play the exchange. Listen to the teacher
Repeat the same procedure with the rest of the
questions.
Group work
-Give pupils time to take it in turns to role-play the
four exchanges. Go around the classroom to offer
support where necessary.
-Invite a few pairs of pupils to stand up and take it in Group work
turns to role-play the target exchanges. Whole class
Play Game (ppt)
- Divide the class into 3 teams. - Practice in front of class
answer a question. - Listen to the T's
instruction.
3.Wrap up: -play game in group
Ask students to answer the following questions: Whole class/ Individual
work
(- Listen to and understand five communicative
contexts in which characters talk about familiar topics
such as our school, our timetable, my favourite
subjects, our sports day, our summer holidays and
tick the correct pictures.
Grade: 4
Class: …………
REVIEW 2
Period 2
I.OBJECTIVES:
1. Knowledges:
- read and match four pairs of target sentence patterns.

- read a gapped letter on familiar topics and show understanding of it by
choosing the correct words to fill the gaps.
- use the target language to complete a gapped letter about their school.
3. Competences:

learning tasks
4. Attributes:

II. RESOURCES

III. PROCEDURE:

Activity 3. Read and match. 5 minutes work
Goal: To read and match four pairs of target
sentence patterns.
-Draw pupils’ attention to the questions and
answers. Tell them about this activity. Point at -Whole class/
Question 1, What subjects do you have today? and Individual
elicit the type of answer required (subjects). Have work
pupils read the answers, find the correct one and give
feedback. Draw a line to match Question 1 with
Sentence b. -Listen to the T's
-Give pupils time to do the task individually. Go instruction
-Get pupils to swap books with a partner, then check Listen to the recording
answers together as a class. Write the correct answers -Individual
on the board. work
Extension: Invite a few pairs of pupils to stand up -Listen and repeat
and read the matched exchanges aloud.
Pupils can read and match four pairs of target
sentence patterns. Whole class/
Key: 1. b 2. d 3. a 4. C -Pair work
Goal: To read a gapped letter on familiar topics and
show understanding of it by choosing the correct - Listen to the T's
words to fill the gaps. instruction
Step 1: Tell pupils the goal of the activity and
explain that they should read a letter and choose the Individual
words in the box to complete. Check work
comprehension.
-Do Sentence 1 as an example. Point at the first Listen to the teacher
sentence and read aloud as a class. Elicit the Whole class/ Individual
missing word and give feedback. Complete the work
sentence and get pupils to read the completed
sentence in chorus.
Listen and repeat
independently. Go around the classroom and offer
help if necessary. Group work

check their answers before checking as a class. Pair work
Extension: Invite one or two pupils to read the text Listen to the teacher
where necessary
Activity 5. Let’s write. 10 minutes Group work
Goal: To use the target language to complete a
gapped letter about their school.
that they should read the gapped letter and fill in the Group work
gaps with their own information. Check Whole class
comprehension.
-Have pupils do the first gapped sentence together as - Practice in front of class
an example. Ask them to read the first sentence and
elicit suitable answers (e.g. the city, the mountains,
the town, the village). Then have them fill in the gap.
- Listen to the T's
-Give pupils time to complete the text instruction.
help if necessary. -play game in group
completed letters in front of the class.
Play game (ppt)
and answer a question. Whole class/ Individual
- Pupils answer correctly and get some points. work
3.Wrap up:
(- Read a gapped letter on familiar topics and
show understanding of it by choosing the correct
words to fill the gaps.
- Use the target language to complete a gapped letter
about their school.)
Grade: 4
Class: …………
EXTENSION ACTIVITIES 2
I.OBJECTIVES:
1. Knowledges:
- read and match two reading texts with pictures of the countryside and the city,
and identify the features of the countryside and the city.0
- distinguish the features of the city and the countryside.
- revise the target vocabulary and sentence patterns by playing Board game.
3. Competences:

learning tasks
4. Attributes:

II. RESOURCES
- Student’s book: Page 76, 77

III. PROCEDURE:

- Ask pupils to choose a chant from Units 6 to 10 work
and chant together.
at Extension activities, Activity 1.
Activity 1. Read and match. 5 minutes Individual
Goal: To read and match two reading texts with work
pictures of the countryside and the city, and identify
the features of the countryside and the city.
-Draw pupils’ attention to the texts and the pictures. -Listen to the T's
Tell them about this activity. Have pupils look at instruction
Pictures a and b and elicit the features of them. Ask
What can you see in the city? and then What can youListen to the recording
see in the countryside? -Individual
-Read text 1 aloud. Ask pupils to match text 1 to work
Picture a or b. Continue with text 2.
-Get pupils to swap books with a partner, then -Listen and repeat
check answers together as a class. Write the correct
-Have pupils underline the features of the city in text Whole class/
1 and the features of the countryside in text 2. -Pair work
Extension: Invite a few pairs of pupils to stand up - Listen to the T's

and read the texts aloud. instruction
Key: 1. b 2. A
Activity 2. Write a for countryside or b for city. Individual
10 minutes work
Goal: To distinguish the features of the city and the
countryside. Listen to the teacher
-Draw pupils’ attention to the words and phrases. Whole class/ Individual
Tell them about this activity. Check comprehension. work
-Do Question 1 together. Read the phrase in
Question 1 aloud and elicit the answer (city). Have
pupils write down the answer.
-Give pupils time to do the task individually. Go Group work
-Get pupils to swap books with a partner, then check Pair work
on the board.
Key: 1. b 2. b 3. a 4. a 5. b 6. b 7. b 8. Listen to the teacher
A
Activity 3. Board game. Roll a dice. Listen and Group work
answer. 10 minutes
Goal: To revise the target vocabulary and sentence
patterns by playing Board game.
-Lead the game for the whole class. Divide the Group work
class into four groups. Determine which group goes
first, second, third and fourth. Whole class
-Each group rolls the dice in turn. A member of - Practice in front of class
each group moves the group’s counter forward by
the number of spaces indicated by the dice.
-When a counter lands on a space with a picture,
ask the corresponding question below. If the group - Listen to the T's
gives a correct answer, their counter stays on the instruction.
space. If they do not give a correct answer, their
counter must be moved back two spaces and their
turn ends. Explain that there are some spaces with
instructions such as Go back one space, Move ahead
one space and Miss a turn. When landing on these -play game in group
spaces, the instructions must be followed. Check
comprehension.
Play game (ppt)
answer a question. Whole class/ Individual
- Pupils answer correctly and get some points. work
Option 2: Using hoclieu.vn, have pupils look at the
questions and answers of Activity 1 then match.
3.Wrap up:
(- Read and match two reading texts with pictures of
the countryside and the city, and identify the features
of the countryside and the city.
- Revise the target vocabulary and sentence patterns
by playing Board game.)

Grade: 4
Class: …………
UNIT 11: MY HOME
Lesson 1 (1-3)
I.OBJECTIVES:
1. Knowledges:
- Identity specific information by listening to conversation related to topic my
home;
- Fill in the gaps using given picture cues;
- Recall some vocabulary related to the topic “my home” by playing the
whispering game.
3. Competences:
learning tasks
4. Attributes:
- Show their knowledge about their places/ address.
II. RESOURCES
- Audio tracks 3
III. PROCEDURE:
Chant and do activities (Unit 10, Lesson 3). work
- Ask pupils to chant and do the actions in Unit 10,
Lesson 3 in groups.
- Give points for the groups and encourage them.
Activity 4. Listen and check. 5 minutes Individual
in which characters ask and answer the question
about where Mary lives. -Listen to the T's
-Draw pupils’ attention to the pictures and elicit the instruction
names of the streets or roads, and the house numbers.
Remind them to look at the street or road names, the Listen to the recording
house numbers and tick or cross in the boxes while -Individual
they listen. work
listen. Play the recording again for them to do the -Listen and repeat
task by ticking or crossing the correct pictures. Then
play it a third time for pupils to check and complete
the activity. Whole class/
answers, if necessary.
individually and in chorus. Correct their
pronunciation where necessary. Individual
Goal: To correctly say the phrases and use Where do
you live? – I live _____. to ask and answer questions Listen to the teacher
about where someone lives. Whole class/ Individual
-Model Exchange 1. Have pupils read the exchange work
and guess the missing word in the answer. Then draw
pupils’ attention to the picture and elicit the number
to fill in the gap (35).
-Give pupils time to do the task independently. Go Listen to the teacher
their answers before checking as a class. Nominate a Group work
task.
-Invite four pairs of pupils to act out four completed Group work
exchanges in front of the class. Correct their Whole class
Goal: To enhance the correct use of Where do you - Practice in front of class
live? – I live _____. to ask and answer questions
about where someone lives in a freer context. - Listen to the T's
-Invite two or three teams of four pupils to the front. instruction.
Each team makes a line.
-Show a sentence to the last pupil of each team. Ask -play game in group
them to whisper the sentence to the next pupil. The
pupil continues whispering until the one at the front
of the line gets the sentence. The pupil at the front of
the line shouts out the sentence or writes the sentence Whole class/ Individual
on the board. If it is correct, the team gets one star. work
-Play the game with other teams in the class.
Game: Bomstar
Pupils choose a number and answer the question if
they have the correct answer they will get 1 point for
their team.
3.Wrap up:

Grade: 4
Class: …………
UNIT 11: MY HOME
Lesson 2(1-3)
I.OBJECTIVES:
1. Knowledges:
- Identify the situation between Nam and Peter (setting, participants, topic);
- use the phrases a big city, a noisy road, a busy street, a quiet village in relation
to the topic “My home”;
use What’s the _____ like? – It’s _____. to ask and answer questions about what a
place is like;
3. Competences:
learning tasks
4. Attributes:
-Show their pride about their places/ address.
II. RESOURCES
- Audio tracks 5,6
III. PROCEDURE:
Greet the class, then play the game Whispering with work
the vocabulary and sentences in Period 2.
– Get pupils to open their books at page 8 and look at
Unit 11, Lesson 2, Activity 1. Tell pupils what they
-Whole class/
2.New Lesson:
Individual
work
communicative contexts in which the characters talk
about where they live and tick or cross the correct
pictures. -Listen to the T's
-Ask pupils to look at Pictures a and b and identify instruction
the characters and predict
what they are talking about (e.g. Bill’s house, Minh’s Listen to the recording
house, the street, the road). -Individual
for them to listen and check
the prediction. Play the recording again, sentence by -Listen and repeat
sentence, for pupils to listen and repeat after each
character. Correct their pronunciation where
necessary. Repeat the same procedure with Picture b. Whole class/
-Invite a few pairs to the front of the class to listen to -Pair work
and act out the exchanges.
-Draw pupils’ attention to the question What’s the
street like? and the answer It’s a busy street. Explain - Listen to the T's
that they are used to ask and answer about what a instruction
place is like.
-Ask pupils to look at Pictures a, b, c and d and Listen to the teacher
identify the places in the pictures. Have pupils Whole class/ Individual
describe what they can see in each picture. work
the phrases in chorus and individually until they feel
confident. Use the flash cards for a busy street, a Listen and repeat
quiet village, a noisy road and a big city to practise
the phrases. Group work
elicit the missing words and phrases in the question
and answer by pointing at Picture a. Play the Pair work
recording for
pupils to repeat the sentences in both bubbles a few
times. Repeat Step 3 with Pictures b, c and d. Listen to the teacher
-Let pupils point at the pictures and say the
sentences in pairs. Go around the classroom to offer Group work
help if necessary.
Extension: Invite a few pairs to act out the exchanges
in front of the class
Goal: To practise the target vocabulary and sentence Group work
patterns by playing the game Whispering. Whole class
-Ask pupils to look at the pictures and elicit the
phrase to describe the place in each picture.
-Give pupils time to work in pairs and take turns Pair work
pointing at the picture and asking What’s the _____
like? and answering about what the place is like.
Pupils can use
the pictures or part of a picture to ask questions. For - Listen to the T's
example, they can point at a street in the city and ask instruction.
What’s the street like?.
-Invite a few pairs to come to the front of the class
and act out the roles.
Game: Reveal the picture -play in group
Pupils take turns opening one piece of the picture, Whole class/ Individual
and whoever has the first correct answer will get one work
point for their team.
3.Wrap up:

Grade: 4
Class: …………
UNIT 11: MY HOME
Lesson 2 (4-6)
I.OBJECTIVES:
1. Knowledges:
- Identify the specific information by listening 2 conversations about my school to
tick the correct pictures;
- Using clue pictures to complete the gaps;
Perform the song “my houses” in interesting ways, using appropriate and
meaningful gestures;
3. Competences:
learning tasks.
4. Attributes:
Show their pride about their places/ address.
II. RESOURCES
- Audio tracks 7,8
- Teacher’s guide: Pages 149,150,151
III. PROCEDURE:
Greet the class, then use the flash cards to revise the work
words and phrases in Activities 2
on pages 6 and 8.
– Get pupils to open their books at page 9 and look at
-Whole class/
2.New Lesson:
Individual
work
answer questions about what a place is like and tick
-Draw pupils’ attention to the pictures and ask instruction
questions to elicit the words and phrases to describe
the pictures. Remind them to look at each pair of -Individual
pictures to compare. work
listen. Play again for them to do the task by choosing
the places the speakers are talking about. Then play
the recording a third time for them to check and Whole class/
complete the activity. -Pair work
-Get pupils to swap books with a partner to check -Listen and repeat
answers, if necessary. - Listen to the T's
Extension: If time allows, play the recording, instruction
individually and in chorus. Correct their Repeat
pronunciation where necessary Individual
-Model the first gapped sentence. Have pupils read
the sentence and guess the missing words. Then
house number
to complete the answer. Whole class/ Individual
-Give pupils a time limit to read the gapped work
sentences, look at the pictures and fill in the gaps
independently. Go around the classroom and give
further support to pupils who find it difficult to do Group work
the task.
their answers before checking as a class. Invite one Pair work
Extension: Invite two pairs of pupils to act out the
completed exchanges in front of the class. Listen to the teacher
Goal: To sing the song My house with the correct Group work
pronunciation, rhythm and melody.
-Draw pupils’ attention to the title and the lyrics of
the song. Encourage them to point at the places in
the pictures to reinforce their understanding. Group work
Explain that the first verse is about a house in a Whole class
town. Have pupils listen to the first verse, drawing
their attention to the
pronunciation, rhythm and melody. Then let them Pair work
listen to and practise singing it, line by line, while
making gestures for small, quiet and big
-Repeat Steps 1 and 2 for the second verse. Explain - Listen to the T's
that it is about a house in a city. Check instruction.
-Ask pupils to listen to and sing the whole song
while making gestures. Go around the classroom -play in group
and offer help if necessary.
work
reinforce the activity.
a sentence that is broken/cut into pieces. Ask them to
arrange the words to make a complete sentence, then
read it aloud.
3.Wrap up:

Grade: 4
Class: …………
UNIT 11: MY HOME
Lesson 3 (1-3)
I.OBJECTIVES:
1. Knowledges:
- correctly pronounce the sounds of the letters i and ee in isolation, in the words
big and street, and
- in the sentences They live in a big village., and They live in Green
Street.;Identify the specific information by listening 2 sentences to identify the
target word;
Perform the chant in interesting ways, using appropriate and meaningful gestures;
3. Competences:
learning tasks
- problem solving
4. Attributes:
II. RESOURCES
- Audio tracks 9,10,11
III. PROCEDURE:
Greet the class, then sing the song My house on page work
9.
– Get pupils to open their books at page 10 and look
Tell them what they will learn in this lesson.
2.New Lesson: -Whole class
Goal: To correctly repeat the sounds of the letters i
and ee in isolation, in the words big and street, and in
the sentences They live in a big village. and They
live in Green Street. with the correct pronunciation -Listen to the T's
and intonation. instruction
-Have pupils point at the letter i, the word big, and
the sentence They live in a big village. Play the -Individual
recording for them to listen and repeat in chorus and work
individually until they feel confident. Correct their
pronunciation when necessary.
-Invite a few pupils to listen to and repeat the sound,
the word and the sentence in front of the class. Praise Whole class/
them when their pronunciation is good. -Pair work
-Repeat Steps 1 and 2 for the letters, the word and -Listen and repeat
the sentence in the second line. Go around the
classroom and correct their pronunciation if - Listen to the T's
necessary. instruction
-Let pupils work in pairs or groups, pronouncing the
sounds, saying the words, and reading the sentences Repeat
until they feel confident. Individual
Activity 2. Listen and circle. 10 minutes work
Goal: To identify the target words big and street
while listening Listen to the teacher
-Get pupils to read the options and guess the
sentences they may hear in the recording.
-Play the recording for pupils to listen to. Play the
recording again for them to do the task by circling Whole class/ Individual
the correct options. Play a third time for them to wor
double-check their answers. Get pupils to swap
books with a partner and check their answers before Group work
-Invite a few pupils to read aloud all the options in
front of the class. Go around the classroom and Pair work
correct their pronunciation if necessary.
Goal: To say the chant with the correct Listen to the teacher
-Have pupils look at the pictures and tell what they
Group work
can see in the pictures and predict what the pupils
can do. Play the recording and have pupils check the
prediction.
draw their attention to the sounds of the letters i and Group work
ee, the words with the sounds such as live, in, Little, Whole class
Bee,
Green, and Street. Check comprehension. Pair work
-Play the recording of the first verse for pupils to be
familiar with the chant. Play the recording again, line - Listen to the T's
by line, for pupils to listen and repeat. Draw their instruction.
attention to
the rhythm and pronunciation. Encourage them to -play in group
clap while chanting.
-Repeat Steps 2 and 3 with the second verse of the
chant. Draw pupils’ attention to the sounds of the
letters i and ee, the words with the sounds such as Whole class/ Individual
live, in, big, work
village, Little and Fish.
chant and clap.
Game: Spin the wheel
Pupils spin the wheel and say the words with the
target sound.
3.Wrap up:

Grade: 4
Class: …………
UNIT 11: (4-6)
I.OBJECTIVES:
1. Knowledges:
- Identify the specific information by scanning the text and circle the correct
answers;
- Write about a student’s home;
Present picture to the class at the Project time;
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:
Greet the class, then invite one or two groups of work
pupils to the front of the class to say the chant in
Lesson 3, Activity 3. The rest of the class may chant
and clap along.
-Whole class/
at Unit 11
Individual
2.New Lesson:
work
Goal: To read and show the understanding of the
text by circling the correct options to fill in the
-Listen to the T's
blanks.
instruction
they should read the text and circle the correct
-Individual
options to complete the gapped sentences. Check
work
comprehension.
read Sentence 1 and decide what information they
need to find in the text. Then, have them read the text
carefully and find the information about the flat
Whole class/
where the writer lives to decide if option a or b is
correct. Circle the correct option.
- Listen to the T's
help if necessary.
instruction
Correct the answers where necessary. Individual
Extension: Invite one or two pupils to read the text in work
front of the class. Correct their pronunciation where
necessary Listen to the teacher
Key: 1. b 2. a 3. b 4. A Whole class/ Individual
gapped text about the place where pupils live.
that they should read the gapped text and fill in the Group work
gaps in the text focus on the place pupils live in.
Check comprehension. Pair work
elicit the words (e.g. house, flat). Then have them Listen to the teacher
write it in the gap.
-Give pupils time to complete the text Individual work
help if necessary.
-Get pupils to swap their books with a partner, check Whole class
and read their friend’s writing.
completed texts in front of the class. Check Pair work
pronunciation if necessary.
Goal: To draw a picture of the place where they live -play in group
and present it to the class, using thetarget language.
-Tell pupils the goal of the activity. Explain the
project again that pupils are introducing their home.
Pupils draw a picture of the place (street, road,
village, etc.) where they live and prepare how to
present it at home. They should talk at least five
sentences about where they live. Ask pupils to show
their completed pictures that they have prepared at Listen to the T's
home and present them to the class. instruction.
-Use Mary’s presentation as an example. Act as
Mary to make a presentation, for example, “I live in
Thang Long Street. It is a small street. There are
some shops. There are many trees. I like my street.” work in groups of five
-Have pupils work in their groups. Each pupil shows
his or her picture and talks about it. Go around the
classroom and offer help if necessary.
-Invite a few pupils to show the pictures and make a Whole class/ Individual
presentation about their beautiful homes. Praise work
pupils when they do the task well.
Game: George beats the dragon
Pupils take turns to answer the quiz. They will get 1
point if they have the correct answer.
3.Wrap up:

Grade: 4
Class: …………
UNIT 12: JOBS
Lesson 1 (1-3)
I.OBJECTIVES:
1. Knowledges:
– Use What does he / she do? – He’s / She’s _____. to ask and answer questions
about jobs.
relation to the topic “Jobs”;
– collect photos or draw pictures of family members at home and present them to
the class at Project time.
3. Competences:
learning tasks
4. Attributes:
abilities.
II. RESOURCES

III. PROCEDURE:
By the end of the lesson, pupils will be able to: work
– Use What does he / she do? – He’s / She’s _____.

to ask and answer questions about jobs.
– listen to and demonstrate understanding of simple
communicative contexts in relation to the topic -Whole class/
“Jobs”; Individual
– collect photos or draw pictures of family members work
at home and present them to the class at Project time.
2.New Lesson:
pupils ask and answer the questions about the job of Listen to the recording
a family member. -Individual
-Ask pupils to look at Pictures a and b and identify work
the characters in the pictures. Ask Who is he / she?
and Where is he / she? -Listen and repeat
by sentence, for pupils to listen and repeat. Repeat Whole class/
the same procedure with Picture b. Correct their -Pair work
pupils to listen, point at the sentences and repeat in - Listen to the T's
chorus and individually. Correct their pronunciation instruction
where necessary.
-Draw pupils’ attention to the question What does he Individual
do? and the answer He’s a policeman. Explain that work
they are used to ask and answer questions about jobs.
Extension: Invite a few pairs of pupils to act out the Listen to the teacher
conversations in front of the class. Whole class/ Individual
Goal: To correctly say the words and use What does
he / she do? – He’s / She’s _____. to ask and answer
questions about jobs. Listen and repeat
-Ask pupils to look at Pictures a, b, c and d and
identify the jobs of the people in the pictures. Group work
the phrases under the pictures in chorus and
individually until they feel confident. Pair work
elicit the missing words in the answer by pointing at
Picture a. Play the recording for pupils to repeat the Listen to the teacher
sentences in both bubbles a few times.
-Repeat Step 3 with Pictures b, c and d. Then let Group work
pupils practise asking and answering questions in
pairs. Go around the classroom to offer help if
necessary.
Invite a few pairs to point at the pictures and ask Group work
and answer questions about the jobs of the people in
the pictures. Whole class
Goal: To enhance the correct use of What does he / - Practice in front of class
she do? – He's / She's _____. to ask and answer
questions about jobs in a freer context.
questions to help them identify the jobs of the people - Listen to the T's
in the pictures (see Input). instruction.
-Elicit the missing words in the speech bubble and
write them on the board. Get pupils to say the -play game in group
completed sentence.
necessary.
-Invite a few pairs to point at the pictures and ask
and answer questions about the jobs of the people in
the pictures.
Extension: If time allows, get a few pairs to ask and
work
answer questions about their real family members.
3. Wrap up:
prepare for it at home by collecting photos or
drawing pictures of their family members, focusing
on their jobs and workplaces. They should ask their
parents if they do not know their parents’ jobs or
workplaces. Remind pupils to bring their photos or
drawings to the class at Project time in Lesson 3,
Activity 6. wrap-up:
Option 1: ppt
Option 2: play an online quiziz game
Option 3: Board Games

Grade: 4
Class: …………
UNIT 12: JOBS
Lesson 1(4-6)
I.OBJECTIVES:
1. Knowledges:
about jobs.
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:
inviting a few pairs of pupils to come to the front of
the class to ask and answer questions about the jobs
of the people in Activity 3 on page 12, using What
does he / she do? – He’s / She’s _____.
-Whole class/
2.New Lesson:
Individual
work
answer questions about the jobs of family members. -Listen to the T's
-Draw pupils’ attention to the pictures and ask the instruction
questions What does he / she do? Elicit the answers
from pupils. Tell pupils that they have to look at the Listen to the recording
people in the pictures, recognise their jobs and tick or -Individual
cross the boxes while listening. work
listen. Then play the recording again for them to -Listen and repeat
listen and tick or cross the pictures.
their answers before checking as a class. Correct the Whole class/
answers, if necessary. -Pair work
in chorus. Correct their pronunciation where - Listen to the T's
Key: a. x b.v c.V d.x
Goial: To complete four gapped exchanges with the work
-Model Exchange 1. Have pupils read the exchange Listen to the teacher
and guess the missing word in the answer. Then draw Whole class/ Individual
pupils’ attention to the picture and elicit the woman’s work
job that can be used to fill in the gap (e.g. office
worker).
-Give pupils time to do the task independently. Go Listen and repeat
support to those pupils who find it difficult to do the Pair work
task.
-Invite four pairs of pupils to act out four completed
exchanges in front of the class. Correct their Listen to the teacher
Key: 1. office worker 2. an actor 3. do; a policeman Group work
4. What; She’s a farmer.
Goal: To sing the song My lovely family with the
-Draw pupils’ attention to the title and lyrics of the Group work
song. Encourage them to point at the pictures to Whole class
Explain that the first verse is about a family’s jobs. Pair work
Have pupils listen to the first verse, drawing their
attention to the pronunciation, rhythm and melody.
Then let them listen to and practise singing it line by
line while clapping their hands.
-Repeat Steps 1 and 2 with the second verse. - Listen to the T's
Explain that it is about the jobs of another family. instruction.
-Ask pupils to listen to and . Go around the
classroom and offer help if needed. -play in group
reinforce the activity. Whole class/ Individual
Karaoke competition: “Beo dat may troi” version work
Pick some male and female pupils, divide them into
two sex groups standing face to face, call them “lien
anh” “lien chi”.
Play the music track 15, they take turn to sing in
“Beo dat may troi” version.
If pupils perform well prepare some flashcards with
other jobs to change the lyrics
3.Wrap up:

Grade: 4
Class: …………
UNIT 12: JOBS
Lesson 2 (1-3)
I.OBJECTIVES:
1. Knowledges:
– Use the words actor, farmer, nurse, office worker, policeman, factory, farm,
hospital, and nursing home in relation to the topic "Jobs";
about jobs.
– Use Where does he / she work? – He / She works _____. to ask and answer
questions about places of work.
– Listen to and demonstrate understanding of simple communicative contexts in
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:
Greet the class.
invite a few pupils to the front of the class to sing the Listen to the techer
song My lovely family. The class may sing along and Whole class/ Individual
clap hands. work
2.New Lesson:
pupils ask and answer questions about the place of -Whole class/
work of a family member. Individual
the characters. Check comprehension.
for them to listen and familiarise themselves with the -Listen to the T's
characters’ voices. Play the recording again, sentence instruction
by sentence, for pupils to listen and repeat. Correct
their pronunciation where necessary. Repeat the -Individual
same procedure with Picture b. work
and act out the exchanges.
-Draw pupils’ attention to the question Where does
she work? and the answer She works at a nursing
home. Explain that they are used to ask and answer Listen to the teacher
questions about where someone works.
Goal: To correctly say the phrases and use Where
does he / she work? – He / She works _____. to ask
and answer questions about places of work. Whole class/ Individual
-Ask pupils to look at Picture a and identify the work
place of work of the woman. Play the recording for
pupils to listen to and repeat the phrase in chorus and
individually until they feel confident. Group work
elicit the missing phrase in the answer. Play the
recording for pupils to repeat the sentences in both Pair work
bubbles a few times. Remind pupils to point at the
relevant picture when they are repeating.
-Repeat Steps 1 and 2 with Pictures b, c and d. Go Listen to the teacher
around the classroom and offer help if necessary.
-Invite a few pairs to point at the pictures and say Group wor
the questions and answers in front of the class.
Goal: To enhance the correct use of Where does he / - Listen to the T's
she work? – He / She works _____. to ask and instruction.
answer questions about places of work in a freer
context.
-Ask pupils to look at the pictures and identify the -play in group
job as well as the workplace of the character in each
picture. Ask What does he / she do? Where does he /
she work? Check comprehension. Whole class/ Individual
-Give pupils time to work in pairs and take turns work
asking and answering the questions. Go around the
classroom to offer support where necessary.
-Invite a few pairs to come to the front of the class
and act out the roles.
Game:
https://www.gamestolearnenglish.com/jobs/
3.Wrap up:

Grade: 4
Class: …………
UNIT 12: JOBS
Lesson 2 (4-6)
I.OBJECTIVES:
1. Knowledges:
about jobs.
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
- Audio track 18
- Teacher’s guide: Pages 161- 162
III. PROCEDURE:
turns asking for and answering about the places of
work of the people on page 14.
2.New Lesson:
-Whole class/
Individual
work
answer questions about jobs and workplaces of
family members and tick the correct pictures.
identify the job and the workplace of each character.
Ask What does she do? and Where does she work?
Draw their attention to the places of work of the
women. Check comprehension.
-Listen to the T's
instruction
listen to. Then play the recording again for them to
tick the correct pictures.
-Individual
work
Correct the answers if needed. Play the recording a
third time for pupils to double-check their answers.
Whole class/
Key: 1.b 2.b
repeat the dialogues individually and in chorus.
Correct pronunciation where necessary.
Goal: To complete two gapped exchanges with the - Listen to the T's
help of picture cues. instruction
identify the characters and places in the pictures.
-Model Exchange 1. Have pupils look at the first
gap. Ask them what word is missing (She's). Then
have them complete the sentence (She is a nurse.). Whole class/ Individual
Get them to guess the missing word in the second work
answer and complete the answer (hospital).
-Repeat the same procedure with Exchange 2. Set a
time limit for pupils to complete the gaps
individually. Go around the classroom and give
further support to pupils who find it difficult to do
the task. Group work
Get pupils to swap books, then check the answers as
a class. Invite a few pairs to read the completed
exchanges aloud. Pair work
Key: 1. She’s; hospital 2. a worker; work; at a
factory
Extension: Invite two pairs of pupils to act out the Listen to the teacher
completed exchanges in front of the class.
Activity 6. Let’s play. Guessing game 8 minutes Group work
Goal: To practise using the target vocabulary and
sentence patterns by playing the game Guessing
game.
-Tell pupils the goal of the game and how to play it. Group work
Explain that they have to listen to the teacher’s
Whole class
sentences and reply to the places where they work as
quickly as possible.
-Invite two groups of pupils (three pupils in each
group) to the front of the class. Then say (e.g. He’s a
farmer.) and ask the groups to reply (e.g. He works
on a farm.). The group that gives the correct answer
- Listen to the T's
more quickly gets one point / star. The group with
instruction.
more points / stars is the winner.
Extension: When pupils feel confident with the
game, call on one or two pupils to act as the teacher
to say the sentences to the groups.
Whispering game
-The teacher prepares a few slips of paper, on each
write a message which can be a sentence or a
question about an occupation or the workplace.
-Divide players into two lines of five or six. When
the game begins, the teacher whispers the message -play in group
on a slip of paper to the first player of each line and
gives the paper to him/her for checking later if
necessary. As long as the teacher finishes with all the
lines, he/she says aloud: Go! The first player of each
line begins to whisper the message to the second Whole class/ Individual
player, and the second player passes the message to work
the third until it reaches the last player of the line.
Then the last player writes the message on a slip of
paper to hand in for checking. If the message is
correct, the team gets one point and the message is
read aloud by the team. The team with the most
points is the winner.
-Give pupils time to play the game for several
rounds. The teacher moves around the class to check
-When the game is over, all the messages are written
on board for the class to check.
3.Wrap up:

Grade: 4
Class: …………
UNIT 12: JOBS
Lesson 3 (1-3)
I.OBJECTIVES:
1. Knowledges:
- Correctly pronounce the sounds of the letters ar and ur in isolation, in the words
farmer and nurse, and in the sentences My father is a farmer. and My mother is a
nurse.;
- Use the words actor, farmer, nurse, office worker, policeman, factory, farm,
about jobs.
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:
lip- reading game work
guide pupils to say any occupations they like without

making sound
divide them into groups
-Whole class
each pupil takes turns to say any job without making
sound while the rest guess the job
2.New Lesson:
Goal: To correctly repeat the sounds of the letters ar -Listen to the T's
and ur in isolation, in the words farmer and nurse, instruction
and in the sentences My father is a farmer. and My
mother is a nurse with correct pronunciation and -Individual
intonation. work
-Have pupils point at the letters ar, the word farmer,
and the sentence My father is a farmer. Play the
recording for them to listen and repeat in chorus and
individually until they feel confident. Correct their Whole class/
pronunciation where necessary. -Pair work
-Invite a few pupils to listen to and repeat the sound, -Listen and repeat
the word and the sentence in front of the class. Praise
them when their pronunciation is good. - Listen to the T's
-Repeat Steps 1 and 2 with the letters, the word and instruction
the sentence in the second line. Go around the
classroom and correct their pronunciation where Repeat
-Let pupils work in pairs or groups, pronouncing the work
until they feel confident. Listen to the teacher
Goal: To identify the target words farmer and nurse
while listening.
have to listen to the recording
and circle the correct options. Check comprehension. Whole class/ Individual
-Get pupils to read the gapped sentences and guess work
which option can be chosen to fill in each gap.
swap books with a partner and check their answers
Group work
-Invite a few pupils to stand up, listen to and repeat
the completed sentences in front of the class. Correct Pair work
Key: 1. b 2. C
Activity 3. Let’s chant. 8 minutes Listen to the teacher
Group work
draw their attention to the sounds of the letters ar and
ur, the words farmer, farm, nurse and nursing and Group work
the sentences My father is a farmer. He works on a
farm. My mother is a nurse. and She works at a Whole class
nursing home. Check comprehension.
-Play the recording of the first verse. Play the Pair work
recording again, line by line, for pupils to listen and
repeat. Correct their pronunciation where necessary. - Listen to the T's
Draw their attention to the rhythm and pronunciation. instruction.
Encourage them to clap while chanting.
-Repeat Steps 1 and 2 with the second verse of the
chant. Draw pupils’ attention to the sounds of the
letters ur and ar, the words nurse, nursing, farmer -play in group
and farm, and the sentences Our father is a nurse. He
works at a nursing home. Our mother is a farmer.
and She works on a farm.
-Play the recording all the way through for pupils to Whole class/ Individual
chant and clap their hands. work
to take turns listening and repeating the chant while
the rest of the class claps along.
Play the game from online quiz (search occupation)
3.Wrap up:

Grade: 4
Class: …………
UNIT 12: JOBS
Lesson 3 (4-6)
I.OBJECTIVES:
1. Knowledges:
about jobs.
– Read and write about the jobs and the places of work of family members;
- Present to the class at Project time.
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:
-Whole class/
2.New Lesson:
Individual
work
Goal: To read and show understanding of the text
by filling in the gaps in the table.
-Listen to the T's
they should read the text and fill in the gaps in the
instruction
table. Check comprehension.
-Do the first gap as an example. First, have pupils
-Individual
read the question What does she do? to focus their
work
attention on the job of the mother. Then have them
read the text and choose the appropriate word to fill
in the gap (nurse).
Whole class/
help if necessary.
- Listen to the T's
Extension: Invite one or two pupils to read the text
instruction
where necessary.
Individual
work
gapped text about pupils’ family members.
work
gaps in the text focus on the jobs and workplaces of
their family members. Check comprehension.
Listen and repeat
their mothers’ jobs. Then have them write the jobs Group work
down.
-Give pupils time to complete the text Pair work
help if necessary.
-Get pupils to swap their books with a partner and Listen to the teacher
Individual work
Goal: To collect photos or draw pictures of family Whole class
members at home and present them to the class by
-Tell pupils the goal of the activity. Explain that they Pair work
have to show the photos / pictures that they have
prepared at home and present them to the class.
-Have pupils work in groups of three. Each pupil -play in group
shows their photo / picture and tells the group about
it, e.g. This is a photo of my family. This is my
mother. She’s a nurse. She works at a hospital. This Listen to the T's
is my father. He’s a farmer. He works on a farm. Go instruction.
around the classroom and offer help if necessary.
-Invite a few pupils to show their photos and tell the work in groups of five
class about them. Praise pupils when they do the task
well.
singing along with TPR Whole class/ Individual
say some jobs, using TPR technique to guide pupils work
how to sing with TPR
Random pupils are called to sing without sound.
The rest can guess the job or working place.
3.Wrap up:

Grade: 4
Class: …………
UNIT 13: APPEARANCE
Lesson 1 (1-3)
I.OBJECTIVES:
1. Knowledges:
– use the words and phrases big, short, slim, tall in relation to the topic
"Appearance";
– use What does he / she look like? – He's / She's _____. to ask and answer
questions about someone’s appearance;
listen to and demonstrate understanding of simple communicative contexts in
relation to the topic “Appearance”.
3. Competences:
learning tasks
4. Attributes:
- Show pride in how we look and show great respect for other people’s appearance
by using appropriate gesture and intonation when asking and answering about
appearance.
II. RESOURCES
- Student’s book 2: Page 18
- Audio tracks 22,23
III. PROCEDURE:
– Encourage pupils to respond to the greeting and work
greet each other in pairs.
– Spend a few minutes revising Unit 12 by asking
the class to do the project in Lesson 3 or sing the
song in Lesson 1. -Whole class/
at Unit 13, Lesson 1, Activity 1. Tell pupils what work
they will learn in this lesson.
2.New Lesson:
on asking and answering questions about someone’s Listen to the recording
appearance. -Individual
the characters and other details (e.g. Who are they?
Where are they? Is the boy tall or short?). -Listen and repeat
for them to listen to the whole conversation several
times. Whole class/
-Pair work
and repeat the sentences in the recording. Check their Individual
pronunciation, give corrections and feedback where work
necessary.
Draw pupils’ attention to the question What does he
look like? and the answer He’s tall. Tell pupils that
they are used to ask and answer about someone’s
appearance
Goal: To correctly say the words and use What does Listen to the teacher
he / she look like? – He’s / She’s _____. to ask and work
answer questions about someone’s appearance.
recording and repeat the word tall. Repeat the same Listen and repeat
procedure with Pictures b, c and d. Have the class
repeat the words a few times. Group work
-Point at the question pattern What does he / she
look like? Read it aloud and have pupils repeat it
several times. Repeat the same procedure with the Pair work
answer pattern He’s / She’s _____.
-Point at Picture a and have pupils listen to and Listen to the teacher
repeat after the recording What does he look like? –
He’s tall. Repeat the same procedure with Pictures
Group work
b, c and d.
-Divide the class into two groups to take turns
repeating the question and the answer using Picture
a until they feel confident. Repeat the same Group work
procedure with Pictures b, c and d.
Whole class
Put pupils in pairs and have pairs practise asking
and answering questions What does he / she look - Practice in front of class
like? – He's / She's _____. Invite a few pairs to point
at the pictures and say the questions and answers in
front of the class. Give corrections and feedback
where necessary.
Goal: To enhance the correct use of What does he /
she look like? – He’s / She’s _____. to ask and
answer questions about someone’s appearance in a
freer context.
to help them identify the characters in the picture.
Read the questions aloud and ask pupils to repeat - Listen to the T's
them. Ask pupils to look at the second bubble and instruction.
identify what the answers should be. Give an
example answer, e.g. He’s tall. Get pupils to repeat
the questions and answers several times.
-Have some pairs practise asking and answering -play game in group
questions about the appearance of the family
members in the picture. Go around the classroom to
the questions in front of the class. Give corrections
and feedback where necessary.
play the lucky number game ( ppt)
- Divide the class into 2-4 teams.
and answer with the picture in that number. If the
pupils answer correctly, they get the points for that
question.
- After 10 numbers, the team with the most points is
the winner.
3.Wrap up:
- Ask students to answer the following questions: Whole class/ Individual
1. What have you learnt from the lesson today? work
(Use the words and phrases big, short, slim, tall in
relation to the topic “Appearance”)
(Show pride in how we look and show great respect
for other people’s appearance by using appropriate
gestures and intonation when asking and answering
about appearance.
* Preparation for the project
Ask pupils to prepare for the project on page 23 by
doing a survey about the appearance of their family
members as homework so that they can present the
results at Project time.

Grade: 4
Class: …………
UNIT 13: APPEARANCE
Lesson 1 (4-6)
I.OBJECTIVES:
1. Knowledges:
– use the words and phrases big, short, slim, tall in relation to the topic
"Appearance";
– use What does he / she look like? – He's / She's _____. to ask and answer
questions about someone’s appearance;
3. Competences:
learning tasks
4. Attributes:
by using appropriate gestures and intonation when asking and answering about
appearance.
II. RESOURCES
-- Student’s book: Page 19
III. PROCEDURE:
– Spend a few minutes revising the words and
sentence patterns What does he / she look like? –
He’s / She’s _____. to ask and answer questions
about someone’s appearance.
-Whole class/
– Dictate some sentences about someone’s Individual
appearance (e.g. My brother is tall. My teacher is work
big.) and ask pupils to write them down. Then let
them work in pairs or groups to check each other’s
work. -Listen to the T's
– Ask pupils to open their books at page 19 and look instruction
at Unit 13, Lesson 1, Activity 4
2.New Lesson: Listen to the recording
Activity 4. Listen and tick. 5 minutes -Individual
Goal: To listen to and understand two work
answer questions about a family member’s -Listen and repeat
appearance, and tick the correct pictures.
-Draw pupils’ attention to the pictures 1a and 1b.
Ask questions to help pupils identify the characters, Whole class/
eg. How many pictures are there? What can you see -Pair work
in each picture? What is the difference between two
pictures? Check their comprehension.
-Play the recording for pupils to listen. Then play the - Listen to the T's
recording again for them to tick the correct picture. instruction
-Repeat the same procedure with Pictures 2a and 2b. Individual
Extension: If there is enough time, play the work
recording, sentence by sentence, for the class to
listen and repeat individually and in chorus. Give Listen to the teacher
corrections and feedback where necessary. Whole class/ Individual
Goal: To complete the target sentence patterns in
four exchanges about appearance with the help of
picture cues. Listen and repeat
appearance of the people (e.g. tall, short, big, slim). Group work
-Ask pupils to look at the incomplete exchanges.
Draw their attention to the missing words in the Pair work
sentences.
-Model Exchange 1. Have pupils look at the Listen to the teacher
exchange. Ask them what is missing in the answer.
Then have them complete the gap with the word
tall. Repeat the same procedure with Exchanges 2, 3 Group work
and 4.
-Get pupils to complete the exchanges individually.
Check their answers as a class, then ask a few pairs
Group work
to read them aloud.
Key: 1. tall 2. short 3. look; big 4. What; She’s slim. Whole class
Goal: To sing the song What do your parents look
like? with the correct pronunciation, rhythm and Pair work
melody.
themselves with the language. Check comprehension
and give feedback.
activity.
attention to the pronunciation and the melody.
- Listen to the T's
-Play the recording of the song once or twice for instruction.
pupils to listen and repeat line after line and do
related actions, e.g. using hand movements for slim,
tall and big.
-When pupils feel confident and get familiar with
the tune and melody, ask them to sing the whole -play in group
song while doing actions or clapping their hands.
activity.
play the Get the Candies game (PPT)
- Pupils from each team choose a number, then work
answer the question in that number. If the pupils
answer correctly, they get one candy for that
question.
3.Wrap up:
(Use the words and phrases big, short, slim, tall in
about appearance.

Grade: 4
Class: …………
UNIT 13: APPEARANCE
Lesson 2 (1-3)
I.OBJECTIVES:
1. Knowledges:
– use the words and phrases big, short, slim, tall, a round face, big eyes, long
hair, and short hair in relation to the topic "Appearance";
– use What does he / she look like? – He's / She's _____. He / She has _____. to
ask and answer questions about someone’s appearance;
relation to the topic “Things we can do”.
3. Competences:
learning tasks
learning tasks
Show pride in how we look and show great respect for other people’s appearance
appearance.
II. RESOURCES
III. PROCEDURE:
– Encourage pupils to respond to the greeting and work
greet each other in pairs.
– Spend a few minutes revising Lesson 1 by singing
the song What do your parents look like? on page
19. -Whole class/
2.New Lesson:
Goal: To understand and correctly repeat the -Listen to the T's
sentences in two communicative contexts focusing instruction
on asking and answering questions about someone’s
appearance, using the verb has. -Individual
by sentence, for pupils to listen and repeat Whole class/
individually and in chorus. Correct their -Pair work
pronunciation where necessary. Repeat the same -Listen and repeat
-Play the recording again for pupils to listen to and - Listen to the T's
repeat the sentences in the recording. instruction
-Invite a few pairs to the front of the class to listen to Repeat

and repeat the sentences in the recording. Give Individual
corrections and feedback where necessary. work
look like? and the answer He has a round face. Tell Listen to the teacher
pupils that they are used to ask and answer questions
Goal: To correctly say the phrases and use What
does he / she look like? – He / She has _____. to ask
and answer questions about someone’s appearance.
recording and repeat the phrase short hair several
times. Repeat the same procedure with Pictures b, c
and d. Have the class repeat the phrase.
-Point at the question What does he / she look like?
work
Read it aloud and have pupils repeat it. Repeat the
same procedure with the answer He / She has
_____.
-Point at Picture a and have pupils listen to and
He has short hair. Repeat the same procedure with Group work
Pictures b, c and d.
repeating the question and the answer using Picture Pair work
a until they feel confident. Repeat the same
procedure with Pictures b, c and d. Listen to the teacher
Have pairs of pupils practise asking and answering
questions using the picture cues. Invite a few pairs to Group work
answers in front of the class. Check their
pronunciation, give corrections and feedback where
necessary. Group work
she look like? – He / She has _____. to ask and
answer questions about someone’s appearance in a Pair work
freer context.
Ask pupils to look at the second bubble and identify
what answers should be. Give a sample answer, e.g. - Listen to the T's
He has short hair. Get pupils to repeat the question instruction.
and the answer several times.
-Have pairs of pupils practise asking and answering
the question about the appearance of each character
and provide help. -play in group
questions in front of the class. Give corrections and
play the Angry Bird game (PPT)
- Divide the class into 2 teams. work
answer correctly, the teacher clicks on the brick of
that number to find out the scores.
3.Wrap up:
(Use the words and phrases a round face, big eyes,
long hair, and short hair in relation to the topic
“Appearance”)
about appearance
Grade: 4
Class: …………
UNIT 13: APPEARANCE
Lesson 2 (4-6)
I.OBJECTIVES:
1. Knowledges:
3. Competences:
learning tasks
4. Attributes:
appearance.
II. RESOURCES
- Audio tracks 28
III. PROCEDURE:
Greet the class.
– Spend a few minutes revising the sentence
patterns What does he / she look like? and He / She
has _____. to ask and answer questions about
someone’s appearance.
– Dictate some sentences about someone’s
appearance (e.g. My father has short hair. My -Listen to the techer
mother has a round face.) and asks pupils to write Whole class/ Individual
them down. Then let them work in pairs or groups work
to check each other’s work.
2.New Lesson:
Activity 4. Listen and number. 5 minutes -Whole class/
Goal: To listen to and understand four Individual
communicative contexts in which characters ask and work
answer questions about someone’s appearance, and
-Have pupils look at the pictures. Elicit the questions
to ask for the appearance of the character in each
picture and give feedback.
-Play the recording of the first exchange. Tell pupils
that they will need to listen for appearance (e.g. short
hair, long hair, a round face, big eyes). Ask pupils -Listen to the T's
What does she look like? Help pupils find out the key instruction
word for the appearance from the exchange (e.g. a
round face). Then ask pupils in which picture a -Individual
person with a round face appears (Picture d). Tell work
pupils to write “1” next to Picture d.
-Play the recording of the other exchanges and let
pupils write down their answers. Have pupils swap Whole class/
their books with a partner and check the answers.
Correct answers and give feedback if necessary.
Extension: If there is enough time, play the
listen and repeat individually and in chorus. Correct
their pronunciation and give feedback.
Activity 5. Look, complete and read. 10 minutes - Listen to the T's
Goal: To complete the target sentence patterns in instruction
two exchanges about appearance with the help of
picture cues.
identify the appearance of the characters in the
pictures.
-Have pupils look at the two gapped exchanges. Whole class/ Individual
Draw their attention to the missing words in the work
question and answers.
gap. Ask them what word is missing (big). Then
have them complete the answer (He's big). Get them
to guess the missing word in the second gap (face)
and complete the answer (He has a round face). Group work
-Repeat the same procedure with Exchange 2. Give
pupils 1 – 2 minutes to complete the gaps Pair work
individually, then compare their answers in pairs.
Monitor and offer help where necessary.
Check pupils’ answers as a class and ask some pairs Listen to the teacher
to read aloud the completed exchanges.
Key: 1. big / short, face 2. look like, long hair Group work
Goal: To review vocabulary about family members
and appearance by playing the game Tic-tac-toe.
-Tell pupils that they are going to play the game Group work
Tic-tac-toe. Two pupils play at a time. One pupil is
X, and the other is O. The pupils take turns choosing Whole class
a square by saying a word and putting their mark in
the corresponding square. The first pupil to write
three marks in a vertical, horizontal or diagonal line
is the winner.
-Invite two pupils to play at a time. - Listen to the T's
-Change the words in the grid and let pupils play the instruction.
game several times if there is enough time.
play the Doraemon game (PPT)
and answer with the picture in that number. If the -play in group
pupils answer correctly, they get the points (dorayaki)
for that question.
the winner. Whole class/ Individual
3.Wrap up: work
“Appearance”)
about appearance

Grade: 4
Class: …………
UNIT 13: APPEARANCE
Lesson 3 (1-3)
I.OBJECTIVES:
1. Knowledges:
– correctly pronounce the sounds of the letters l and r in isolation, in the words
long and round, and in the sentences My sister has long hair. and My brother
has round eyes.;
3. Competences:
-Communication and collaboration: work in pairs and groups to complete the
learning tasks
4. Attributes:
appearance.
II. RESOURCES
III. PROCEDURE:
Play “Teacher says” work
– Teachers quickly review body parts, focusing on
Face features.
– Teacher plays "Teacher says": Touch your
ears/nose/face/eyes/hair .... to review face features. -Whole class
2.New Lesson:
Goal: To correctly repeat the sounds of the letters l
and r in isolation, in the words long and round, and
in the sentences My sister has long hair. and My -Listen to the T's
brother has round eyes. With the correct instruction
-Ask pupils to look at Pictures a and b and identify -Individual
the characters in the pictures. work
by sentence, for pupils to listen and repeat
individually and in chorus. Correct their Whole class/
pronunciation where necessary. Repeat the same -Pair work
procedure with Picture b. -Listen and repeat
-Play the recording again for pupils to listen to and
repeat the sentences in the recording. - Listen to the T's
instruction
and repeat the sentences in the recording. Give Repeat
corrections and feedback where necessary. Individual
Draw pupils’ attention to the question What does he work
look like? and the answer He has a round face. Tell
pupils that they are used to ask and answer questions Listen to the teacher
Goal: To identify the target words long and round
while listening.
recording and repeat the phrase short hair several
times. Repeat the same procedure with Pictures b, c
and d. Have the class repeat the phrase.
-Point at the question What does he / she look like?
Read it aloud and have pupils repeat it. Repeat the Whole class/ Individual
same procedure with the answer He / She has work
_____.
-Point at Picture a and have pupils listen to and
He has short hair. Repeat the same procedure with
Pictures b, c and d.
Group work
repeating the question and the answer using Picture
a until they feel confident. Repeat the same Pair work
Have pairs of pupils practise asking and answering
questions using the picture cues. Invite a few pairs to
answers in front of the class. Check their Group work
pronunciation, give corrections and feedback where
necessary.
Goal: To say the chant with the correct rhythm and Group work
pronunciation. Whole class
Ask pupils to look at the second bubble and identify Pair work
what answers should be. Give a sample answer, e.g.
He has short hair. Get pupils to repeat the question
and the answer several times. - Listen to the T's
instruction.
-Have pairs of pupils practise asking and answering
the question about the appearance of each character
and provide help.
-Invite a few pairs to practise asking and answering -play in group
play the Angry Bird game (PPT)
answer correctly, the teacher clicks on the brick of Whole class/ Individual
that number to find out the scores. work
3.Wrap up:
“Appearance”)
about appearance.

Grade: 4
Class: …………
UNIT 13: APPEARANCE

Lesson (4-6)
I.OBJECTIVES:
1. Knowledges:
3. Competences:
learning tasks
4. Attributes:
appearance.
II. RESOURCES
- Audio tracks 28
III. PROCEDURE:
– Spend a few minutes revising the sentence work
patterns What does he / she look like? and He / She
has _____. to ask and answer questions about
someone’s appearance.
– Dictate some sentences about someone’s -Whole class/
appearance (e.g. My father has short hair. My Individual
mother has a round face.) and asks pupils to write work
them down. Then let them work in pairs or groups
to check each other’s work.
– Ask pupils to open their books at page 21 and look -Listen to the T's
at Unit 13, Lesson 2, Activity 4. instruction
2.New Lesson:
Activity 4. Listen and number. 5 minutes -Individual
Goal: To read a text and complete four gapped work
sentences about appearance.
-Have pupils look at the pictures. Elicit the questions - tick the appropriate box
to ask for the appearance of the character in each
picture and give feedback.
-Play the recording of the first exchange. Tell pupils Whole class/
that they will need to listen for appearance (e.g. short do the task independently
hair, long hair, a round face, big eyes). Ask pupils
What does she look like? Help pupils find out the key
word for the appearance from the exchange (e.g. a - Listen to the T's
round face). Then ask pupils in which picture a instruction
person with a round face appears (Picture d). Tell
pupils to write “1” next to Picture d. Individual
work
-Play the recording of the other exchanges and let
pupils write down their answers. Have pupils swap Listen to the teacher
their books with a partner and check the answers. Whole class/ Individual
Correct answers and give feedback if necessary. work
listen and repeat individually and in chorus. Correct Listen and repeat
their pronunciation and give feedback.
Key: 1. d 2. a 3. c 4. B Group work
Goal: To complete a gapped paragraph with
personal information about family members. Pair work
identify the appearance of the characters in the
pictures. Listen to the teacher
Draw their attention to the missing words in the Individual work
question and answers.
-Model Exchange 1. Have pupils look at the first Whole class
gap. Ask them what word is missing (big). Then
have them complete the answer (He's big). Get them
to guess the missing word in the second gap (face) Pair work
and complete the answer (He has a round face).
-Repeat the same procedure with Exchange 2. Give
pupils 1 – 2 minutes to complete the gaps -play in group
individually, then compare their answers in pairs.
Monitor and offer help where necessary.
Check pupils’ answers as a class and ask some pairs
to read aloud the completed exchanges.
Goal: To carry out a survey on the appearance of
pupils’ family members and present it to the class.
-Tell pupils that they are going to play the game Listen to the T's
Tic-tac-toe. Two pupils play at a time. One pupil is instruction.
X, and the other is O. The pupils take turns choosing
a square by saying a word and putting their mark in
the corresponding square. The first pupil to write work in groups of five
three marks in a vertical, horizontal or diagonal line
is the winner.
-Invite two pupils to play at a time.
-Change the words in the grid and let pupils play the
game several times if there is enough time.
play the Doraemon game (PPT)
- Divide the class into 3 teams. Play in group
and answer with the picture in that number. If the
pupils answer correctly, they get the points (dorayaki)
for that question.
the winner. Whole class/ Individual
3.Wrap up: work
“Appearance”)
about appearance
Grade: 4
Class: …………
UNIT 13: APPEARANCE
Lesson 3 (1-3)
I.OBJECTIVES:
1. Knowledges:
has round eyes.;
3. Competences:
learning tasks
4. Attributes:
appearance.
II. RESOURCES

III. PROCEDURE:
- Divide SS into groups, Have them line up. work
- Teacher gives the student at the back one piece of
paper describing a person (He is slim / She has long
hair / He has a round face ...)
- Ss whisper the sentence to the next student until -Whole class/
they reach the student at the front, who comes to the Individual
board to draw the sentence and say the sentence out work
loud.
- The correct answer gets a point. Quick time is a
bonus. -Listen to the T's
Goal: To correctly repeat the sounds of the letters l Listen to the recording
and r in isolation, in the words long and round, and -Individual
in the sentences My sister has long hair. and My work
brother has round eyes. With the correct
pronunciation and intonation. -Listen and repeat
-Have pupils look at the letter l, listen to the
necessary.
-Have pupils point at the word long, listen to the
recording and repeat the word until they feel Whole class/
confident. Monitor the activity and offer help. -Pair work
-Get pupils to point at the sentence My sister has
long hair., listen to the recording and repeat it several - Listen to the T's
times. Then get a few pupils to listen to and repeat instruction
the sentence in front of the class.
-Repeat the procedure with the letter r, the word
round and the sentence My brother has round eyes.
sounds, saying the words, and reading the sentences
in pairs or groups until they feel confident.
Goal: To identify the target words long and round
while listening.
correct options to complete the sentences. Have
pupils read the incomplete sentences. Draw pupils'
attention to the sounds of the letters l and r.
recording again for them to listen and circle the
correct options.
-Tell pupils to swap their books with a partner then
Individual
check their answers in pairs or groups. Correct their
work
answers if necessary. Write the correct answers on
the board.
-Play the recording again for pupils to double- Whole class/ Individual
check their answers. work
Extension: Invite a few pupils to read the completed
sentences in front of the class. Give corrections and
feedback where necessary. Listen and repeat
Key: 1. b 2. A
pronunciation.
-Have pupils scan the first verse of the chant. Draw Pair work
their attention to the word long and the sentence
He’s got long hair. Explain that He’s got is the short
form of He has got. Check pupils’ comprehension. Listen to the teacher
-Play the recording and ask pupils to listen to and

repeat the first verse line by line. Show them how to Group work
chant and clap their hands.
-Play the recording of the whole verse again for
pupils to do choral and individual repetition. Give
corrections and feedback where necessary. Group work
-Repeat Steps 1 to 3 for the second verse of the Whole class
chant. Draw pupils’ attention to the word round and
the sentence She’s got a round face. - Practice in front of class
chant. Encourage them to clap along while chanting.
Play Slap the board. - Listen to the T's
- Divide pupils into 2-3 teams. instruction.
- Each team sends one representative to the board.
Teacher draws two boxes and writes l and r in each -play game in group
box.
- Teacher reads a word and the representatives slap
the box containing letters l or r according to the
sound that they hear.
- The first pupil to touch the box gets one point.
3.Wrap up:
- Ask students to answer the following questions: Whole class/ Individual
1. What have you learnt from the lesson today? work
(Use the words and phrases big, short, slim, tall, a
round face, big eyes, long hair, and short hair in
about appearance.

Grade: 4
Class: …………
UNIT 13: APPEARANCE

Lesson 3 (4-6)
I.OBJECTIVES:
1. Knowledges:
has round eyes.;
– read and write about someone’s appearance;
do a survey about the appearance of family members and use it to practise talking
in the classroom at Project time.
3. Competences:
learning tasks
4. Attributes:
appearance.
II. RESOURCES

III. PROCEDURE:
Number Race work
- Teacher devides class into teams.
- Teacher gives each pupil in one team a number so
that each team has equal numbers.
- Teacher shows the questions, allowing time for -Whole class/
pupils to think. Then T calls out a number, pupils Individual
with that number from each team stand up and shout work
out the answers. T praise and give points for the
teams.
2.New Lesson: -Listen to the T's
Activity 4. Read and complete. 5 minutes instruction
Goal: To read a text and complete four gapped
sentences about appearance. Listen to the recording
-Have pupils look at the picture and guess what the -Individual
text is about. Draw their attention to the characters in work
the picture.
-Have pupils look at four incomplete sentences -Listen and repeat
below the text. Pay attention to the sentences about
appearance.
Whole class/
-Ask pupils to read through the text to find the -Pair work
information and complete four sentences. Set a time
limit for them to do the task individually. Go around
the classroom and offer help where necessary. - Listen to the T's
-Have pupils swap their books with a partner and instruction
check the answers.
Key: 1. big 2. very tall 3. long hair 4. a round face Individual
and big eyes work
Goal: To complete a gapped paragraph with Listen to the teacher
personal information about family members. Whole class/ Individual
-Have pupils read through the paragraph to get the work
general idea. Then, ask pupils to think about their
own families.
Listen and repeat
-Draw pupils’ attention to the first gap and ask
them what the missing word might be. Have pupils Group work
suggest answers then write about their own family
members.
-Repeat the same procedure with the other gaps. Pair work
Give pupils enough time to write the answers.
-Have some pupils read their completed paragraphs Listen to the teacher
aloud. Give corrections and feedback where
necessary.
Group work
Goal: To carry out a survey on the appearance of
pupils’ family members and present it to the class.
-Point at the sample survey and explain that pupils
are going to report the results of their surveys about Group work
their family members’ appearance. Whole class
-Have pupils hold up their completed surveys.
Revise some words and sentence patterns that pupils
can use for their presentations. Give pupils some Pair work
time to practise their presentations by themselves
and within groups. Go around the classroom to
monitor and offer support. - Listen to the T's
-Select a few pupils to give their presentations in instruction.
front of the class. Have the rest of the class give
comments and praise pupils if they perform well. sing the whole song while
Play Slap the board. clapping their hands
- Have pupils bring their family photo and describe

their family to their friends in pairs or in groups.
activity.
- Have pupils present their survey, using family
photos as a support.
3.Wrap up: -play in group
(Use the words and phrases big, short, slim, tall, a work
round face, big eyes, long hair, and short hair in
about appearance.

Grade: 4
Class: …………
UNIT 14: DAILY ACTIVITIES
Lesson 1 (1-3)
I.OBJECTIVES:
1. Knowledges:
focusing on asking and answering questions about when someone watches TV.
- correctly say the phrases and use When do you watch TV? – I watch TV
_____. to ask and answer questions about when someone watches TV.
- enhance the correct use of When do you watch TV? – I watch TV _____. to ask
and answer questions about when someone watches TV in a freer context.
3. Competences:
3. Competences:
3. Competences:
- Show responsibility for what they do in their daily life and respect for other’s
II. RESOURCES
III. PROCEDURE:
- Spend a few minutes revising Unit 13 by getting the work
class to sing the song What do your parents look
like? on page 19.
- Have pupils open their books at page 24 and look at
Unit 14, Lesson 1, Activity 1. -Whole class/
Activity 1. Look, listen and repeat 5 minutes work
on asking and answering questions about when -Listen to the T's
someone watches TV. instruction
-Ask pupils to look at Pictures a and b to identify the
time of the day in the pictures. -Individual
for them to listen.
pupils to listen and repeat individually and in chorus. Whole class/
Correct their pronunciation where necessary. Repeat -Pair work
the same procedure with Picture b. -Listen and repeat
the sentences in the recording. - Listen to the T's
Draw pupils’ attention to the pictures. Tell them instruction
that the question When do you watch TV? and the
answer I watch TV in the evening. are used to ask and Repeat
answer Individual
Goal: To correctly say the phrases and use When do
you watch TV? – I watch TV _____. to ask and Listen to the teacher
answer questions about when someone watches TV.
-Have pupils look at the pictures. Elicit the time of
the day from pupils (looking at the clock and the
sun in the pictures).
work
recording and repeat the phrase in the morning.
Have the class point at the time of the day and
repeat a few times.
and repeat after the recording (When do you watch
TV?). Point at Picture a and have pupils listen to Group work
and repeat after the recording (When do you watch
TV? – I watch TV in the morning.). Repeat the same
Pair work
practise asking and answering the question When do Listen to the teacher
you watch TV? – I watch TV_____.
Invite a few pairs to the front of the class to take Group work
turns pointing at the pictures and saying the
Goal: To enhance the correct use of When do you Group work
watch TV? – I watch TV _____. to ask and answer Whole class
questions about when someone watches TV in a freer
context.
-Draw pupils’ attention to the two speech bubbles. Pair work
Read the question aloud, and ask pupils to repeat it.
Ask them to look at the second bubble to identify
what the answer should be. Draw pupils’ attention to
the clocks, the moon for the answers I watch TV in
the morning / at noon / in the afternoon / in the - Listen to the T's
evening. Get pupils to repeat the questions and instruction.
answers several times.
sing the whole song while
-Set a time limit for pupils to work in pairs, point at clapping their hands
the different pictures in this section, ask and answer
the question When do you watch TV? – _____. Go
clap to reinforce t
around the classroom to observe and offer help
where necessary.
-Invite some pairs to take turns asking and -play in group
answering questions about when someone watches
TV in front of the class.
Play Game (ppt)
- Pupils from each team take turns to choose a letter work
and answer a question
3.Wrap up:
Ask pupils what they have learnt from the lesson
(- Use the phrases in the morning, at noon, in the
afternoon, in the evening in relation to the topic
“Daily activities”.
– Use When do you watch TV? – I watch TV
_____. to ask and answer questions about when
someone watches TV.)
Preparation for the project: Get pupils to prepare
the project on page 29 by drawing pictures or making
notes about the activities that pupils do on Sundays
as homework, and present them to their classmates at
Project time in Lesson 3.

Grade: 4
Class: …………
Lesson 1 (4-6)
I.OBJECTIVES:
1. Knowledges:
answer questions about when someone does an activity, and tick or cross the
pictures.
- complete four gapped exchanges about when someone does an activity with
the help of picture cues.
- sing the song When do you watch TV and read books? with the correct
3. Competences:
learning tasks
- Self-control & independent learning: perform reading and listening tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:
- Spend a few minutes revising When do you watch work
TV? – I watch TV _____. Invite some pairs of pupils
to ask and answer questions about when they watch
TV in front of the class.
- Have pupils open their books at page 25 and look at -Whole class/
Unit 14, Lesson 1, Activity 4. Individual
2.New Lesson: work
answer questions about when someone does an
activity, and tick or cross the pictures.
-Draw pupils’ attention to the pictures and ask them
to identify the activities and the time of the day by
looking at the clocks and the sun or moon. -Listen to the T's
-Play the recording of the first dialogue for pupils to instruction
listen to. Play the recording again for them to do the
task by putting a tick or cross in the box. Play the -Individual
recording a third time, for them to double-check their work
answers. Praise pupils if they have the correct
answer.
-Repeat Step 2 with the rest of the dialogues.
Whole class/
-Set a time limit for pupils to swap books with a
partner, and have them check their answers before
instruction
Key: 1. 🗶 2. 3. 🗶 4. 🗶
Goal: To complete four gapped exchanges about
when someone does an activity with the help of Whole class/ Individual
picture cues. work
activities and time of the day.
-Ask pupils to read Exchange 1. Draw their attention

Group work
to the missing word (evening). Have them complete
the answer. Follow the same procedure with Picture
2, 3 and 4. Pair work
take turns playing the roles of the characters. Listen to the teacher
Key: 1. evening 2. afternoon 3. listen to music;
noon Group work
4. When; morning
Goal: To sing the song When do you watch TV and
read books? with the correct pronunciation, rhythm Group work
and melody. Whole class
themselves with the questions and answers.
Encourage them to identify two activities (watch TV;
read books) and time of the day in the pictures.
-Have pupils listen to the whole song, drawing their - Listen to the T's
attention to the pronunciation and tune. instruction.
-Play the recording of the song once or twice for
pupils to listen and repeat, line after line, and do
related actions, e.g. using a finger to trace the words
or clapping their hands.
-When pupils feel confident and are familiar with -play in group
the melody, ask them to sing the whole song while
doing actions or clapping hands.
activity. Whole class/ Individual
Play Game (ppt) work
3.Wrap up:
todays
afternoon, in the evening in relation to the topic
“Daily activities”.
- Use When do you ____? – In/ At _____. to ask and
answer questions about when someone do
something.)

Grade: 4
Class: …………
Lesson 2 (1-3)
I.OBJECTIVES:
1. Knowledges:
focusing on asking and answering questions about what daily activity someone
does.
- correctly say the phrases and use What do you do in the morning?
- I _____. to ask and answer questions about what activity someone does in the
morning.
- enhance the correct use of What do you do in the morning / afternoon / evening?
– I _____. to ask and answer questions about what activity someone does in the
morning / afternoon / evening in a freer context.
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:
Change chairs game work
- Teacher says “Change your chairs if you watch TV

in the morning/ afternoon/ evening/ at noon.”
- Students listen and change chairs if their answer is
YES. -Whole class
2.New Lesson:
sentences in two communicative contexts focusing -Listen to the T's
on asking and answering questions about what daily instruction
activity someone does.
- Ask pupils to look at Pictures a and b, and identify -Individual
what activities Linh does on Sundays. work
for them to listen.
Whole class/
-Pair work
-Listen and repeat
-Invite a few pairs to listen to and repeat the - Listen to the T's
sentences in the recording. instruction
Draw pupils’ attention to the questions and answers
in Pictures a and b. Tell them that they are used to Repeat
ask and answer questions about what daily activity Individual
someone does work
Goal: To correctly say the phrases and use What do Listen to the teacher
you do in the morning?
- I _____. to ask and answer questions about what
activity someone does in the morning.
-Have pupils look at the pictures, and elicit what
activity each child is doing.
recording and repeat the phrase (wash the clothes) a
few times. Repeat the same procedure with the other
three pictures.
-Point at the first speech bubble and have pupils work
listen and repeat after the recording (What do you
do in the morning?). Point at Picture a and have
pupils listen to and repeat the question and answer
(What do you do in the morning? – I wash the
clothes.). Have the class repeat the exchange a few
times. Repeat the same procedure with the other Group work
three pictures.
the pictures, and practice asking and answering Pair work
What do you do in the morning? – I _____.
Invite a few pairs to the front of the class to take Listen to the teacher
turns pointing at the pictures, and asking and
answering What do you do in the morning? – I
Group work
_____.
Goal: To enhance the correct use of What do you do
in the morning / afternoon / evening? – I _____. to
Group work
ask and answer questions about what activity
someone does in the morning / afternoon / evening in Whole class
a freer context.
-Have pupils look at the pictures and explain that
each picture shows the members of a family doing Pair work
the housework together (as mentioned in Input). Get
pupils to look at the first speech bubble. Ask them to - Listen to the T's
repeat the question a few times: What do you do in instruction.
the morning / afternoon / evening? Then point at the
boy who is cleaning the floor to elicit the answer (I
clean the floor.). Have pupils repeat it a few times.
Split the class into two groups to take turns pointing
at each activity that a character is doing, asking and -play in group
answering in chorus.
and answering What do you do in the morning /
afternoon / evening? – I _____. Go around the
classroom to offer help where necessary.
-Invite some pairs of pupils to the front of the class
to take turns asking and answering questions about
what activity someone does in the morning /
afternoon / evening.
Play the Game (ppt)
the question Whole class/ Individual
work
coresponding to the letter they choose.
3.Wrap up:
today
afternoon, in the evening, wash the clothes, clean
the floor, help with the cooking and wash the
dishes in relation to the topic “Daily activities”.
- Use What do you do in the morning? – I _____.
to ask and answer questions about what daily
activities someone does in the morning.
- Listen to and demonstrate understanding of simple
“Daily activities”. talk about what daily activities
someone does in the morning/ aftenoon/ evening.)

Grade: 4
Class: …………
Lesson 2(4-6)
I.OBJECTIVES:
1. Knowledges:
answer questions about what activities they do at a specific time of the day and
- complete two gapped exchanges with the help of picture cues.
- review asking and answering questions about what activity someone does at a
specific time of the day by playing Miming game.
3. Competences:
learning tasks
- Self-control & independent learning: perform reading and listening tasks
4. Attributes:
- Show responsibility for what they do in their daily life and respect for others
II. RESOURCES
- Audio track 37
III. PROCEDURE:
by inviting a few pairs to the front of the class to take
turns asking and answering questions about what
activity each of them does in the morning /
afternoon/ evening. -Whole class/
- Have pupils open their books at page 27 and look at Individual
work
2.New Lesson:
Activity 4. Listen and number. 5 minutes -Listen to the T's
Goal: To listen to and understand four instruction
answer questions about what activities they do at a -Individual
specific time of the day and number the correct work
pictures.
-Have pupils look at four pictures. Elicit the activity - tick the appropriate box
that the girl is doing in each picture.
-Play the recording of the first exchange for pupils Whole class/
to listen and tell them to identify the picture to do the task independently
number. Play the recording again for them to do the
task. Tell them that they will need to pay attention to
the activity that the girl is doing. It is Picture c (wash - Listen to the T's
the clothes). They should write 1 in the box at the instruction
right-bottom of Picture c.
-Play the recording of the other exchanges and have Individual
pupils number the pictures. work
work
repeat individually and in chorus. Correct their Listen and repeat
Group work
-Get pupils to look at Exchange 1 and the picture. Pair work
Ask them what the character does in the pictures.
Elicit the missing words in the question and answer
from the picture cue and sentence. Complete the Listen to the teacher
answer (clothes) and question (What). Repeat the
same procedure with Exchange 2.
-Set a time limit for pupils to do the task Individual work
individually.
-Get pupils to swap books with their partners and Whole class
Correct their answers where necessary.
Extension: If time allows, invite a few pairs to stand Pair work
up to take turns reading out the completed exchanges
in this section.
Activity 6. Let’s play. 8 minutes -play in group
Goal: To review asking and answering questions
about what activity someone does at a specific time
of the day by playing Miming game.
-Explain the goal of the game and explain how the
game is played.
-Write the question on the board What do you do in
the ...? Ask one player from each team to come to
the front of the class and whisper the answer to the Listen to the T's
question he / she wants to revise to the two players. instruction.
They take turns miming the sentences they are told
for their team to guess. Set a time limit of one
minute for the teams to guess the sentences. The
team gets one point if their guess is correct. The
game continues until the time is up. The team with work in groups of five
the most points at the end of the game wins.
-Write all correct answers on the board, under the
question What do you do in the …?
-When the game is over, get pairs of pupils to take
turns asking and answering the question What do you
do in the morning / afternoon / evening? using the
Play the Game (ppt) Whole class/ Individual
3.Wrap up:
today
afternoon, in the evening, wash the clothes, clean
the floor, help with the cooking and wash the
dishes in relation to the topic “Daily activities”.
- Use What do you do in the morning/ afternoon/
afternoon? – I _____. to ask and answer questions
about what someone’s daily activities.)

Grade: 4
Class: …………
Lesson 3 (1-3)
I.OBJECTIVES:
1. Knowledges:
- correctly pronounce the sounds of the letters tch and sh in isolation, in the
words watch and wash, and in the sentences When do you watch TV? and I wash
my clothes in the evening.
- use the phrases in the morning, at noon, in the afternoon, in the evening, wash
the clothes, clean the floor, help with the cooking and wash the dishes in relation
to the topic “Daily activities”.
- use What do you do in the morning? – I _____. to ask and answer questions about
what daily activities someone does in the morning;
- listen to and demonstrate understanding of simple communicative contexts in
relation to the topic “Daily activities”.
3. Competences:
learning tasks
4. Attributes:
- Show responsibility for what they do in their daily life and respect for others
II. RESOURCES
- Audio: Track 39, 40, 41

III. PROCEDURE:
by having the class play the game Spelling Bee,
using the words from the previous lessons like wash,
watch, clean, help, cook, clothes and dishes.
- Have pupils open their books at page 28 and look at -Whole class
Unit 14, Lesson 3, Activity 1. Remind them of their
project on page 29, Lesson 3, Activity 6.
2.New Lesson:
Goal: To correctly repeat the sounds of the letters tch -Listen to the T's
and sh in isolation, in the words watch and wash, and instruction
in the sentences When do you watch TV? and I wash
my clothes in the evening. with the correct -Individual
pronunciation and intonation. work
- Have pupils look at the letters tch, listen to the
recording and repeat the letters until they feel
necessary. Whole class/
-Have pupils point at the word watch, listen to the -Pair work
recording and repeat the word until they feel -Listen and repeat
confident. Monitor the activity and offer help where
-Get pupils to point at the sentence When do you instruction
watch TV?, listen to the recording and repeat it
several times. Then invite a few pupils to stand up, Repeat
listen to and repeat the sentence. Individual
work
-Repeat Steps 1 to 3 with the letters sh. Go around
the classroom and correct their pronunciation where Listen to the teacher
necessary.
letters, saying the words, and reading the sentences
in pairs or groups.
Goal: To identify the target words watch and wash
while listening.
-Have pupils read the gapped questions. Explain
that they have to listen to the recording and circle
the correct options to complete the questions.
Explain that the word watch ends with the tch Whole class/ Individual
sound, and wash ends with the sh sound. Check work
their comprehension.
recording again for them to do the task by circling
the correct options. Then get pupils to swap books
with their partners to check their answers before
Group work
checking as a class. Correct the answers where
necessary.
-Invite a few pupils to stand up and read the Pair work
completed questions. Remind the class how to stress
the target questions.
Activity 3. Let’s chant. 8 minutes Listen to the teacher
pronunciation. Group work
-Have pupils scan the first verse of the chant, and
elicit the words ending with tch (watch). Check
pupils’ comprehension of the chant. Group work
-Play the recording. Get pupils to listen to and Whole class
repeat the first verse, line by line. Show them how to
chant and clap hands.
-Play the recording of the first verse again for pupils Pair work
to do choral and individual repetition.
-Repeat Steps 1 to 3 for the second verse of the - Listen to the T's
chant. Go around the classroom and offer help where instruction.
necessary.
Extension: If there is enough time, divide the class
hands. Each of the groups should sing one verse of -play in group
the chant. Then invite some groups to the front of the
class to chant and clap their hands.
Play Game (ppt)
the question
- Pupils answer correctly and get some points Whole class/ Individual
corresponding to the letter they choose. work
3.Wrap up:
today
(- Correctly pronounce the sounds of the letters tch
and sh in isolation, in the words watch and wash, and
in the sentences When do you watch TV? and I wash
my clothes in the evening.
- Use the phrases in the morning, at noon, in the
afternoon, in the evening, wash the clothes, clean the
floor, help with the cooking and wash the dishes in
- Use What do you do in the morning? – I ________.
to ask and answer questions about what daily
activities someone does in the morning.
- Listen to and demonstrate understanding of simple
“Daily activities”.)

Grade: 4
Class: …………
Lesson 3 (4-6)
I.OBJECTIVES:
1. Knowledges:
- use the phrases in the morning, at noon, in the afternoon, in the evening, wash the
clothes, clean the floor, help with the cooking and wash the dishes in relation to the
topic “Daily activities”.
- read and write about someone’s daily activities.
- draw pictures or take notes of what daily activities pupils do at home and present
the results to the class at Project time.
3. Competences:
learning tasks
- Self-control & independent learning: perform writing tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:
by inviting two groups of three to the front of the
class to take turns saying the two verses of the chant
and clapping their hands.
2.New Lesson: work
Activity 4. Read and match. 5 minutes
Goal: To read a paragraph and show understanding
of it by matching time phrases with the appropriate -Listen to the T's
activities. instruction
-Have pupils read all the phrases under the
paragraph. Tell them to read Phrase 1: in the -Individual
morning. Then they should scan the paragraph for the work
appropriate activity related to the phrase.
-Repeat Step 1 with Phrases 2 and 3. Set a time limit - tick the appropriate box
for pupils to do the activity independently. Go
around the classroom and offer help where
necessary. Whole class/
-Invite some pupils to stand up and read the - Listen to the T's
paragraph aloud. instruction
Goal: To complete a paragraph about pupils’ Individual
activities on Sundays. work
-Tell pupils what they are going to do. Then get
them to read the incomplete paragraph. Ask them Listen to the teacher
what the paragraph is about (the housework that you Whole class/ Individual
do on Sundays). Remind them to pay attention to work
the words before and after the blanks before they
complete the sentences with the appropriate
information. Listen and repeat
-Get pupils to fill the first gap as an example.
-Set a time limit for pupils to complete the Group work
paragraph independently. Go around the classroom
and offer help where necessary.
Pair work
check their answers in pairs or groups.
Activity 6. Project. 8 minutes Listen to the teacher
Goal: To draw pictures or take notes of what daily
activities pupils do on Sundays and present the Individual work
results to the class, using the target language.
- Tell pupils the goal of the activity. Explain that
they have to look at the pictures or notes they have Whole class
prepared at home and present the results to the class.
Pair work
looks at their pictures or notes and tells the group
about what daily activities he / she does on Sundays.
-play in group
-Invite a few pupils to look at their pictures or notes
and tell the class about them, e.g. I do the housework
on Sundays. In the morning, ...
-Have the rest of class applaud if pupils perform Listen to the T's
well. instruction.
Play Game (ppt)
- Divide the class into 3 teams. work in groups of five

answer the question Whole class/ Individual
work
- Pupils answer correctly get some points
corresponding to the number they choose.
3.Wrap up:
today
afternoon, in the evening, wash the clothes, clean the
floor, help with the cooking and wash the dishes in
- Read and write about someone’s daily activities;
draw pictures or take notes of what daily activities
pupils do at home and present the results to the class
at Project time.)
Grade: 4
Class: …………
REVIEW 3: FUN TIME

Lesson 1
I.OBJECTIVES:
1. Knowledges:
– correctly use the following sentence patterns:

Where do you live? – I live ____.
What’s the ____ like? – It’s ____.
What does he / she do? – He’s / She’s ____.
Where does he / she work? – He / She works ____.
What does he / she look like? – He’s / She’s ____.
What does he / she look like? – He / She has ____.
When do you watch TV? – I watch TV ____.
What do you do in the morning? – I ____.
Where does he / she go on Saturdays? – He / She goes to the ____.
What does he / she do on Sundays? – He / She ____.
take part in fun activities to apply their language knowledge and competences.
3. Competences:

learning tasks
II. RESOURCES

- Audio tracks 51
III. PROCEDURE:

– Spend a few minutes revising Unit 15 by having work
pupils sing the song Where do they go on
Saturdays? on page 31 and / or say the chant on
page 34.
at Review 3. Tell them what they will learn in this Individual
unit. work
2.New Lesson:
Goal: To listen to and understand four -Listen to the T's
communicative contexts and number the correct instruction
pictures.
-Draw pupils’ attention to Pictures a, b, c and d. -Individual
Elicit what is shown in each picture (See Input). work
-Play the recording for Question a. Play the
recording again for pupils to do the task. Play the
recording a third time to give pupils another listening Whole class/
opportunity if needed. do the task independently
-Repeat Step 2 for the rest of the pictures.
-Get pupils to swap books with a partner, then check - Listen to the T's
answers as a class. Write the correct answers on the instruction
board.
Play the recording for pupils to double-check their Individual
answers. work
sentence by sentence, for the class to listen and Whole class/ Individual
repeat in chorus. Correct their pronunciation where work
necessary.
Key: 1. c 2. a 3. d 4. B
Activity 2. Ask and answer. 10 minutes Listen and repeat
cues. Group work
-Draw pupils’ attention to the first picture. Get
them to look at Mary’s thought bubble to identify
what the girl looks like. Check comprehension. Pair work
-Draw pupils’ attention to Nam’s question (What
does your sister look like?). Have pupils look at the
girl in Mary’s thought bubble to answer the
question.
Individual work
-Repeat Steps 1 and 2 with the rest of the pictures.
-Have pupils work in pairs to role-play the four
exchanges. Go around the classroom to monitor the Whole class
activity.
Pair work
Extension: Invite some pairs of pupils to stand up
and take it in turns to role-play the target exchanges.
play Review Game (PPT) -play in group
- Divide the class into 2 or 4 teams.
- T reminds pupils of 4 topics (Jobs, Appearance, Listen to the T's
Daily activities, My family’s weekend) they will instruction.
review in this lesson.
- T calls 1 pupil from each team choose a topic and work in groups of five
the points they want to get. Then, they answer the
questions. If the pupil answers correctly, they will get
the chosen points for that question.
- After 16 numbers, the team with the most points is Whole class/ Individual
the winner. work
3. Wrap up
Review Units 11-15: My home, Jobs, Appearance,
Daily activities, My family’s weekend.
Grade: 4
Class: …………
REVIEW 3: FUN TIME

Lesson 2
I.OBJECTIVES:
1. Knowledges:

Where do you live? – I live ____.
What’s the ____ like? – It’s ____.
What does he / she do? – He’s / She’s ____.
Where does he / she work? – He / She works ____.
What does he / she look like? – He’s / She’s ____.
What does he / she look like? – He / She has ____.
When do you watch TV? – I watch TV ____.
What do you do in the morning? – I ____.
Where does he / she go on Saturdays? – He / She goes to the ____.
What does he / she do on Sundays? – He / She ____.
take part in fun activities to apply their language knowledge and competences.
3. Competences:

learning tasks
II. RESOURCES
- Flash cards/ pictures and poster
III. PROCEDURE:

Play a game work
- Everyone stands up.
- One person reads the word or sentence on the
screen. -Whole class/
- Then, the next person goes. Individual
work
- If Billy is struck by lightning when you’re reading,
you’re out (sit down).
- The last person standing is the winner! -Listen to the T's
Activity 3.Read and match. 10 minutes
Goal: To read and match pairs of target sentence -Individual
patterns work
about this activity. Point at Sentence 1, elicit the - tick the appropriate box
answer and give feedback. Draw a line to match
Sentence 1 with the letter d.
-Give pupils time to do the task individually. Go Whole class/
around the classroom to offer support. do the task independently
board. - Listen to the T's
Extension: Invite some pairs of pupils to stand up instruction
and read the matched exchanges aloud.
Key: 1. d 2. a 3. e 4. c 5. b Individual
Activity 4. Read and complete. 10 minutes work
Goal: To read and show understanding of a text by
completing the gaps. Listen to the teacher
-Draw pupils’ attention to the words in the box and work
the paragraph. Point at the first gapped sentence and
have pupils read it aloud as a class. Elicit the missing
word and give feedback. Complete the sentence and Listen and repeat
get pupils to read the completed sentence in chorus.
-Give pupils time to do the task individually. Go Group work
necessary.
-Get pupils to swap books with a partner, then check Pair work
board.
Extension: Invite a few pupils to stand up and read
the completed paragraph aloud.
Pupils can read and complete the gapped paragraph. Individual work
Key: 1. factory 2. slim 3. works 4. pupil 5. watch
Activity 5: Let’s write 5 minutes
Goal: To use the target language to complete a Whole class
gapped paragraph using a picture cue.
-Tell the class the goal of this activity: to read the Pair work
gapped text and fill in the gaps using the picture cue.
-Write the sentence with the first gap on the board: -play in group
My father ____. Ask pupils to point at the father in
the picture and encourage pupils to say what he does
on Sundays (cooks meals). Give pupils time to write
the answers. Listen to the T's
-Repeat Step 2 for the other gaps. instruction.
paragraph they have completed in front of the class.
play Review Game (PPT) work in groups of five
- T reminds pupils of 4 topics (Jobs, Appearance,
Daily activities, My family’s weekend) they will
work
review in this lesson.
- T/Pupil spins the wheel, answers a question from
the teacher and gets points.
3. Wrap up
Grade: 4
Class: …………
REVIEW 3
I.OBJECTIVES:
1. Knowledges:
I.OBJECTIVES:
1. Knowledges:
Correctly use the following sentence patterns:

- Where do you live? – I live ____.
- What’s the ____ like? – It’s ____.
- What does he / she do? – He’s / She’s ____.
- Where does he / she work? – He / She works ____.
- What does he / she look like? – He’s / She’s ____.
- What does he / she look like? – He / She has ____. O
- When do you watch TV? – I watch TV ____.
- What do you do in the morning? – I ____.
- Where does he / she go on Saturdays? – He / She goes to the ____.
- What does he / she do on Sundays? – He / She ____.
competences.
3. Competences:

learning tasks.
II. RESOURCES

- Flash cards/ pictures and posters (Review 3)
III. PROCEDURE:

– Greet the class. Have pupils sing any of the songs work
from Units 11 to 15. Praise pupils and get the class to
cheer or clap their hands.
at Extension activities, Activity 1. -Whole class/
Activity 1. Work in pairs. Take turns to describe work
and draw a family member.
Goal: – To correctly describe the appearance of a
family member for a partner to draw. -Listen to the T's
instruction
-Draw pupils’ attention to the picture. Ask: What
is the girl / boy doing? When pupils answer -Individual
correctly, confirm the answers: The girl is work
describing her mum. / The boy is drawing the
girl's mum.
-Write the following prompts on the board: tall or Whole class/
short ?, hair?, face?, eyes? Tell pupils to choose a do the task independently
family member and think about how he or she
looks.
-Put pupils into pairs. Tell pupils that they should - Listen to the T's
take it in turns to describe a family member for instruction
their partner to draw. They have five minutes.
Remind them to call out “Swap!” when they Individual
finish. work
-When all the pupils have had a turn, tell them to
swap their drawings with their partners. Listen to the teacher
Activity 2. Tell the class about your partner’s Whole class/ Individual
family member. work
Goal: To correctly describe the appearance of
someone’s family member.
Listen and repeat
-Draw pupils’ attention to the picture. Ask: What is
the boy doing?. When pupils answer correctly,
confirm the answer: He is describing the girl’s Group work
mum.
-Nominate a few pairs to come to the front of the Pair work
class and share their drawings and descriptions with
the class. This step could also be done in small
groups so that every pair has a chance to share. Listen to the teacher
-Draw pupils’ attention to Description 1 and read
it as a class. Explain any new words. Check Individual work
comprehension.
-Ask pupils to look at the pictures on the right and
elicit the answer. Get them to read the sentences in Whole class
Description 1 again and draw a line to match it to
the correct picture (Picture c)
Pair work
-Repeat Steps 1 and 2 with the other three
descriptions. Go around the classroom to offer
support where necessary. Listen to the T's instruction
-Get pupils to swap books with a partner, then
check answers as a class. Write the correct answers
on the board for pupils to correct their answers.
Have pupils say the names of the animals in the
pictures by asking them questions, e.g. What is it? or -play in group
What can you see in the picture?
Key: 1. c 2. d 3. a 4. b
1. It’s an elephant. 2. It’s a parrot. 3. It’s a
monkey. 4. It’s a fish
Game “Jeopardy”
-Teacher divides the class into 3 teams.
-Each team takes turns to choose the flag and answer work
the question.
-The team that has more points is the winner.
3.Wrap up:
Period: Date of planning: …………………..

Grade: 4
Class: …………
UNIT 15: MY FAMILY’S WEEKENDS
Lesson 1 (1-3)
I.OBJECTIVES:
1. Knowledges:
– use the words and phrases cinema, shopping centre, sports centre, swimming
pool in relation to the topic “My family’s weekends”;
– use Where does he / she go on Saturdays? – He / She goes to the _____. to ask
and answer questions about where someone goes;
relation to the topic “My family’s weekends”;
– read and write about where someone goes and what someone does at the
weekend;
– make notes about where their family members go and what they do at the
weekend, and present the results to the class at Project time
3. Competences:
learning tasks
4. Attributes:
comes from by using appropriate gesture and intonation when asking and
II. RESOURCES
III. PROCEDURE:
by having pupils play Miming game on page 27.
2.New Lesson:
-Whole class/
sentences in two communicative contexts in which work
the characters ask and answer questions about where
a family member goes at the weekend.
the characters in the pictures. instruction
for them to listen. Play the recording again, sentence Listen to the recording
by sentence, for pupils to listen and repeat. Repeat -Individual
the same procedure with Picture b. Correct their work
-Listen and repeat
-Invite a few pairs to the front of the class to listen to Whole class/
and repeat the sentences in the recording. -Pair work
Draw pupils’ attention to the question Where does
she go on Saturdays? and the answer She goes to the
- Listen to the T's
shopping centre. Tell pupils that they are used to ask
instruction
and answer questions about where a family member
goes at the weekend.
Individual
Extension: Invite a few pairs of pupils to act out the work
Goal: To correctly say the words and use Where Whole class/ Individual
does he / she go on Saturdays? work
– He / She goes to the _____. to ask and answer
questions about where a family member goes at the
weekend. Listen and repeat
-Have pupils look at Pictures a, b, c and d and
identify the people and the places. Group work
-Have pupils point at Picture a, listen to the Pair work

recording and repeat the word (sports centre). Point
at the bubbles and Picture a again and have pupils
listen to and repeat after the recording (Where does Listen to the teacher
he go on Saturdays? – He goes to the sports
centre.).
-Repeat the same procedure with the other three Group work
pictures. Have the class repeat the questions and
answers a few times.
questions Where does he / she go on Saturdays? – Group work
He / She goes to the _____. Whole class
questions and answers in front of the class. - Practice in front of class
Goal: To enhance the correct use of Where does he /
she go on Saturdays? – He /She goes to the _____. to
ask and answer questions about where a family - Listen to the T's
member goes at the weekend in a freer context. instruction.
questions to help them identify the context (see -play game in group
Input).
-Put pupils into pairs and have them practise asking
and answering questions about where a family
member goes at the weekend. Go around the
classroom to offer support where necessary.
-Invite a few pairs to the front of the class to practise
asking and answering questions about where a family
work
member goes at the weekend. Praise pupils if they
perform well.
Play the Pokemon game (ppt)
- Pupils from each team choose a number then answer
the questions
the winner.
3.Wrap up:
(Use the words shopping centre, sports centre,
cinema, and swimming pool and the model “Where
does he/she go?” – “He/she goes to the …” to say
where do their family go on the weekends)

Grade: 4
Class: …………
Lesson 1 (4-6)
I.OBJECTIVES:
1. Knowledges:
– use Where does he / she go on Saturdays? – He / She goes to the _____. to
ask and answer questions about where someone goes;
relation to the topic “My family’s weekends”
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:
– Use the flashcards to revise the words and phrases work
on page 30.
– Spend a few minutes revising the previous lesson
by asking the question Where does he / she go on
Saturdays? and call on a few pupils to answer the -Whole class/
question using picture cues. Individual
– Ask pupils to open their books at page 31 and look work
2.New Lesson:
Activity 4. Listen and tick. 5 minutes -Listen to the T's
Goal: To listen to and understand two instruction
communicative contexts about where a family
member goes at the weekend and tick the correct Listen to the recording
pictures. -Individual
-Draw pupils’ attention to Pictures 1a and 1b. Ask work
questions to help them identify the characters and
places.
listen to. Play the recording again for them to listen Whole class/
and do the task by ticking the correct picture. -Pair work
-Tell pupils to swap books with a partner, then check - Listen to the T's
board. Play the recording again for pupils to double-
check their answers. Individual
Key: 1. b 2. A work
gapped exchanges with the help of picture cues. Listen and repeat
identify the places and characters in the pictures. Group work
-Have pupils look at the gapped sentences. Draw
their attention to the missing words and phrases in
the sentences. Pair work
-Model Sentence 1. Have pupils look at the
sentence. Ask them what word is missing
(swimming pool). Then have pupils complete it (My
brother goes to the swimming pool on Saturdays.).
Group work
-Repeat the same procedure with Sentence 2 and
Exchanges 3 and 4.
Have pupils complete the gapped sentences and
gapped exchanges individually and ask pupils to read Group work
them aloud.
Key: 1. swimming pool Whole class
2. cinema
3. goes; sports centre Pair work
4. Where; goes to the shopping centre
Goal: To sing the song Where do they go on
Saturdays? with the correct pronunciation, rhythm - Listen to the T's
and melody. instruction.
song. sing the whole song while
clapping their hands
Encourage them to point at the places in the pictures
to reinforce their understanding.
-Play the recording all the way through for pupils to activity.
listen to the whole song.
Encourage them to listen carefully to the
necessary.
sing and clap along with the recording.
class to perform while the rest of the class sings and -play in group
claps along.
play the Lucky Wheel game (PPT)
answer the questions. If the pupils answer correctly,
T spins the wheel on the slide to get the points for
that question.
- After 6 numbers, the team with the most points is Whole class/ Individual
the winner. work
3. Wrap up
- (use the words and phrases cinema, shopping
centre, sports centre, swimming pool in relation to
the topic “My family’s weekends”; and use Where
does he / she go on Saturdays? – He / She goes to the
_____. to ask and answer questions about where
someone goes)

Grade: 4
Class: …………
UNIT 15: MY FAMILY’S WEEKEND
Lesson 2(1-3)
I.OBJECTIVES:
1. Knowledges:
– Use the words and phrases cinema, shopping centre, sports centre, swimming
pool, cook meals, do yoga, play tennis and watch films in relation to the topic
“My family’s weekends”;”;
– use What does he / she do on Sundays? – He / She _____. to ask and answer
questions about what someone does;
relation to the topic “My family’s weekends”;.
Dead and write about where someone goes and what someone does at the
weekend.
3. Competences:
learning tasks.
4. Attributes:
III. PROCEDURE:
– Greet the class and encourage pupils to respond to work
your greeting.
– Get the class to sing the song Where do they go on
Saturdays? on page 31.
work
2.New Lesson:
Activity 1. Look, listen and repeat.
Goal: – To understand and correctly repeat the
sentences in two communicative contexts focusing -Listen to the T's
on asking and answering questions about what a instruction
family member does at the weekend.
-Have pupils look at Pictures a and b and identify -Individual
the places, characters and their activities in the work
pictures.
-Ask pupils to look at Picture a. Play the
recording for them to listen. Play the recording Whole class/
again, sentence by sentence, for pupils to listen -Pair work
and repeat. Repeat the same procedure with
Picture b. Correct their pronunciation where - Listen to the T's
repeat in chorus sentence by sentence. Repeat
Individual
-Invite a few pairs to the front of the class to
work
do there? and the answer He plays tennis. Tell pupils
that they are used to asking and answering questions
about what a family member does at the weekend.
Activity 2. Listen, point and say
work
Goal: To correctly say the phrases and use What
does he / she do on Sundays?
– He / She _____. to ask and answer questions about
what a family member does at the weekend.
-Have pupils look at Pictures a, b, c and d and
elicit the activities of the people. Group work
recording and repeat the phrase (cooks meals). Point Pair work
at the speech bubbles and Picture a again and have
pupils listen to and repeat after the recording (What
does she do on Sundays? – She cooks meals.). Listen to the teacher
-Repeat the same procedure with the other three
pictures. Have the class repeat the questions and Group work
answers a few times.
questions What does he / she do on Sundays? – He / Group work
She ____. using picture cues. Whole class
Activity 3. Let’s talk Pair work
she do on Sundays? – He / She _____. to ask and
answer questions about what a family member does
at the weekend in a freer context.
- Listen to the T's
instruction.
Input).
-Put pupils into pairs and encourage them to ask
and answer questions about what a family member -play in group
does at the weekend. Go around the classroom to
offer support where necessary.
-Invite a few pairs to practise asking and
answering questions about what a family member
does at the weekend. Praise pupils if they perform Whole class/ Individual
well. work
perform their conversations.
Lucky wheel
-Teacher divides the class into 2 teams (boys and
girls).
-Each team takes turns to choose the flag and answer
the question.
-The team that has more points is the winner.
3.Wrap up:
(use the phrases cook meals, do yoga, play tennis and
watch films in relation to the topic “My family’s
weekend”)
Grade: 4
Class: …………
Lesson 2 (4-6)
I.OBJECTIVES:
1. Knowledges:
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:
Game: work
– Use the flashcards to revise the words and phrases
on page 30.
by getting a few pairs to ask and answer questions -Whole class/
about what a family member does at the weekend, Individual
using What does he / she do on Sundays? – He / She work
_____.
2.New Lesson:
communicative contexts aboutwhat a family member
does at the weekend and match the correct pictures. -Listen to the T's
-Draw pupils’ attention to the pictures and the icons. instruction
Ask questions to help pupils identify the people in
the pictures and the icons. -Individual
-Play the recording for pupils to listen to. Play the work
recording again for them to listen and do the task by
matching the people to the activities. Play the
recording a third time to give pupils another listening
opportunity. Whole class/
-Check answers as a class. Play the recording again
Key: 1. c 2. d 3. a 4. b - Listen to the T's

identify the people and their activities in the
pictures.
-Have pupils look at the two gapped exchanges. Whole class/ Individual
Draw their attention to the missing words. work
gap. Ask them what word is missing (sports centre).
Then have them complete the sentence (He goes to
the sports centre.). Get them to guess the missing
words in the following sentences (do; tennis).
Repeat the same procedure with Exchange 2. Group work
their answers before checking as a class. Ask a few
Pair work
pairs to read the completed exchanges aloud.
Key: 1. sports centre; do; tennis 2. home; What;
cooks meals Listen to the teacher
Goal: To revise target words about family weekend
activities by playing Matching game Group work
-Tell pupils that they are going to play Matching
game in pairs. They will take turns turning over a
pair of cards (as mentioned in Input).
Group work
-The player turns over a pair of cards. If the cards
show an activity and a place that matches, the player Whole class
scores a point, e.g. the card play tennis matches the
card sports centre.
-The player continues to turn over pairs of cards. If
the cards do not match, the other player has a turn.
The player who gets more points is the winner.
-Have pupils work in pairs. Invite one or two pairs - Listen to the T's
to the front of the class to play the game. instruction.
Extension: To make the game more challenging, ask
pupils to make sentences with the words on the cards
they have, e.g. My father goes to the sports centre on
Sundays. He plays tennis.
play the Build the city game (PPT)
- Divide the class into 2 teams, Pupils choose any -play in group
number, the teacher clicks on the NUMBER to go to
the question, after pupils answer correctly, the teacher
clicks on the key next to it to unlock.
- Teacher clicks on start to build to go to the city
building slide.
- Teacher clicks on the corresponding picture to put work
the object in the right place.
- The game ends when the city is built.
- Teachers can also add points for students to have
more fun.
3. Wrap up
someone goes)

Grade: 4
Class: …………
Lesson 3 (1-3)
I.OBJECTIVES:
1. Knowledges:
–correctly pronounce the sounds of the letters g and s in isolation, in the words
go and television, and in the sentences I go to the cinema on Saturdays. and We
watch television on Sundays.;
pool, cook meals, do yoga, play tennis and watch films in relation to the topic
“My family’s weekends”;
– use Where does he / she go on Saturdays? – He / She goes to the _____. to ask
and answer questions about where someone goes;
– use What does he / she do on Sundays? – He / She _____. to ask and answer
questions about what someone does;
relation to the topic “My family’s weekends”;
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:
– Greet the class and encourage pupils to respond to work
your greeting.
– Have the class play the Matching game in groups
or in pairs.
– Ask pupils to open their books at page 34 and look -Whole class
2.New Lesson:
Goal: To correctly repeat the sounds of the letters g instruction
and s in isolation, in the words go and television, and
in the sentences I go to the cinema on Saturdays. and -Individual
We watch television on Sundays. with the correct work
-Draw pupils’ attention to the letter g, the word go
and the sentence I go to the cinema on Saturdays.
Play the recording and encourage pupils to point at Whole class/
the letter, the word and the sentence while listening
-Pair work
-Play the recording again and encourage pupils to -Listen and repeat
listen to and repeat the sound, the word and the
sentence. Do this several times until pupils feel - Listen to the T's
confident. Correct their pronunciation where instruction
necessary.
Repeat
-Repeat Steps 1 and 2 with the letter s, the word
Individual
television and the sentence We watch television on
work
Sundays.
-Let pupils work in pairs or groups, pronouncing the Listen to the teacher
Goal: To identify the target words go and television
while listening.
correct options. Whole class/ Individual
work
check the answers as a class. Write the correct
-Play the recording again for pupils to double-
Extension: Invite one or two pupils to stand up, Group work
listen to and repeat the completed sentences.
Key: 1. c 2. B
Activity 3. Let’s chant. 8 minutes Pair work
pronunciation.
-Draw pupils’ attention to the lyrics of the chant. Listen to the teacher
- Play the recording all the way through for pupils to Group work
listen to the whole chant. Encourage them to listen
pupils’ attention to the sounds of the letters g and s
in the words go and television. Group work
-Play the recording, line by line, for pupils to listen Whole class
and repeat. Correct their pronunciation if necessary.
chant along. Encourage them to clap along while Pair work
chanting.
Extension: Divide the class into two groups to take - Listen to the T's
turns listening to and repeating the chant while the instruction.
rest of the class claps along.
Play Slap the board.
- Divide pupils into 2-3 teams.
- Each team sends one representative to the board. -play in group
Teacher draws two boxes and writes g and s in each
box.
- Teacher reads a word and the representatives slap
the box containing letters g or s according to the
sound that they hear. Whole class/ Individual
work
- The first pupil to touch the box gets one point.
3.Wrap up:
(correctly pronounce the sounds of the letters g and s
in isolation, in the words go and television, and in the
sentences I go to the cinema on Saturdays. and We
watch television on Sundays.)

Grade: 4
Class: …………
Lesson 3 (4-6)
I.OBJECTIVES:
1. Knowledges:
read and write about where someone goes and what someone does at the weekend;
– make notes about where their family members go and what they do at the
weekend, and present the results to the class at Project time.
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES

III. PROCEDURE:
Game: catch the sentence (PPT) work
- Divide the class into 2 or 3 teams .

- T calls one pupil from each team to come up to the
front.
-Whole class/
- T explains the rules: Individual
- Letters or words will appear then disappear. work
- Read them quickly, the quicker one gets points for
their team.
-Listen to the T's
Activity 4. Read and tick True or False . 5 minutes
Goal: To read a text and decide whether the -Individual
statements about Ben and his work
family’s Sunday activities are true or false.
-Draw pupils’ attention to the four statements,
focusing on the activities of each member of Ben’s
family on Sunday. Whole class/
-Ask pupils to read the text individually first, then in do the task independently
pairs to decide if the statements are true or false.
-Set a time limit for pupils to do the task. Go around
the classroom and offer help where necessary. - Listen to the T's
-Select a few pupils to read their answers in front of instruction
the class. Get them to provide reasons for their
answers. Then check answers as a class and give Individual
explanations where necessary. work
Key: 1. T 2. F 3. T 4. T
Activity 5. Let’s write. 10 minutes Listen to the teacher
Goal: To complete a text about what Mai’s family Whole class/ Individual
members do at the weekend by writing the target work
words in the gaps.
gaps with information about Mai’s family members’ Listen and repeat
activities. Tell pupils that the gaps in the text focus
on Mai’s family members’ activities at the weekend. Group work
an example. Ask them to read the sentence and elicit Pair work
Mai’s father’s activities. Then have them write an
answer, e.g. plays tennis, in the gap.
-Give pupils time to complete the text Listen to the teacher
help if necessary. Individual work
Extension: Invite a few pupils to read their Whole class
completed texts in front of the class
Goal: To make notes about where pupils’ family Pair work
members go and what they do at the weekend, and
present the results to the class, using the target
language. -play in group
have to look at the notes they have prepared at home
and present the results to the class.
looks at his / her notes and tells the group about
where each member of his / her family goes at the
weekend and what each of them does there.
-Invite a few pupils to look at their notes and tell the Listen to the T's
class about them, e.g. On Sundays, my father goes to
the sports centre. He plays tennis. instruction.
-Have the rest of the class applaud if pupils perform
well.
Game: Whisper
- Teacher divides the class into groups of 4. work in groups of five
- Teachers ask 2 groups to get in 2 lines and stand
back to the board.
- Teacher asks the first pupil of each line to look at 1
out of 4 pictures and whisper to the next one.
- The last one of each line comes to the board and Whole class/ Individual
chooses the picture and sticks it on the board. work
- Change the position of the first pupil and repeat the
activities.
3. Wrap up
someone goes)

Grade: 4
Class: …………
UNIT 16: WEATHER
Lesson 1 – (1-3)
I.OBJECTIVES:
1. Knowledges:
– use What was the weather like yesterday / last weekend? – It was _____. to ask
and answer questions about the weather in the past.
relation to the topic “Weather”;
3. Competences:
learning tasks
4. Attributes:
abilities.
II. RESOURCES
- Student’s book: Page
III. PROCEDURE:
Have some pupils say the chant from Lesson 3 of work
Unit 15. Praise them and get the class to cheer or
clap if they do a good job.
2.New Lesson:
-Whole class/
Individual
work
on asking and answering questions about the weather
in the past.
-Listen to the T's
by sentence, for pupils to listen and repeat Listen to the recording
individually and in chorus. Correct their -Individual
pronunciation where necessary. Repeat the same work
-Draw pupils’ attention to the question What was the
weather like in Sa Pa? and the answer It was sunny. Whole class/
Tell pupils that they are used to ask and answer -Pair work
questions about the weather in the past.
Goal: To correctly say the words and use What was - Listen to the T's
the weather like last weekend? – It was _____. to ask instruction
-Have pupils look at the pictures and elicit the Individual
weather in each picture. work
-Have pupils point at Picture a (rainy weather),
listen to the recording and repeat the word (rainy). Listen to the teacher
Repeat the same procedure with the other three Whole class/ Individual
pictures. Have pupils repeat the words a few times. work
and repeat after the recording (What was the weather Listen and repeat
like last weekend?). Point at Picture a and have
pupils listen to and repeat after the recording (It was Group work
rainy.). Repeat the same procedure with the other
three pictures.
-Have some pairs of pupils practise asking and Pair work
answering the question What was the weather like
last weekend? – It was _____.
Invite a few pairs to point at the pictures and say the Listen to the teacher
questions and answers in front of the class
Goal: To enhance the correct use of What was the
weather like yesterday? – It was _____. to ask and
answer questions about the weather in a freer
context. Group work
look at the weather icons and identify the weather in Whole class
each place. Check comprehension.
-Elicit the missing words in the second speech - Practice in front of class
bubble and write them on the board. Get pupils to say
the completed sentences.
the sentence pattern is used. Have pupils role-play to - Listen to the T's
practise asking the questions and giving their instruction.
answers in pairs, using the picture cue. Make sure
pupils understand the structure and say it with the -play game in group
-Invite some pairs of pupils to practise asking and
answering questions in front of the class. Praise them
if they perform well.
Miming Game
Divide pupils into groups
One pupil acts to show his favourite weather, he/she
is not allowed to say or write but acts or uses body
language.
work
Groups get more answers win and get stickers
Change and give the miming pupil cues if necessary.
3.Wrap up:
for the project on page 61 by doing a survey on their
favourite subjects and the reasons why they like
these subjects as homework so that they can present
the results at Project time.

Grade: 4
Class: …………
UNIT 16: WEATHER
Lesson 1 (4-6)
I.OBJECTIVES:
1. Knowledges:
– use What was the weather like yesterday / last weekend? – It was _____. to ask
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:
Spend a few minutes revising the previous lesson. work
the weather. They may use the target language in
Activities 2 and 3.
2.New Lesson:
-Whole class/
Activity 4. Listen and tick or cross. 5 minutes Individual
answer questions about the weather and number the
correct pictures. -Listen to the T's
-Draw pupils’ attention to the pictures. Elicit the instruction
weather in each picture. Play the recording of the
first exchange for pupils to listen. Play the recording Listen to the recording
again for pupils to do the task. Play the recording a -Individual
third time for pupils to check their answers. work
-Repeat Step 1 for Exchanges 2, 3 and 4.
-Get pupils to swap books with a partner, then check -Listen and repeat
answers as a class. Write the
-Play the recording again for pupils to double-check Whole class/
their answers. -Pair work
repeat individually and in chorus. Correct their - Listen to the T's
pronunciation where necessary. instruction
Key: 1. d 2. a 3. c 4. B
-Have pupils look at the pictures. Get them to Listen to the teacher
identify the weather icon in each picture. Whole class/ Individual
-Ask pupils to look at the four incomplete work
exchanges. Draw their attention to the missing words
in the sentences.
-Model Exchange 1. Have pupils look at the Listen and repeat
exchange. Ask them what is missing in the answer.
Then have them look at the picture and identify the Group work
weather icon. Ask them to complete the gap (What
was the weather like in Sa Pa last Sunday? – It was
cloudy.). Pair work
-Repeat the same procedure with Exchanges 2, 3 and
4. Draw pupils’ attention to two gaps in Exchanges 3
and 4. Listen to the teacher
Have pupils complete the exchanges individually
their pronunciation where necessary, praise the Group work
readers, and get the class to clap or cheer if their
Key: 1. cloudy 2. rainy 3. What was; windy 4.
weather; It was sunny Group work
Whole class
Goal: To sing the song What was the weather like
yesterday? with the correct pronunciation, rhythm
and melody.
Pair work
song. Encourage them to
point at the pictures to reinforce their understanding.
-Play the recording all the way through. Encourage
pupils to listen carefully to the pronunciation, rhythm - Listen to the T's
and melody. instruction.
and repeat. Correct their pronunciation where sing the whole song while
necessary. Introduce actions for pupils to do while clapping their hands
they sing along with the recording.
-Play the recording all the way through for pupils to clap to reinforce the
sing along. activity.
Put pupils into groups to make up their own actions
for the song. Invite groups to the front of the class to
perform, while the rest of the class sings and / or
claps along. Encourage the class to praise or cheer
the performers.
Lucky number game (ppt)
-play in group
have 2 pupils from each team ask and answer with
the picture behind that number. Whole class/ Individual
work
- Pupils or teacher click the flag to reveal the icons
indicating the points for that team.
the winner.
3.Wrap up:

Grade: 4
Class: …………
UNIT 16: WEATHER
Lesson 2 (13)
I.OBJECTIVES:
1. Knowledges:
– use the words cloudy, rainy, sunny, windy, bakery, bookshop, food stall,
supermarket and water park in relation to the topic “Weather”;
– use Do you want to go to the _____? – Great! Let’s go./ Sorry, I can’t. to make
suggestions to go somewhere and respond;
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:
Spend a few minutes revising Lesson 1 by calling on work
a few pairs of pupils to act out the dialogue in
Activity 1. Have pupils sing the song What was the
weather like yesterday?
2.New Lesson:
-Whole class/
Individual
work
on making suggestions to go somewhere and
responding.
-Listen to the T's
Have pupils look at Pictures a and b and identify the
instruction
characters in the pictures (see Input).
-Individual
work
Whole class/
-Pair work
- Listen to the T's
Draw their attention to the question Do you want to
instruction
go to the water park with me? and the answer Great!
Let’s go. Tell pupils that they are used to make
Repeat
suggestions to go somewhere and respond.
Individual
Extension: Invite a few pairs of pupils to ask and
work
answer about their favourite subjects.
Goal: To correctly say the words and use Do you
want to go to the _____? – Great! Let’s go. / Sorry, I
can’t. to make suggestions to go somewhere and
respond.
names of the places. Have the Whole class/ Individual
class repeat the words a few times. Check work
comprehension.
-Have pupils point at Picture a, listen to the Group work
recording and repeat the word (food
stall). Repeat the same procedure with the other three
pictures. Pair work
-Point at the speech bubbles and have pupils listen to
and repeat after the recording (Do you want to go to
the food stall? – Great! Let’s go.). Draw pupils’ Listen to the teacher
attention to the word yes under the picture. Point at
Picture a and have pupils listen to and repeat the Group work
sentences until they feel confident. Repeat the same
answering the question Do you want to go to the Group work
_____? – Great! Let’s go. / Sorry, I can’t. using
speech bubbles and Pictures a, b, c and d. Whole class
Goal: To enhance the correct use of Do you want to
go to the _____? – Great! Let’s go. / Sorry, I can’t.
to make suggestions to go somewhere and respond in
a freer context. - Listen to the T's
-Draw pupils’ attention to the picture. Have them instruction.
say the names of the places in
the picture. Ask questions to help them identify the -play in group
context (see Input).
-Elicit the missing words in the second speech
bubble and write them on the
board. Get pupils to say the completed sentences.
-Have pupils look at the bubbles to understand how Whole class/ Individual
the sentence pattern is used. Have pupils role-play to work
practise making suggestions and responding in pairs,
using picture cues. Make sure pupils understand the
structure and say it with the right pronunciation and
intonation. Go around to observe and provide help.
perform well.
Extension: For a more able class, have pupils make
suggestions to go to some more places and respond,
using the structure and vocabulary learnt.
: cut off the places in the board and guide pupils to
practise asking and answering “Let’s go to the….”
“Great…” “Sorry…”
3.Wrap up:

Grade: 4
Class: …………
UNIT 16: WEATHER
Lesson 2 (4-6)
I.OBJECTIVES:
1. Knowledges:
- use the words cloudy, rainy, sunny, windy, bakery, bookshop, food stall,
supermarket and water park in relation to the topic “Weather”;
– use Do you want to go to the _____? – Great! Let’s go./ Sorry, I can’t. to make
suggestions to go somewhere and respond;
– read and write about the weather and suggestions to go somewhere;
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
- Audio tracks 59

III. PROCEDURE:
turns suggesting a place and giving responses. Let’s
____? – Great/ Sorry…..
2.New Lesson:
-Whole class/
Individual
work
communicative contexts in which pupils make
suggestions to go somewhere and respond, and
match the characters with the right pictures.
-Draw pupils’ attention to the pictures of the two
characters and the places. Identify them as a class.
-Play the recording for Exchange 1. Ask pupils to
listen and identify the correct picture (a or b) and
draw a line to match the character (Ben) to the
-Listen to the T's
correct place (Picture b). Play the recording again for
instruction
pupils to do the task. Play the recording a third time
to give pupils another listening opportunity if -Individual
needed. work
Go around the classroom to offer support where
necessary.
board.
Play the recording again for pupils to double-check
their answers.
Key: 1. b 2. a
sentence by sentence, for the class to listen
and repeat individually and in chorus. Correct their - Listen to the T's
-Have pupils look at the pictures. Ask them to Whole class/ Individual
identify the weather in the pictures. work
-Get pupils to look at the two incomplete exchanges.
sentences.
-Model Exchange 1. Have pupils look at the Group work
exchange. Ask them what is missing in the first gap
(sunny). Then have them look at the picture and Pair work
identify the weather. Ask them to complete the gap
(What’s the weather like today? – It’s sunny.).
Repeat the same procedure with the other gaps. Listen to the teacher
-Have pupils complete the exchanges individually
and ask a few pairs of pupils to read them aloud.
Group work
Correct their pronunciation where necessary, praise
the readers, and get the class to clap or cheer if their
pronunciation is good. Group work
Key: 1. sunny; Great 2. water park; I can't
Whole class
Activity 6. Let’s play. Whispering game 8 minutes
Goal: To revise the target vocabulary items and
structures by playing Slap the board game.
-Tell pupils the goal of the game and how to play it.
Set time for pupils to play the game.
-Put five flashcards or write the names of five places
on the board. Divide the class into four teams. Ask - Listen to the T's
one representative of each team to come to the front. instruction.
-Say, for example I want to go to the bookshop. The
pupil who is the quickest to slap the correct picture /
word gets one point for his / her team. Repeat the -play in group
same procedure with the other pictures / words on the
board.
-The team that gets the most points at the end of the
game wins. Whole class/ Individual
Guess where? work
Call some pupils to write down or draw their
favourite place,
describe the word/ drawing and ask the rest to guess
the place and count how many pupils want to go to
that place by asking Let’s go to the….
3.Wrap up:

Grade: 4
Class: …………
UNIT 16: WEATHER
Lesson 3 (1-3)
I.OBJECTIVES:
1. Knowledges:
– correctly pronounce the words 'sunny and 'rainy with the stress on the first
syllable in isolation and in the sentences It’s 'sunny today. and I don’t like 'rainy
weather.;
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES

III. PROCEDURE:
asking pupils to play Slap the board game using the
language learnt.
2.New Lesson:
-Whole class
Goal: To correctly repeat the two-syllable words
'sunny and 'rainy with the stress on the first syllable
in isolation and in the sentences It’s 'sunny today.
and I don’t like 'rainy weather. with the correct
-Listen to the T's
-Draw pupils’ attention to the word 'sunny and the instruction
sentence It’s 'sunny today. Play the recording and
encourage them to point at the word and sentence -Individual
while listening. Explain to pupils what word stress is, work
in Vietnamese if necessary (word stress is the
emphasis that you put on a syllable by saying it more
loudly). Tell them that we use the stress mark (') to
indicate word stress. Whole class/
-Play the recording again and encourage pupils to -Pair work
listen to and repeat the word and the sentence. Do -Listen and repeat
this a few times until pupils feel confident. Correct
their pronunciation where necessary and praise them - Listen to the T's
when their pronunciation is good. instruction
-Let pupils work in pairs or groups to say the words
'sunny and 'rainy, and read the sentences It’s 'sunny Repeat
today. and I don’t like 'rainy weather. Invite a few Individual
pupils to listen to the recording and say the language work
in front of the class. If they perform well, praise
them. Listen to the teacher
Goal: To identify the target words sunny and rainy
while listening. Whole class/ Individual
-Draw pupils’ attention to the incomplete sentences work
and answer options. Explain
what pupils have to do. Check comprehension. Group work
correct options. Pair work
the answers as a class. Write the correct answers on
the board.
-Play the recording again so that pupils can double-
check their answers. Extension: Invite one or two
pupils to stand up, listen to and repeat the sentences.
Key: 1. c 2. A Listen to the teacher
Goal: To say the chant with the correct rhythm and Whole class
pronunciation.
pupils to listen carefully to the rhythm and
pronunciation. Draw pupils’ attention to two-syllable - Listen to the T's
words with the stress on the first syllable in the instruction.
chant, e.g. sunny, cloudy, windy and rainy, and the
sentences containing those words.
and repeat. Correct their pronunciation where -play in group
necessary.
chant along. Encourage them to clap while chanting. Whole class/ Individual
Extension: Divide the class into two or more groups work
to take turns listening to and repeating the chant
miming game
guide pupils to act the weather (sunny- wearing
glasses/ pretend to wear a hat)
divide them into groups to take turns to mime and
guess if their friends like or dislike the weather they
mime.
3.Wrap up:

Grade: 4
Class: …………
UNIT 16: WEATHER
Lesson 3 –(4-6)
I.OBJECTIVES:
1. Knowledges:
– read and write about the weather and suggestions to go somewhere;
– make a weather chart, then tell the class about it at Project time.
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:
-Whole class/
of the chant audio 62 and clapping their hands.
Individual
Change the words to make it fun and challenging.
work
2.New Lesson:
Goal: To read a text and circle the correct answers.
-Listen to the T's
-Draw pupils’ attention to the text and read it as a
instruction
class. Check comprehension.
-Draw pupils’ attention to the incomplete sentences
and answer options. Explain what pupils have to do. -Individual
Have them pay attention to the sentences about the work
weather and the places the characters go to. Ask
pupils to read the text again and circle the correct - tick the appropriate box
answers.
board. do the task independently
-Tell pupils to return the books to their partners. Ask
again. If time allows, ask them to read the text aloud - Listen to the T's
in front of the class. instruction
Key: 1. c 2. c 3. a 4. A
Activity 5. Let’s write. 10 minutes Individual
Goal: To complete a gapped paragraph about work
weather and suggestions to go somewhere.
-Tell the class the goal of this activity: pupils read Listen to the teacher
the gapped text and fill in the gaps using appropriate Whole class/ Individual
answers of their choice. Check comprehension. work
-Write the first gapped sentence on the board: My
father wants to go to the _____. Read the sentence as
a class. When you reach the gap, point to it and Listen and repeat
encourage pupils to give an appropriate answer. Give
pupils time to write the answer. Group work
-Repeat Step 2 for the other gapped sentences.
sentences they have completed in front of the class. Pair work
Goal: To make a weather chart and present it to the
class by using the target language. Listen to the teacher
they are going to show weather charts that they have Individual work
made at home and tell the class about the weather
last weekend and today in different places.
-Have pupils work in groups of five. Each pupil Whole class
shows his / her chart that they have made at home
and tells the group about the weather last weekend
and today in different places, e.g. It was sunny in Ha Pair work
Noi last weekend. It’s rainy in Ha Noi today. It was
sunny in Da Nang last weekend. It’s windy in Da
Nang today. Go around the classroom and offer help -play in group
if necessary (e.g. when pupils need some more
vocabulary to talk about weather).
-Invite some pupils to show their work and talk
about the weather in front of the class. Have pupils
stick their charts on the wall as a display. Listen to the T's
Game: instruction.
Play the game Tongue twister
'Whether the weather is warm, whether the weather
is hot, we have to put up with the weather, whether work in groups of five
we like it or not.'
Teach pupils say each word one by one slowly and
then faster. Give them some time to practice. Have a Whole class/ Individual
competition to find out who can speak fastest. work
3.Wrap up:
Period : Date of planning: …………………..

Grade: 4
Class: …………
UNIT 17: IN THE CITY
Lesson 1(1-3)
I.OBJECTIVES:
1. Knowledges:
– use the words and phrases get, go straight, left, right, stop, tell, turn left, turn
right, turn round in relation to the topic “In the city”;
– use What does it say? – It says ʽ_____ʼ. ask and answer questions to identify
road signs;
– use How can I get to the _____? – _____. to ask for and give directions;
relation to the topic “In the city”.
3. Competences:
learning tasks
4. Attributes:
- Raise pupils’ awareness about their neighborhood and traffic safety.
III. PROCEDURE:
– Ask pupils to talk about the weather and say the work
chant on page 44.
at Unit 17, Lesson 1, Activity 1. Write the title “In
the city” on the board and read it for the class to
-Whole class/
repeat a few times. Tell pupils what they will learn in
Individual
this lesson.
work
2.New Lesson:
-Listen to the T's
instruction
focusing on asking and answering questions to
identify some road signs
-Individual
the characters and say what they can see in the
work
pictures.
-Have pupils look at Picture a and talk about the -Listen and repeat
meaning of these signs. Pupils can use Vietnamese,
then repeat their responses in English.
-Play the recording and encourage pupils to point at Whole class/
the characters while listening. -Pair work
pupils to listen and repeat individually and in chorus. - Listen to the T's
Correct their pronunciation where necessary. Repeat instruction
Draw their attention to the question What does it Individual
say? and the answers It says ʽgoʼ. and It says ʽstopʼ. work
Tell pupils that they are used to ask and answer
questions to identify road signs. Listen to the teacher
Extension: Invite a few pairs of pupils to act out the work
Goal: To correctly say the words and phrases and Listen and repeat
use What does it say? – It says ʽ _____ʼ. to ask and
answer questions to identify some road signs.
-Have pupils look at Pictures a, b, c and d and Group work
identify the meaning of the road signs using
gestures. Pair work
the words and phrases under the pictures in chorus
and individually until they feel confident. Use the Listen to the teacher
flashcards for stop, go straight, turn right and turn
left to practise the words and phrases. Group work
elicit the missing words in the answer by pointing at
Picture a. Play the recording for pupils to listen to
and repeat the sentences in both bubbles a few Group work
times. Repeat the same procedure with Pictures b, c, Whole class
and d.
-Let pupils practise asking and answering questions - Practice in front of class
in pairs. Go around the classroom to offer help if
necessary.
- Listen to the T's
and answer questions about the meaning of the road
instruction.
signs in front of the class.
Goal: To enhance the correct use of What does it
say? – It says ʽ_____ʼ. to ask and answer questions to
identify some road signs in a freer context.
to help them understand the context (see Input).
-Elicit the answers to the question and write them on
the board. Get pupils to say the completed sentences. -play game in group
-Put pupils into pairs to ask and answer questions to
identify the road signs. Go around the classroom to
offer support where necessary.
ask and answer questions to identify road signs.
play the Lucky Number game (PPT)
answer the question. If the pupils answer correctly,
they get the points for that question. Whole class/ Individual
work
the winner.
3.Wrap up:
(use the words and phrases go, go straight, left, right,
stop, turn left, turn right in relation to the topic “In
the city”.
(Raise pupils’ awareness about their neighborhood
and traffic safety.)

Grade: 4
Class: …………
Lesson 1 (4-6)
I.OBJECTIVES:
1. Knowledges:
– use the words and phrases go, go straight, stop, turn left, turn right in relation
to the topic “In the city”;
road signs;
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:
– Use flashcards to revise the words and phrases in work
period 1.
Activity 4. Listen and tick or cross. 5 minutes Individual
answer questions about the road signs and tick or
cross the pictures. -Listen to the T's
-Draw pupils’ attention to the pictures and elicit the instruction
meaning of the road signs. Play Yes or No with each
road sign. Point at a road sign, say a phrase or a word Listen to the recording
to have pupils decide if it is correct or not by saying -Individual
Yes or No. work
the recording again for pupils to listen and tick or -Listen and repeat
cross the pictures.
-Get pupils to swap books with a partner and check Whole class/
their answers before checking as a class. Correct the -Pair work
sentence by sentence, for pupils to listen and repeat - Listen to the T's
individually and in chorus. Correct their instruction
Key: 1. 2. x 3. 4. X Individual
-Model gapped Exchange 1 as an example. Have Whole class/ Individual
pupils read the exchange and guess the missing work
word in the answer. Then draw pupils’ attention to
the picture and
elicit the answer to fill in the gap (stop). Listen and repeat
-Give pupils time to do the task independently. Go
around the classroom to offer help where necessary. Group work
their answers before checking as a class. Nominate
a pupil to write the answers on the board. Give Pair work
further support to those pupils who find it difficult
to do the task. Listen to the teacher
-Invite four pairs of pupils to act out four completed
exchanges in front of the class. Correct their
pronunciation where necessary. Group work
Goal: To sing the song Cross the road with the
Group work
song. Encourage them to point at the picture to
reinforce their understanding. Whole class
Explain that the first verse is about crossing the road.
Pair work
Have pupils listen to the first verse, drawing their
attention to the pronunciation, rhythm and melody.
-Play the recording of the first verse once or twice
for pupils to listen and repeat, line by line, while
- Listen to the T's
doing actions for cross the road, stop, look, listen
instruction.
and think and stop or clap their hands. Repeat the
same procedure with the second verse. Check
-Ask pupils to listen to and sing the whole song
while doing actions or clapping their hands. Go
necessary.
activity
play the Angry bird (PPT) Whole class/ Individual
choose the correct answer or answer. If the pupils
answer correctly, they get the points for that question.
the winner.
3.Wrap up:
Grade: 4
Class: …………
Lesson 2 (1-3)
I.OBJECTIVES:
1. Knowledges:
– Use the words and phrases get, go straight, left, right, stop, tell, turn left, turn
– Use What does it say? – It says ʽ_____ʼ. ask and answer questions to identify
road signs;
– Use How can I get to the _____? – _____. to ask for and give directions;
relation to the topic “In the city”;
– Read and write about road signs and directions;
- Communication and
3. Competences:
learning tasks.
4. Attributes:
II. RESOURCES
III. PROCEDURE:
– Greet the class, then have pupils sing the song work
Cross the road.
at Unit 17, Lesson 2, Activity 1. Tell pupils what
they will learn in this lesson. -Whole class/
Activity 1. Look, listen and repeat. work
Goal: – To understand and correctly repeat the
focusing on asking for and giving directions. -Listen to the T's
instruction
-Ask pupils to look at Pictures a and b and
identify the characters and predict what they want -Individual
to buy, where they can buy it (e.g. buy some work
books, bookshop).
recording for them to listen and check the
prediction. Play the recording again, sentence by Whole class/
sentence, for pupils to listen and repeat -Pair work
individually and in chorus. Correct their -Listen and repeat
pronunciation where necessary. Repeat the same
procedure with Picture b. - Listen to the T's
-Invite a few pairs to the front of the classroom to instruction
listen to and act out the conversations.
Activity 2. Listen, point and say. Repeat
Goal: To correctly say the phrases and use How can Individual
I get to the _____? – _____. to ask for and give work
directions.
-Ask pupils to look at Pictures a, b, c, and d and
identify the places in the pictures and directions.
Have pupils describe what they can see in each
picture.
-Play the recording for pupils to listen to and
repeat the phrases in chorus and individually until
they feel confident.
elicit the missing words in the question and answer
by pointing at Picture a. Play the recording for Whole class/ Individual
pupils to listen to and repeat the sentences in both work
bubbles a few times. Repeat the same procedure
with Pictures b, c, and d.
-Let pupils point at the pictures and say the
sentences in pairs. Go around the classroom to offer
Invite a few pairs to act out the exchanges in front Group work
of the class.
Activity 3. Let’s talk. Pair work
Goal: To enhance the correct use of How can I get to
the _____? – _____. to ask for and give directions in
a freer context Listen to the teacher
-Ask pupils to look at the picture and elicit the
places on the map and the direction to each place. Group work
-Give pupils time to work in pairs and take turns
pointing at the picture and asking How can I get to
the _____? and giving directions.
-Invite a few pairs to come to the front of the Group work
classroom and act out the roles.
Whole class
: “Miming game”
-Teacher divides the class into teams.
-One student in each team stands in front of the board Pair work
and faces his/her team.
- Teacher writes/shows a phrase (stop).
- Listen to the T's
- The rest students mime the action written on the instruction.
board while their teammate guesses the action and
gives the answer. The team that gives the correct
answer first gets one point. The team with the most -play in group
points is the winner.
3. Wrap up: Whole class/ Individual
- Ask students to answer the following questions: work

(use the words and phrases get, go straight, left,
right, stop, tell, turn left, turn right, turn round in
relation to the topic “In the city”; and use How can I
get to the _____? – _____. to ask for and give
directions)

Grade: 4
Class: …………
Lesson 2(4-6)
I.OBJECTIVES:
1. Knowledges:
road signs;
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
- Audio tracks 28
III. PROCEDURE:
– Use the flashcards to revise the words and phrases work
on page 48.
Activity 4. Listen and tick. 5 minutes Individual
Goal: To listen to and understand two work
answer questions about directions and tick the correct
pictures.
questions to elicit the places and directions to the
places in the pictures. Remind them to look at each
pair of pictures to contrast.
-Play the recording all the way through. Then play -Listen to the T's
the recording again for pupils to listen and choose the instruction
places that the speakers are talking about.
-Get pupils to swap books with a partner and check -Individual
their answers before checking as a class. Correct the work
individually and in chorus. Correct their Whole class/
Key: 1. a 2. B
-Model the first gapped dialogue. Have pupils read
- Listen to the T's
the dialogue and guess the missing words. Then
instruction
place and the direction to complete the sentences.
dialogues, look at the pictures and fill in the gaps
independently. Go around the classroom and give
further support to pupils who find it difficult to do
the task. Whole class/ Individual
-Get pupils to swap books with a partner and check work
Extension: Invite two pairs of pupils to act out the
completed dialogues in front of the class. Check
Group work
Key: 1. The shopping centre; left 2. How; right
Goal: To review the target vocabulary related to the Pair work
topic “In the city” by playing Memory game.
-Invite two or three teams of four pupils to the front
of the class. Each team makes a line. Listen to the teacher
-Stick four flashcards for turn left, turn right, turn
round and go straight on the board. Group work
-Have pupils look at the flashcards to memorise.
Take a flashcard out quickly. Have the pupils at the
front of the lines can hand up to say what flashcard is
missing. If it is correct, the team gets one star. The Group work
first pupil of each line goes to the end of the line. Whole class
The team gets most stars wins.
-Play the game with other teams in the class
- Listen to the T's
- Pupils from each team choose a number, then instruction.
choose the correct answer. If the pupils answer
correctly, they get the points for that question.
the winner.
-play in group
3.Wrap up:
(use the words and phrases get, go straight, left,
right, stop, tell, turn left, turn right, turn round in
work
relation to the topic “In the city”; and use How can I
get to the _____? – _____. to ask for and give
directions)

Grade: 4
Class: …………
Lesson 3 (1-3)
I.OBJECTIVES:
1. Knowledges:
– correctly pronounce of the words 'bookshop and 'campsite with the stress on
the first syllable in isolation and in the sentences How can I get to the
'bookshop? and How can I get to the 'campsite?;
road signs;
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:
– Greet the class, then have the class play Memory work
game with the vocabulary such as turn left, turn
right, go straight, turn round, bakery, bookshop,
campsite, library.
-Whole class
at Unit 17, Lesson 3, Activity 1. Tell them what
they will learn in this lesson.
2.New Lesson:
Goal: To correctly repeat the words 'bookshop and instruction
'campsite with the stress on the first syllable in
isolation and in the sentences How can I get to the -Individual
'bookshop? and How can I get to the 'campsite? with work
the correct pronunciation and intonation.
-Have pupils point at the word 'bookshop and the
sentence How can I get to the 'bookshop? Play the
recording for them to listen and repeat in chorus and Whole class/
individually until they feel confident. Correct their -Pair work
pronunciation where necessary. -Listen and repeat
-Invite a few pupils to listen to and repeat the word
and the sentence in front of the class. Praise them - Listen to the T's
when their pronunciation is good. instruction
-Repeat Steps 1 and 2 for the word 'campsite and the
sentence How can I get to the 'campsite?. Go around Repeat
the classroom and correct their pronunciation when Individual
necessary. work
-Let pupils work in pairs or groups, saying the words Listen to the teacher
and reading the sentences.
Goal: To identify the target words bookshop and
campsite while listening.
-Get pupils to read the questions, the options and
guess the option they may hear in the recording.
listen and circle the correct options. Get pupils to Whole class/ Individual
swap books with a partner and check their answers work
-Invite a few pupils to read aloud all the two
completed questions in front of the class. Go around
the classroom and correct their pronunciation and Group work
word stress if necessary.
Key: 1. c 2. A
Pair work
pronunciation, word stress and rhythm. Listen to the teacher
-Have pupils look at the picture and tell the places
they can see in the picture, and how to get there.
Group work
draw their attention to the word bookshop. Check
comprehension.
-Play the recording of the first verse. Play the Group work
recording again, line by line, for pupils to listen and Whole class
repeat. Draw their attention to the rhythm, word
stress and pronunciation. Encourage them to clap
and do actions while chanting. Pair work
chant. - Listen to the T's
Play the recording all the way through for pupils to instruction.
chant and clap their hands.
Play “Show me the way”
- Divide class into pairs.
- Give each pair a map and have them play in pairs. -play in group
One pupil chooses a place and sy “I want to go to the
___”, the other pupil gives instructions to go to that
place.

(correctly pronounce the words 'bookshop 'and
'campsite 'with the stress on the first syllable in
isolation and in the sentences How can I get to the
'bookshop? and How can I get to the campsite?)

Grade: 4
Class: …………
Lesson 3 – Period 6
I.OBJECTIVES:
1. Knowledges:
– correctly pronounce the words 'bookshop 'and 'campsite 'with the stress on
the first syllable in isolation and in the sentences How can I get to the
'bookshop? and How can I get to the 'campsite?;
road signs;
relation to the topic “In the city”;
draw a map and present it by giving directions in class at Project time.
3. Competences:
learning tasks
4. Attributes
II. RESOURCES
III. PROCEDURE:
– Invite one or two groups of pupils to the front of work
the class to say the chant in Lesson 3, Activity 3.
The rest of the class may chant, clap and do actions
along.
2.New Lesson: work
minutes
Goal: To read and show the understanding of the text -Listen to the T's
by deciding if the statements are true or false. instruction
they should read the text and tick if the Sentences 1- -Individual
4 are true or false. Check comprehension. work
-Do Statement 1 as an example. First, have pupils
read Statement 1 and find what the statement is about - tick the appropriate box
(It’s about the bakery) and where it is (in Nguyen
Hue Street). Then, find the information about the
bakery in the text. Read carefully to decide if the Whole class/
statement is true or false. do the task independently
help where necessary. - Listen to the T's
-Get pupils to swap their books with a partner and instruction
Correct the answers where necessary. Individual
Key: 1. True 2. False 3. False 4. True work
Goal: To complete a gapped text about giving Listen to the teacher
directions. Whole class/ Individual
-Tell the class the goal of the activity and explain work
gaps with their own information. Check
comprehension. Listen and repeat
-Have pupils do the first gapped sentence together

as an example. Ask them to read the first sentence Group work
and elicit the words (e.g. books, cakes, pencils).
Then have them write it in the gap. Pair work
-Give pupils time to complete other gaps
help where necessary. Listen to the teacher
check their answers before checking as a class. Individual work
completed texts in front of the class. Whole class
Goal: To draw a map and present it by giving
directions to three places with visual aids. Pair work
-Tell pupils the goal of the activity. Explain again
that they are making a map of their neighbourhood to
give directions from their house to at least three
-play in group
different places. Draw a map, mark the directions
from their house to at least three places on the map,
and prepare how to present it at home. Make a
presentation to a group. Ask pupils to show their
map.
-Use Nam’s map and his presentation as an
example. Act as Nam to make a presentation.
-Have pupils work in their groups. Each pupil shows Listen to the T's
his / her map and gives the directions from their instruction.
house to three places. Go around the classroom and
offer help where necessary.
-Invite a few pupils to show the map and make a
presentation in front of the class. Praise pupils when
work in groups of five
they do the task well.
play the Who wants to be the Millionaire (PPT)
- Divide the class into 3 groups.
- Have pupils read the questions, then invite a pupil
to answer (or have them raise answer cards A, B, C or
D).
(draw a map and present it by giving directions in
class at Project time.)

Grade: 4
Class: …………
UNIT 18: AT THE SHOPPING CENTRE
Lesson 1 (1-3)
I.OBJECTIVES:
1. Knowledges:
– use the words behind, between, near, opposite, gift shop, skirt, T-shirt, dong
and thousand in relation to the topic “At the shopping centre”;
– use Where’s the bookshop? – It’s . to ask and answer questions about
locations;
relation to the topic “At the shopping centre”;
read and write about locations;
3. Competences:
learning tasks
4. Attributes:
- use appropriate gestures and intonation when talking about locations of some
places in a shopping center.
II. RESOURCES
III. PROCEDURE:
Say the chant on page 50 work

at Activity 3.
Lesson 3 in groups. -Whole class/
Individual
- Give points to the groups and encourage them. work
2.New Lesson:
instruction
on asking and answering questions about locations of
some shops at the shopping centre. -Individual
work
the characters in the pictures. -Listen and repeat
Encourage pupils to talk about details in the
backgrounds of the pictures.
-Ask pupils to look at Picture a. Play the recording Whole class/
for them to listen to the conversation a few times. -Pair work
listen to and repeat the sentences in the recording. Individual
Give corrections and feedback where necessary. work
Draw pupils’ attention to the question Where’s the
bakery, please? and the answer It’s near the gift Listen to the teacher
shop. Tell pupils that they are used to ask and answer Whole class/ Individual
questions about locations. work
Goal: - To correctly say the words and use Where’s
the bookshop? – It’s _____. Listen and repeat
- To ask and answer questions about locations of a
bookshop.
-Have pupils point at Picture a, listen to the Group work
recording and repeat the word near. Repeat the same
procedure with Pictures b, c and d. Have the class Pair work
repeat the words a few times and correct their
-Draw pupils’ attention to the speech bubbles and Listen to the teacher
elicit the missing words in
the answer by pointing at Picture a. Play the
Group work
recording for pupils to listen to and repeat
the sentences in both bubbles a few times (Where's
the bookshop? – It's near the bakery.).
-Divide the class into two groups to take turns Group work
repeating the question and the Whole class
answer for Picture a until they feel confident. Repeat
the same procedure with Pictures b, - Practice in front of class
c and d.
questions using the pictures. Invite
a few pairs to point at the pictures and say the - Listen to the T's
questions and answers in front of the class. instruction.
Give corrections and feedback where necessary.
Goal: To enhance the correct use of Where’s the
_____? – It’s _____. to ask and answer questions
about locations in a freer context.
-Draw pupils’ attention to the picture and elicit the
words or phrases to describe locations.
-Elicit the missing word in the first bubble. Ask -play game in group
pupils to look at the second bubble and identify what
the answer should be. Give an example conversation:
Where’s the bakery? – It’s near the bookshop. Get
pupils to repeat the question and answer several
times.
-Have pairs practise asking and answering questions
about the locations of the shops in the picture. Go
around the classroom to observe and provide help.
questions in front of the class. Give corrections and Whole class/ Individual
feedback where necessary. work
Game: Lucky number
- Divide the class into 2 teams (boys and girls). Each
team takes turns to choose a number. They need to
ask and answer with the picture corresponding to that
number to get points.
- The group with more points at the end of the game
will be the winner.
- Praise the winner, encourage the other team.
3.Wrap up:
for the project on page 57 by making a shopping list
as homework so that they can give a short
presentation in front of the class at Project time in
Lesson 3,Activity 6.

Grade: 4
Class: …………
Lesson 1(4-6)
I.OBJECTIVES:
1. Knowledges:
use the words behind, between, near, opposite, gift shop, skirt, T-shirt, dong and
thousand in relation to the topic “At the shopping centre”; use Where’s the
bookshop? – It’s . to ask and answer questions about locations; listen to and
demonstrate understanding of simple communicative contexts in relation to the
topic “At the shopping centre”; read and write about locations;
3. Competences:
learning tasks - Self-control & independent learning: perform listening tasks
4. Attributes:
- use appropriate gestures and intonation when talking about locations of some
places in a shopping center.
II. RESOURCES
III. PROCEDURE:
Game: Lucky number - Divide the class into 2 work
teams (boys and girls). Each team takes turns to
choose a number. They need to ask and answer with
the picture corresponding to that number to get
points. - The group with more points at the end of the
-Whole class/
game will be the winner. - Praise the winner,
Individual
encourage the other team.
work
2.New Lesson:
-Listen to the T's
instruction
answer questions about the locations of shops at the
shopping centre and tick the correct pictures.
-Have pupils look at Activity 4. Ask them How
-Individual
many pairs of pictures are there? and What can you
work
see in each picture? Draw pupils’ attention to the
boxes in the corners of the pictures. Check their
-Listen and repeat
comprehension.
-Have pupils look at Pictures 1a and 1b. Get them to
talk about the differences between the two pictures.
Whole class/
Play the recording of the first dialogue. Then play the
-Pair work
recording again for pupils to listen and tick the
correct picture.
-Repeat Step 2 with Pictures 2a and 2b. Have pupils
- Listen to the T's
swap their books with a partner and check the
instruction
answers. Correct the answers as a class. Extension:
If there is enough time, play the recording, sentence
Individual
by sentence, for pupils to listen and repeat
work
individually and in chorus. Correct their
Key: 1. a 2. B Whole class/ Individual
-Ask pupils to look at the pictures and identify the work
locations of shops in them.
-Ask pupils to look at the incomplete exchanges.
Draw their attention to the missing words in the Listen and repeat
sentences.
Encourage pupils to guess the missing words. Group work
-Model Exchange 1. Have them look at the picture
and identify the location. Have pupils look at the
exchange. Ask them what is missing in the answer Pair work
(near). Then have them complete the gap with the
word (near). Repeat the same procedure with
Pictures 2, 3 and 4. Listen to the teacher
-Get pupils to complete the exchanges individually,
then ask a few pairs to read them aloud. Check their Group work
answers, and give corrections and feedback where
necessary.
Key: 1. near 2. between 3. bookshop; opposite 4.
Where’s; behind Group work
Goal: To complete four gapped exchanges about Whole class
locations with the help of picture cues.
-Have pupils read the lyrics to familiarise Pair work
comprehension and give feedback. -Have pupils
listen to the whole song, drawing their attention to
the pronunciation, the rhythm and the melody.
-Play the recording of the song once or twice for - Listen to the T's
pupils to listen and repeat, line after line, and do instruction.
related actions.
-When pupils feel confident and are familiar with
the tune and melody, ask them to sing the whole -play in group
song while doing actions or clapping their hands.
the song. The class may sing along to reinforce the Whole class/ Individual
activity. work
Game: Look and choose!
Divide the class into teams. Each team will place a
question with an image and a color.
The teacher will open the corresponding box.
3.Wrap up:

Grade: 4
Class: …………
Lesson 2 (1-3)
I.OBJECTIVES:
1. Knowledges:
– use the words behind, between, near, opposite, gift shop, skirt, T-shirt, dong and
thousand in relation to the topic “At the shopping centre”;
– use How much is the ____? – It’s ____. to ask and answer questions about prices;
– read and write about locations and prices;
3. Competences:
learning tasks
4. Attributes:
- use appropriate gestures and intonation when talking about prices.
II. RESOURCES
III. PROCEDURE:
- Spend a few minutes revising Lesson 1 by singing work
the song Where’s the bookshop?
at Unit 18, Lesson 2, Activity 1. Tell pupils what
they will learn in this lesson. -Whole class/
Activity 1. Look, listen and repeat. work
on asking and answering questions about prices. -Listen to the T's
instruction
the characters in the pictures. Ask them to tell what -Individual
they can see in the backgrounds of the pictures. work
for them to listen to the conversation a few times.
pupils to listen and repeat individually and in Whole class/
chorus. Correct their pronunciation where -Pair work
necessary. Repeat the same procedure with Picture -Listen and repeat
b.
- Listen to the T's
instruction
Repeat
Draw pupils’ attention to the questions How much
Individual
is the T-shirt? and How much is the skirt?, and the
work
answers It’s sixty thousand dong. and It’s seventy
thousand dong. Tell pupils that they are used to ask
and answer questions about prices.
Activity 2. Listen, point and say.
Goal: To correctly say the words and phrases and
use How much is the_____? – It’s _____. to ask and
answer questions about prices.
recording and repeat the word and phrase pen /
twenty thousand dong. Repeat the same procedure
with Pictures b, c and d. Have the class repeat the
words and phrases a few times.
-Point at the speech bubbles and Picture a again work
and have pupils listen to and repeat after the
recording (How much is the pen? – It’s twenty
thousand dong.). Have the class repeat the question
and answer a few times. Repeat the same procedure
with Pictures b, c and d.
repeating the questions and the answers until they
feel confident.
-Have pairs practise asking and answering the Pair work
questions and answers with the pictures. Then, invite
a few pairs to point at the pictures and say the
questions and answers in front of the class. Give Listen to the teacher
corrections and feedback where necessary.
Activity 3. Let’s talk. Group work
Goal: To enhance the correct use of How much is
the _____? – It’s _____. to ask and answer questions
about prices in a freer context.
-Draw pupils’ attention to the picture and elicit the Group work
words or phrases used to describe prices. Whole class
-Elicit the missing words in the first bubble. Ask
pupils to look at the second bubble and identify
what the answer should be. Give an example Pair work
conversation, e.g. How much is the T-shirt? – It’s
fifty thousand dong. Get pupils to repeat the
question and the answer several times.
-Have pairs practise asking and answering the - Listen to the T's
questions about the prices of the items in the instruction.
picture. Go around the classroom to observe and
provide help. sing the whole song while
-Invite a few pairs to practise asking and answering clapping their hands
feedback where necessary. clap to reinforce the
play the Let’s go shopping game (PPT) activity.
-play in group
- Pupils from each team choose an object they want
to buy, then answer the question. If the pupils answer
correctly, they get the points (coins) for that question Whole class/ Individual
to buy that object. work

the winner.
3.Wrap up:
(use the words behind, between, near, opposite, gift
shop, skirt, T-shirt, dong and thousand in relation to
the topic “At the shopping centre”)

Grade: 4
Class: …………
Lesson 2 (4-6)
I.OBJECTIVES:
1. Knowledges:
By the end of the unit, pupils will be able to:
– use How much is the ? – It’s . to ask and answer questions about prices;
– listen to and demonstrate understanding of simple communicative contexts
in relation to the topic “At the shopping centre”;
read and write about locations and prices
– use How much is the ? – It’s . to ask and answer questions about prices;
dictate some sentences about prices (e.g. How much is the skirt? – It’s fifty
thousand dong.) and ask pupils to write them down. Let them work in pairs or
groups to correct each other’s work.
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:

at Activity 3.
Lesson 3 in groups. -Whole class/
Individual
- Give points to the groups and encourage them. work
2.New Lesson:
To listen to and understand four communicative
contexts in which characters ask and answer
questions about prices and number the correct
pictures.
-Have pupils look at Activity 4.
Ask them How many pictures are there? and What -Listen to the T's
can you see in each picture? instruction
Draw pupils’ attention to the boxes in the corners of
the pictures. -Individual
Check their comprehension. work
-Play the recording of the first dialogue. Tell pupils
that they will need to listen for the items and the
prices. Have pupils identify the correct picture and
Whole class/
write the number in the box (1.c). Play the recording
again for pupils to listen and do the task. Repeat the
same procedure with the other dialogues.
-Have pupils swap their books with a partner and
check the answers. Check answers as a class.
recording, sentence by sentence, for the class to - Listen to the T's
listen and repeat individually and in chorus. Correct instruction
Goal: To complete two gapped dialogues about
prices with the help of picture cues.
-Have pupils look at the picture in Question 1 and Whole class/ Individual
prompt them to ask and answer questions about the work
items and their prices.
-Give pupils one to two minutes to complete the
gaps in Dialogue 1, then have them compare their
answers in pairs. Monitor and help where necessary.
Group work
-Go through the answers with the class. Ask some
pairs to read the dialogue aloud.
-Repeat the same procedure with Question 2. Pair work
Encourage pupils to make use of the picture cues to
fill the gaps.
Goal: To review the words for prices and items at Group work
the shopping centre by playing the game Guess the
price!
-Tell pupils that they are going to guess the prices
of some items as quickly as possible. There will Group work
be clues to help them guess.
Whole class
-Put a picture card (for example, of a school bag)
on the board. Write a price range as a clue to help
pupils guess the price (e.g. 50.000đ – 60.000đ). - Listen to the T's
Write the correct price on a piece of paper (e.g. instruction.
55.000đ). Ask How much is the school bag? Invite
some pupils to guess the correct price. If anyone
guesses correctly, show the class the piece of paper. -play in group
Ask the class to read the price.
-Play the game several times with different items. Whole class/ Individual
1. Fun Game: work
• Divide the class into 2 teams: Boys and Girls
• Pupils take turns to answer the questions.
If they have the correct answers they get the points
for their teams. If the answer is not correct, the
other team answers.
3.Wrap up:

Grade: 4
Class: …………
UNIT 18: At the shopping centre
Lesson 3 (1-3)
I.OBJECTIVES:
1. Knowledges:
- correctly pronounce the two-syllable words be'hind and be'tween with the stress
on the second syllable in isolation and in the sentences The bakery is be'hind the
bookshop. and The bakery is be'tween the bookshop and the sports shop.;
– use Where’s the bookshop? – It’s ____. to ask and answer questions about
locations.
relation to the topic “At the shopping centre”
3. Competences:
learning tasks.
4. Attributes:
- use appropriate gestures and intonation when talking about locations.
II. RESOURCES
III. PROCEDURE:

at Activity 3.
Lesson 3 in groups. -Whole class
- Give points to the groups and encourage them.
2.New Lesson:
Goal: – To correctly repeat the two-syllable words -Listen to the T's
be'hind and be'tween with the stress on the second instruction
syllable in isolation and in the sentences The bakery
is be'hind the bookshop. and The bakery is be'tween -Individual
the bookshop and the sports shop. with the correct work
Encourage pupils to talk about details in the Whole class/
backgrounds of the pictures. -Pair work
-Ask pupils to look at Picture a. Play the recording -Listen and repeat
for them to listen to the conversation a few times.
-Play the recording again, sentence by sentence, for - Listen to the T's
pupils to listen and repeat individually and in chorus. instruction
the same procedure with Picture b. Repeat
-Invite a few pairs to the front of the classroom to Individual
listen to and repeat the sentences in the recording. work
Draw pupils’ attention to the question Where’s the Listen to the teacher
bakery, please? and the answer It’s near the gift
shop. Tell pupils that they are used to ask and answer
questions about locations.
Goal: To identify the target words behind and
between while listening.
recording and repeat the word near. Repeat the same
procedure with Pictures b, c and d. Have the class
repeat the words a few times and correct their
-Draw pupils’ attention to the speech bubbles and work
elicit the missing words in
the answer by pointing at Picture a. Play the
recording for pupils to listen to and repeat
the sentences in both bubbles a few times (Where's
the bookshop? – It's near the bakery.).
repeating the question and the
answer for Picture a until they feel confident. Repeat
the same procedure with Pictures b, Pair work
c and d.
questions using the pictures. Invite Listen to the teacher
a few pairs to point at the pictures and say the
Goal: To say the chant about locations with the
correct pronunciation, word stress and rhythm. Group work
-Draw pupils’ attention to the picture and elicit the Whole class
words or phrases to describe locations.
-Elicit the missing word in the first bubble. Ask
pupils to look at the second bubble and identify what Pair work
the answer should be. Give an example conversation:
Where’s the bakery? – It’s near the bookshop. Get
- Listen to the T's
pupils to repeat the question and answer several
instruction.
times.
-Have pairs practise asking and answering questions
about the locations of the shops in the picture. Go
around the classroom to observe and provide help.
-play in group
Game: Lucky number Whole class/ Individual
work
number to get points.
- The group with more points at the end of the game
will be the winner.
3.Wrap up:

Grade: 4
Class: …………
Lesson 3 (4-6)
I.OBJECTIVES:
1. Knowledges:
- correctly pronounce the two-syllable words be'hind and be'tween with the stress
on the second syllable in isolation and in the sentences The bakery is be'hind the
bookshop. and The bakery is be'tween the bookshop and the sports shop.;
– use Where’s the bookshop? – It’s ____. to ask and answer questions about
locations.
– use How much is the ____? – It’s ____. to ask and answer questions about prices;
– read and write about locations and prices;
– make a shopping list and use it to practise talking about locations and prices in
the classroom at Project time.
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:
Chant and do activities work

by asking pupils to say the chant on page 56.
- Give points to the groups and encourage them.
Activity 4. Read and complete. 5 minutes Individual
Goal: To read a paragraph and complete a table of work
information about locations and prices.
-Have pupils look at the table of gapped -Listen to the T's
information and guess what the missing information instruction
is, and what the paragraph is about. Encourage
pupils to talk about their guesses. -Individual
-Ask pupils to read through the paragraph once or work
twice.
-Ask pupils to look at the first gap in the table and - tick the appropriate box
encourage them to make a question for it (e.g. What
is at the bookshop?). Help pupils find out the
correct answer (book). Repeat the same procedure Whole class/
with the other gaps. Allow pupils to do the activity do the task independently
-Have pupils swap their books with a partner and - Listen to the T's
check the answers. Select a few pupils to read their instruction
answers in front of the class. Check their answers.
Give corrections and feedback where necessary. Individual
Goal: To write a short paragraph about locations,
items and prices at the shopping centre with the help Listen to the teacher
of the suggested questions and an incomplete Whole class/ Individual
paragraph. work
-Ask pupils to read the title, the given sentence and
the questions, then look at the picture to get ideas Listen and repeat
for their writing.
-First, have pupils read the guiding sentence. Then
Group work
ask them to look at the picture to write a sentence
about the location of the clothes shop. Next, let
them write the Pair work
answer to the question about the price of the skirt.
After that, let them write sentences about the gift
shop and the price of the pen. Listen to the teacher
-Set a time limit for pupils to write the paragraph
independently. Go around the classroom and offer Individual work
check their answers in pairs or groups before Whole class
Goal: To make a shopping list and talk about the Pair work
locations and prices of certain items in front of the
class.
-Explain that pupils are going -play in group
to talk about the shopping list that they have made
at home. Say that they need to talk about the items
on the list and their prices. Encourage them to talk
about the shops where they can buy those items.
-Have pupils show their shopping lists to their
partner. Revise some words and sentence patterns
that pupils need for their presentations. Give pupils Listen to the T's
some time to practise their presentations by instruction.
themselves and in groups. Go around the classroom
to monitor and offer support.
-Select a few pupils to give their presentations in
front of the class. Give corrections and feedback work in groups of five
where necessary.
- Pupils from each team choose a number, then Whole class/ Individual
answer the question. If the pupils answer correctly, work
they get the points for that question.
the winner.
3.Wrap up:
(use the words behind, between, near, opposite, gift
shop, skirt, T-shirt, dong and thousand in relation to
the topic “At the shopping centre”)

Grade: 4
Class: …………
UNIT 19: THE ANIMAL WORLD
Lesson 1 (1-3)
I.OBJECTIVES:
1. Knowledges:
– use the words and phrases crocodiles, giraffes, hippos, lions, dance
beautifully, roar loudly, run quickly and sing merrily in relation to the topic
“The animal world”;
– use What are these animals? – They’re _____. to ask and answer questions
about animals;
relation to the topic “The animal world”;
3. Competences:
learning tasks.
4. Attributes:
-Show their love for animals by using appropriate gestures and intonation when
talking or asking and answering about animals.
II. RESOURCES
- Teacher’s guide: Pages 243,244, 245

III. PROCEDURE:
– Greet the class. Encourage pupils to respond to work
your greeting.
– Spend a few minutes revising Unit 18 by getting
the class to sing the song At the shopping centre on
page 53. -Whole class/
– Have pupils open their books at page 58 and look Individual
2.New Lesson:
Activity 1. Look, listen and repeat. -Listen to the T's
Goal: – To understand and correctly repeat the instruction
focusing on asking and answering questions about Listen to the recording
animals. -Individual
-Ask pupils to look at Pictures a and b and work
identify the characters and the animals in the
pictures. -Listen and repeat

recording for them to listen and familiarise Whole class/
themselves with the pronunciation and stress of -Pair work
the exchange.
-Play the recording again, sentence by sentence,
for pupils to listen and repeat individually and in - Listen to the T's
chorus. Correct their pronunciation where instruction
necessary. Repeat the same procedure with
Picture b. Individual
work
-Invite a few pairs to stand up to listen to and
repeat the sentences in the recording.
Draw pupils’ attention to the pictures. Tell them
that the question What are these animals? and the
work
answers They’re giraffes. and They’re hippos. are
used to ask and answer questions about animals
Activity 2. Listen, point and say
Listen and repeat
Goal: To correctly say the words and use What are
these animals? – They’re _____. to ask and answer
questions about animals. Group work
-Have pupils look at the pictures. Elicit the names
of the animals. Pair work
-Have pupils point to Picture a, listen to the
recording and repeat the word (giraffes). Repeat the
same procedure with Pictures b, c and d. Have Listen to the teacher
pupils point at the animals and repeat their names a
few times. Group work
-Point to the first bubble and have pupils listen to
and repeat after the recording (What are these
animals?). Point to Picture a and have pupils listen
to and repeat after the recording (They’re giraffes.). Group work
Repeat the same procedure with Pictures b, c and d. Whole class
244
practise asking and answering the questions.
turns pointing at the pictures and saying the - Listen to the T's
questions and answers. instruction.
Activity 3. Let’s talk
Goal: o enhance the correct use of What are these -play game in group
animals? – They’re _____. to ask and answer
questions about animals in a freer context.
Read the question aloud, and have pupils repeat it.
Ask them to look at the second bubble to identify
what the answer should be. Draw pupils’ attention
to the animals. Get pupils to repeat the questions
and answers several times.
-Set a time limit for pupils to work in pairs, point
at the different animals in this section, and ask and Whole class/ Individual
answer questions about animals using What are work
these animals? – They’re _____. Go around the
classroom to observe and offer help where
necessary.
answering questions about animals in front of the
class.
Game “Collect cookies”
-T divides the class into 2 teams (boys and girls).
Each team takes turns to choose and answer the
questions.
-At the end of the games, the team with more cookies
is the winner.
3.Wrap up:

Grade: 4
Class: …………
Lesson 1 (1-3)
I.OBJECTIVES:
1. Knowledges:
– use the words and phrases crocodiles, giraffes, hippos, lions, dance
beautifully, roar loudly, run quickly and sing merrily in relation to the topic
“The animal world”;
– use What are these animals? – They’re _____. to ask and answer questions
about animals;
3. Competences:
learning tasks.
4. Attributes:
-Show their love for animals by using appropriate gestures and intonation when
talking or asking and answering about animals.
II. RESOURCES
III. PROCEDURE:
- Spend a few minutes revising What are these work
animals? – They’re ……... Invite some pairs to ask
and answer questions about animals in front of the
class.
2.New Lesson: work
communicative contexts in which pupils ask and -Listen to the T's
answer questions about animals and number the instruction
correct pictures.
Draw pupils’ attention to the pictures and ask them -Individual
to identify the animals. work
-Play the recording of Exchange 1 and tell pupils to
pay attention to the name of the animals and put the -Listen and repeat
number in the box in the right-bottom corner of the
correct picture. Play the recording again and have
pupils check their answers. Praise pupils if they Whole class/
have the correct answer. Repeat the same procedure -Pair work
with Exchanges 2, 3 and 4.
-Set a time limit for pupils to swap books with a
partner and check their answers before checking as - Listen to the T's
a class. instruction
sentence by sentence, for the class to listen and Individual
repeat individually and in chorus. Correct their work
Key: 1. d 2. a 3. b 4. C Listen to the teacher
Activity 5. Look, complete and read. 10 minutes Whole class/ Individual
Goal: To complete four exchanges about animals work
with the help of picture cues.
-Get pupils to look at the pictures and identify the Listen and repeat
animals.
-Ask pupils to look at each picture and read the
incomplete exchanges. Draw their attention to the Group work
missing words in the sentences. Encourage pupils to
guess the missing words. Pair work
-Model Exchange 1. Have pupils look at the
exchange. Ask them what is missing in the answer
(lions). Have them look at the picture and identify Listen to the teacher
the animals. Then have them complete the gap
(lion). Repeat the same procedure with Exchange 2. Group work
-For Picture 3, elicit the missing words in the
question and answer. Tell pupils to rely on the
context of the sentences to guess the missing words.
Repeat the same procedure with Picture 4. Group work
Set a time limit for pupils to complete the Whole class
take turns playing the roles of the characters in this
section. Pair work
Goal: To sing the song Animals with the correct
-Draw pupil’s attention to the title and lyrics of the - Listen to the T's
song. Encourage them to point at the pictures to instruction.
-Have pupils read the lyrics to familiarise sing the whole song while
themselves with the questions and answers. Check clapping their hands
-Have pupils listen to the whole song, drawing clap to reinforce the
their attention to the pronunciation, rhythm and activity.
melody.
-Play the recording of the song again for pupils to
listen and repeat, line after line, and do related
actions.
When pupils feel confident and are familiar with
the melody, ask them to sing the whole song while
doing actions or clapping their hands.
activity.
Game “ Whose tail is this?” Whole class/ Individual
- Put pupils into pairs. work
- Give pupils the dice. Pupils in pairs answer the
questions. For each correct answer pupil can roll
the dice.
- The pupil ( in each pair) who has the most points
is the winner.
3.Wrap up:
(use the words lions, crocodiles, giraffes, hippos in
relation to the topic “The animal world”)

Grade: 4
Class: …………
Lesson 2 (1-3)
I.OBJECTIVES:
1. Knowledges:
- use the words and phrases crocodiles, giraffes, hippos, lions, dance beautifully,
roar loudly, run quickly and sing merrily in relation to the topic “The animal
world”;
- use What are these animals? – They’re _____. to ask and answer questions about
animals;
- use Why do you like _____? – Because they _____. to ask for and give reasons
for liking animals;
- read and write about animals and the reasons why someone likes animals;
3. Competences:
learning tasks
4. Attributes:
- show pride in what they can do and their hobbies by using appropriate gestures
and intonation when talking about hobbies
II. RESOURCES
III. PROCEDURE:
Guessing game: work
- Pupils look at the screen

- They look at the hidden pictures and guess what
these animals are.
-Whole class/
- Ask pupils to open their books at page 60 and look Individual
2.New Lesson:
sentences in two communicative contexts focusing instruction
on asking for and giving reasons for liking animals
-Ask pupils to look at the pictures and identify the -Individual
characters and the animals. work
-Have pupils look at Picture a. Play the recording
for them to familiarize themselves with the
pronunciation and stress of the exchange.
Whole class/
-Play the recording again, sentence by sentence,
-Pair work
for pupils to listen and repeat individually and in
-Listen and repeat
chorus. Correct their pronunciation where
necessary. Repeat the
- Listen to the T's
same procedure with Picture b.
instruction
-Invite a few pairs to stand up to listen to and
repeat the sentences in the recording. Repeat
Draw pupils’ attention to the question and answer in Individual
Exchange b. Tell them that they are used to asking work
for and give reasons for liking animals.
on asking for and giving reasons for liking animals
names of the animals and what they are doing.
-Have pupils point to Picture a, listen to the
recording and repeat the phrase (dance beautifully).
Have the class repeat the phrase a few times. Repeat
the procedure with the other pictures.
-Point at the speech bubbles and Picture a and have work
pupils listen to and repeat after the recording (Why
do you do like peacocks? – Because they dance
beautifully.). Have the class repeat the exchange a
few times. Repeat the same procedure with the other
pictures. Group work
-Set a time limit for pupils to work in pairs, point to
the pictures, and practice asking and answering the
Pair work
question Why do you like _____? – Because they
_____.
Invite a few pairs to the front of the class to take Listen to the teacher
turns pointing at the pictures and asking and
answering the question Why do you like _____? – Group work
Because they _____.
Goal: To correctly say the phrases and use Why do
you like _____? – Because they _____. to ask for and
give reasons for liking animals. Group work
-Have pupils look at the picture and elicit the names Whole class
of the animals and reasons for liking them.
-Get pupils to look at the first speech bubble. Point
at the peacocks and ask them to repeat the question Pair work
(Why do you like peacocks?). Elicit an appropriate
answer (Because they dance beautifully). Have pupils
repeat it a few times. Split the class into two groups
to take turns asking and answering the question in - Listen to the T's
chorus, pointing at each group of animals in the instruction.
picture.
-Set a time limit for pairs of pupils to practise asking sing the whole song while
and answering the question Why do you do like clapping their hands
_____? – Because they _____. Go around the
classroom to offer help where necessary. clap to reinforce the
-Invite some pairs of pupils to the front of the activity.
classroom to take turns asking for and giving reasons
for liking animals.
play the Piggy bank game (PPT)
-play in group
- Pupils from each team choose a pig, ask and answer
the questions. If the pupils answer correctly, they get Whole class/ Individual
the points for that question. work
3.Wrap up:
(- use Why do you like _____? – Because they _____.
to ask for and give reasons for liking animals)
(Raise pupils’ awareness about saving animals).

Grade: 4
Class: …………
Lesson 2 (4-6)
I.OBJECTIVES:
1. Knowledges:
- use the words and phrases crocodiles, giraffes, hippos, lions, dance beautifully,
roar loudly, run quickly and sing merrily in relation to the topic “The animal
world”;
- use What are these animals? – They’re _____. to ask and answer questions about
animals;
- use Why do you like _____? – Because they _____. to ask for and give reasons
for liking animals;
- read and write about animals and the reasons why someone likes animals
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
- Teacher’s guide: Pages 249, 250,251
III. PROCEDURE:
Game: Lucky number work
number to get points. -Whole class/
- The group with more points at the end of the game Individual
will be the winner. work
2.New Lesson:
Activity 1. Listen and circle 5 minutes
communicative contexts in which characters ask for
and give reasons for liking animals.
-Have pupils look at the pictures and elicit the -Listen to the T's
names of the animals. Draw pupils’ attention to instruction
what the animals are doing.
-Play the recording of the first dialogue for pupils to -Individual
listen to. Then play the recording again for them to work
do the task. Tell pupils that they need to pay attention
to what the animals are doing and circle the correct
picture. They should circle Picture b (The giraffes
are running quickly.). Repeat the same procedure Whole class/
with the second dialogue.
Correct the answers, where necessary.
repeat individually and in chorus. Correct their - Listen to the T's
Key: 1. b 2. A
Activity 2. Look, complete and read 10 minutes
Goal: To complete two gapped dialogues about
reasons for liking animals with the help of picture
cues.
-Get pupils to look at Dialogue 1. Ask them the Whole class/ Individual
names of the animals they see in the picture (lions) work
and what they are doing. Elicit the missing words
from the picture cue and the context of the sentences.
-Repeat Step 1 for Dialogue 2. Elicit the reason why
B likes birds to fill in the gaps.
individually. Group work
Correct the answers where necessary. Pair work
Extension: If time allows, invite a few pairs to stand
up to take turns reading the roles of the speakers in
the completed exchanges. Listen to the teacher
Key: 1. lions; Because 2. animals; Why; sing merrily
Activity 3. Let’s play. 8 minutes Group work
Goal: To review the animal names that pupils have
learnt in the previous lessons by playing a Guessing
animals game.
-Invite two teams, each team has three players, to Group work
the front of the class. Give an example by describing
Whole class
some physical features of animals for the players in
the teams to guess. One of the teams describes
animals for the other one to guess. If the guessing
team gives a wrong guess, the describing team gives
the correct answer, and gets one point. Write the
correct answer on the board. The game continues. If
- Listen to the T's
the guessing team
instruction.
gives a correct guess, they take over the role of
describing. The team with the most points wins the
game when time is up.
-Give a time limit for pupils to play the game.
-When the game is over, get some pairs of pupils to
take turns asking and answering the question What
-play in group
are these animals? and use the animal names on the
board as the answers.
Animal dice
- Divide the class into 8 groups.
- Each pupil in groups takes a turn rolling the dice. Whole class/ Individual
- Then he/she names the animal. Next he/she will work
read the sentence “I like … because ….” Lastly,
he/she moves/makes a sound like that animal.
(T can print the cards out and stick them into the
dice.)
3.Wrap up:
(- use Why do you like _____? – Because they _____.
to ask for and give reasons for liking animals)
(Raise pupils’ awareness about saving animals).

Grade: 4
Class: …………
Lesson 3 (1-3)
I.OBJECTIVES:
1. Knowledges:
- correctly pronounce the words 'loudly and 'quickly with the stress on the first
syllable in isolation and in the sentences These animals are roaring 'loudly. and
Those animals are running 'quickly.;
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
III. PROCEDURE:
Guessing game: work
Pupils look at the screen

They look at the hidden pictures and guess what
animal is this.
If they have the answers they can raise their hands to -Whole class
give the answers
at Activity 1.
2.New Lesson:
Goal: To correctly repeat the words 'loudly and instruction
'quickly with the stress on the first syllable in
isolation and in the sentences These animals are -Individual
roaring 'loudly. and Those animals are running work
'quickly with the correct pronunciation and
intonation.
-Draw pupils’ attention to the word 'loudly and the Whole class/
sentence These animals are roaring 'loudly. Play -Pair work
the recording and encourage them to point at the -Listen and repeat
word and the sentence while listening.
- Listen to the T's
-Play the recording again for pupils to listen and instruction
repeat. Do this several times until pupils feel
confident. Then invite a few pupils to stand up, Repeat
listen to and repeat the word and the sentence. Individual
-Repeat Steps 1 and 2 for the word 'quickly and work
the sentence Those animals are running 'quickly.
Go around the classroom and correct the Listen to the teacher
-Give pupils a time limit to practise saying the
words 'slowly and 'quickly, and reading the
sentences These animals
are roaring 'loudly. and Those animals are
running 'quickly. in pairs or groups.
Goal: To identify the target words loudly and quickly
while listening.
Have pupils read the incomplete sentences. Explain that they Whole class/ Individual
have to listen to the recording and circle the work
correct options to complete the sentences. Explain
that both loudly and quickly are stressed on the
first syllable. Check comprehension.
-Play the recording and have pupils circle the
correct options. Then get pupils to swap books
with their partners to check their answers before Group work
checking as a class. Correct the answers where
necessary.
-Invite a few pupils to stand up and read the Pair work
Answer key: 1. a 2. A Listen to the teacher
pronunciation, word stress and rhythm. Group work
-Have pupils scan the first verse of the chant, and
elicit the word stressed on the first syllable (loudly).
Check pupils’ comprehension of the chant.
Group work
-Play the recording. Get pupils to listen to and Whole class
repeat the first stanza, line by line. Show them how
to chant and clap their hands.
Pair work
-Play the recording of the first stanza, again for
- Listen to the T's
-Repeat Steps 1, 2 and 3 for the second stanza of
instruction.
the chant. Go around the classroom and offer help
where necessary.
Extension: If there is enough time, split the class
their hands. Each of the groups should say one verse
-play in group
of the chant. Then invite some groups to the front of
the class to chant and clap their hands.
Game: Bang!
Materials: A small piece of paper, a shoe box or a
coffee can.
- Write words on pieces of paper and fold them in
half. Also add a few cards written "BANG!".
- Pupils take turns picking cards. If they read the Whole class/ Individual
word correctly, they get to keep the word. If they work
draw a BANG!, they have to yell BANG! and then
return all their cards (except the BANG! card) to the
can/box.
3.Wrap up:

Grade: 4
Class: …………
Lesson 3 (4-6)
I.OBJECTIVES:
1. Knowledges:
– use the words and phrases hippos, lions, giraffes, crocodiles, peacocks and
action verbs roaring, running, moving, dancing, singing in relation to the
topic “The animal world”;
relation to the topic “The animal world ”.
3. Competences:
learning tasks
4. Attributes:
- show pride in what they can do and their hobbies by using appropriate gesture
II. RESOURCES

III. PROCEDURE:
- Have pupils open their books at page 62 and look at work
Lesson 3, Activity 3
- Play the recording and have pupils say the chant in -Whole class/
chorus. Individual
2.New Lesson: work
Activity 1. Read and answer. 5 minutes
Goal: To read and show understanding of a
paragraph by answering four questions about it. -Listen to the T's
-Have pupils read the questions carefully. Tell instruction
them to read Question 1 and pay attention to
keywords such as Where and go. Then they should -Individual
scan the paragraph for relevant information. work
-Repeat
for Questions 2, 3 and 4. Set a time limit for pupils to - tick the appropriate box
do the activity independently. Go around the
classroom and offer help where necessary.
-Get pupils to swap books with their partners and Whole class/
check the answers before checking as a class. do the task independently
answering the questions.
Activity 2. Let’s write. 10 minutes - Listen to the T's
Goal: To complete a gapped paragraph about a visit instruction
to the zoo, their favourite animals and the reasons
why they like these animals Individual
-Tell pupils what they are going to do: complete a work
paragraph about a visit to the zoo. Remind them to
pay attention to the context (the words before and Listen to the teacher
after the gaps) before completing the paragraph with Whole class/ Individual
appropriate words. -Have pupils fill in the first gap work
as an example, using the animals they like.
paragraph independently. Go around the classroom Listen and repeat
-Get pupils to swap books with their partners and Group work
check their answers in pairs or groups before
checking as a class
Activity 3. Project 8 minutes Pair work
Goal: To collect or draw pictures of favourite
animals at home and present them to the class by
-Explain that each pupil has to show a simple
picture of their favourite animals (e.g. lions) which Individual work
they have prepared at home as homework. They will
tell the class about the animals in the picture and the Whole class
reasons why they like them.
-Have pupils work in groups of six. Each pupil
shows his / her picture to the group and describes Pair work
what the animals in his / her picture are, and tells
why he / she likes these animals.
-Invite a few pupils to show their pictures and tell
the class about the animals and the reasons why they -play in group
like these animals in front of the class, e.g: These are
lions. I like them because they roar loudly. Have the
rest of the class comment and praise their friends’
performance. Listen to the T's
Game: Sentence Puzzle instruction.
- Divide the class into groups of four.
- Give each group a sentence that is broken/cut into
pieces.
- Ask them to arrange them to make a complete Whole class/ Individual
sentence, then read it aloud. work
- The group that makes it first will be the winner.
3.Wrap up:

Grade: 4
Class: …………
UNIT 20: AT SUMMER CAMP
Lesson 1 (1-3)
I.OBJECTIVES:
1. Knowledges:
– use the phrases building a campfire, putting up a tent, taking a photo and telling
a story in relation to the topic “At summer camp”;
– use What’s he / she doing? – He's / She’s _____. to ask and answer questions
about what someone is doing at a camp;
3. Competences:
learning tasks
4. Attributes:
abilities.
II. RESOURCES
III. PROCEDURE:
Spend a few minutes revising Unit 19 by getting the work
class to chant to revise the expressions “dance
beautifully” ”run quickly” “sing merrily”
Play the chant once and require pupils to listen
carefully to recall the rhythm and lyrics.
-Whole class/
If possible, ask pupils to chant and clap their hands Individual
without music to recall the chant. Correct work
2.New Lesson:
on asking and answering questions about what Listen to the recording
someone is doing at a camp. -Individual
-Have pupils look at Pictures a and b, and identify work
the characters and their activities at the summer
camp. -Listen and repeat
by sentence, for pupils to listen and repeat Whole class/
individually and in chorus. Correct their -Pair work
pronunciation where necessary. Repeat the same
-Play the recording again for pupils to listen and - Listen to the T's
repeat in chorus sentence by sentence. instruction
listen to and repeat the sentences in the recording. Individual
Draw pupils’ attention to the question What’s he work
doing? and the answer He’s building a campfire. Tell
pupils that they are used to ask and answer questions Listen to the teacher
about what someone is doing at a camp. Whole class/ Individual
Goal: To correctly say the phrases and use What's he
/ she doing? – He's / She's _____. to ask and answer
questions about what someone is doing at a camp. Listen and repeat
activities of the characters. Group work
recording and repeat the phrase (putting up a tent).
Point at the speech bubbles and Picture a again and Pair work
have pupils listen to and repeat after the recording
(What's he doing? – He's putting up a tent.). Have
the class repeat the question and answer a few times.
-Repeat Step 2 with the other three pictures.
-Have pairs practise asking and answering the Group work
questions What's he / she doing?
– He's / She's ___. using the picture cues.
Whole class
Goal: To enhance the correct use of What's he / she
doing? – He's / She's _____. to ask and answer
questions about what someone is doing at a camp in
a freer context.
- Listen to the T's
-Elicit the missing words in the speech bubble and
instruction.
-play game in group
-Put pupils into pairs and encourage them to practise
asking and answering questions about what someone
is doing at a camp. Go around the classroom to offer
answer questions about what someone is doing at a
camp using the picture cue. Praise pupils if they
perform well.
Spelling Game
Divide pupils into groups. Whole class/ Individual
Find the V-ing form of the verbs work
Groups get more answers win and get stickers
3.Wrap up:
Preparation for the project: Tell pupils about the
project on page 69, Lesson 3, Activity 6. Ask each
pupil to draw a simple picture of three or four friends
and their activities at a camp at home. They will say
what the friends in the picture are doing at Project
time.
Grade: 4
Class: …………
Lesson 1 (4-6)
I.OBJECTIVES:
1. Knowledges:
- use the phrases building a campfire, putting up a tent, taking a photo and telling
a story in relation to the topic “At summer camp”;
3. Competences:
the learning tasks
4. Attributes:
II. RESOURCES
- Audio track 95
III. PROCEDURE:
asking the questions What's he / she doing? and call
on a few pupils to answer the questions.
2.New Lesson:
-Whole class/
Individual
work
answer questions about what someone is doing at a
camp and match the correct pictures.
-Draw pupils’ attention to the pictures and stick
-Listen to the T's
figures. Ask questions to help pupils identify the
instruction
characters in the pictures and the activities of the
stick figures.
-Individual
recording again for them to do the task by matching
work
the characters to their activities. Play the recording a
third time to give pupils another listening
-Listen and repeat
opportunity.
-Check answers as a class. Play the recording again
Whole class/
-Pair work
- Listen to the T's
Key: 1. c 2. d 3. a 4. B
instruction
Individual
work
identify the characters and their activities in the
pictures.
-Have pupils look at the exchanges and guess the
work
missing words with the help of picture cues.
-Model Exchange 1. Have pupils look at the gap.
Ask them what phrase is missing (a story). Then
have pupils complete the answer (He's telling a
story.). Repeat the same procedure with Exchanges Listen to the teacher
2, 3 and 4. Whole class
-Have pupils complete the exchanges individually.
Check their answers as a class and ask a few pairs to
read them aloud. Pair work
Have pupils complete the exchanges individually.
Check their answers and ask a few pairs to read them
aloud
Activity 3. Let’s sing. 8 minutes - Listen to the T's
Goal: Whispering game instruction.
To revise target words about what someone is doing
at a camp by playing Whispering game. sing the whole song while
-Tell pupils that they are going to play Whispering clapping their hands
game in groups of four or five. Write sentences from
the unit on small pieces of paper, e.g. He's building a
campfire; She's telling a story; She's putting up a clap to reinforce the
tent; He's taking a photo. activity.
-Give a piece of paper with a secret sentence to the
first player of two groups.
-The first player of each group reads the secret -play in group
sentence in silence and whispers it to the next player.
Then the second player whispers the sentence to the
next player in his / her group until the last player gets Whole class/ Individual
the sentence. work
-The group that first correctly reads the sentence is
the winner. Have pupils work in groups. Invite two
groups to the front of the class to play the game each
time.
3.Wrap up:

Grade: 4
Class: …………
Lesson 2 (1-3)
I.OBJECTIVES:
1. Knowledges:
– use the phrases building a campfire, dancing around the campfire, playing card
games, playing tug of war, putting up a tent, singing songs, taking a photo and
telling a story in relation to the topic “At summer camp”;
– use What are they doing? – They’re _____. to ask and answer questions about
what people are doing at a camp;
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES

III. PROCEDURE:
asking the class to name their favourite activities at
the camping trip.
2.New Lesson:
-Whole class/
Individual
work
on asking and answering questions about what
people are doing at a camp.
-Listen to the T's
the places, characters and their activities.
instruction
-Individual
by sentence, for pupils to listen and repeat in chorus.
work
Repeat the same procedure with Picture b. Correct
repeat in chorus, sentence by sentence.
Whole class/
-Pair work
-Listen and repeat
Draw pupils’ attention to the question What are
they doing? and the answer They’re playing card
- Listen to the T's
games. Tell pupils that they are used to ask and
instruction
answer questions about what people are doing at a
camp.
Repeat
Individual
Goal: To correctly say the phrases and use What are
work
they doing? – They’re _____. to ask and answer
questions about what people are doing at a camp.
activities.
recording and repeat the phrases (playing tug of war).
Point at the speech bubbles and Picture a again and
work
have pupils listen to and repeat after the recording
(What are they doing? – They’re playing tug of
war.). Group work
-Have pairs practise asking and answering the Pair work
question What are they doing? – They’re ____. using
the picture cues.
-Invite a few pairs to point at the pictures and say Listen to the teacher
the questions and answers in front of the class.
Goal: To enhance the correct use of What are they
doing? – They’re _____. to ask and answer questions
about what people are doing at a camp in a freer Group work
context. Whole class
questions to help them identify the
context (see Input). Pair work
-Elicit the missing words in the bubble and write
them on the board. Get pupils
to say the completed sentences.
-Put pupils into pairs and encourage them to ask and - Listen to the T's
answer questions about what people are doing at the instruction.
camp, using What are they doing? – They’re _____.
Go around the classroom to offer support where sing the whole song while
necessary. clapping their hands
perform their conversations. clap to reinforce the
Action game activity.
Round 1: Divide pupils into groups of 6, ask them to
take turns draw to the air or act without saying a
-play in group
word to show their guessing about their friends’
favourite activities for example singing, dancing,
playing a tug war, building a campfire, telling a Whole class/ Individual
story, taking a photo. Round 2: each pupil takes turns work
to ask the friend on their left hand “Why…. “ the
being asked answers “because I….”. Count the same
activities and report the teacher when she/ he attends
the group.
3.Wrap up:
Grade: 4
Class: …………
Lesson 2 –(4-6)
I.OBJECTIVES:
1. Knowledges:
– use the phrases building a campfire, dancing around the campfire, playing card
relation to the topic “At summer camp”;
3. Competences:
learning tasks
4. Attributes:

III. PROCEDURE:
turns asking for and giving answers with the
flashcards givien by the teacher What are they
doing?- They are….; What is he/ she doing?
-Whole class/
-He/she…
Individual
2.New Lesson:
work
answer questions about what people are doing at a
camp and tick the correct pictures.
-Draw pupils’attention to Pictures 1a and 1b. Ask
questions to help them identify the characters and
their activities.
-Listen to the T's
instruction
listen to. Then play the recording again for pupils to
tick the correct picture.
-Individual
work
their answers as a class. Play
the recording again for pupils to double-check their
answers.
Whole class/
Key: 1. b 2. A
identify the places, characters and their activities in
the pictures. - Listen to the T's
-Model Exchange 1. Have pupils look at the gaps. instruction
Ask them what words are missing (camp; doing).
Then have pupils complete the sentences (He’s at the
camp.; What’s he doing?). Repeat the same
procedure with Exchange 2.
-Have pupils complete the exchanges individually.
Check their answers, and then ask a few pairs to read
them aloud. Whole class/ Individual
Key: 1. campsite; doing 2. Where; What; playing tug work
of war
Activity 6. Let’s sing. 8 minutes Group work
Goal: To sing the song What are they doing? with
-Draw pupils’ attention to the title and lyrics of the Pair work
song. Encourage them to point at the characters and
their activities at the camp to reinforce their
understanding. Listen to the teacher
listen to the whole song. Encourage them to listen Group work
carefully to the pronunciation and the melody.
and repeat. Correct their pronunciation where Group work
necessary. Whole class
sing along.
Play the recording again for pupils to sing and clap - Listen to the T's
along. instruction.
class to perform while the rest of the class sings and
claps along. -play in group
Guess who?
Call some pupils to write down or draw their Whole class/ Individual
favourite activities, work
describe the word/ drawing and ask the rest to guess
the activity and who likes it.
3.Wrap up:
Grade: 4
Class: …………
Lesson 3 – P(1-3)
I.OBJECTIVES:
1. Knowledges:
- use the phrases building a campfire, dancing around the campfire, playing card
3. Competences:
learning tasks
4. Attributes:
- Student’s book: Pagen68
- Audio tracks 100, 101, 102
III. PROCEDURE:
lip- reading game work
guide pupils to pronounce without making sound

divide them into groups
each pupil takes turns to pronounce without making -Whole class
sound while the rest guess the sound
2.New Lesson:
Goal: To correctly repeat the words 'visit and 'email
with the stress on the first syllable in isolation and in -Listen to the T's
the sentences They 'visit their grandparents in instruction
summer. and We 'email our friends at the weekend.
with the correct pronunciation and intonation. -Individual
-Draw pupils’ attention to the word 'visit and the work
sentence They 'visit their grandparents in summer.
Play the recording and encourage them to point at the
word and the sentence while listening.
listen to and repeat the word and the sentence. Do -Pair work
this several times until pupils feel confident. Correct -Listen and repeat
-Repeat Steps 1 and 2 for the word 'email and the - Listen to the T's
sentence We 'email our friends at the weekend. instruction
-Have pupils work in pairs or groups, saying the
words and reading the sentences until they feel Repeat
confident. Individual
Activity 2. Listen and circle. 10 minutes work
Goal: To identify the target words like and write
while listening. Listen to the teacher
options. Check comprehension. Whole class/ Individual
-Play the recording all the way through for pupils to work
listen to the sentences. Play the recording again for
pupils to circle the correct options.
the answers as a class. Write the correct answers on
the board. Group work
their answers.
Pair work
listen to and repeat the completed sentences.
Key: 1. b 2. C Listen to the teacher
pronunciation, word stress and rhythm. Group work
Check their comprehension. Group work
listen to the whole chant. Encourage them to listen Whole class
pupils’ attention to the word stress in the words visit Pair work
and email.
-Play the recording, line by line for pupils to listen - Listen to the T's
and repeat. Correct their pronunciation where instruction.
necessary.
chant along. Encourage them to clap along while
chanting. -play in group
Extension: Divide the class into two groups to take
turns listening and repeating the chant while the rest
of the class claps along.
Write the words on the board. Ask pupils to find the Whole class/ Individual
stressed syllable from the words learnt in the unit. work
dancing; singing; playing; email; writing; visit;
weekend; summer; vacation; grandparents;
classmate; campsite;
3.Wrap up:
Grade: 4
Class: …………
Lesson 3 (4-6)
I.OBJECTIVES:
1. Knowledges:
- use the phrases building a campfire, dancing around the campfire, playing card
– read and write about what someone is / people are doing at a camp;
– draw a simple picture of friends and their activities at a camp, then tell the class
about it at Project time.
3. Competences:
learning tasks
4. Attributes:
II. RESOURCES
- Teacher’s guide: Pages 265; 266
III. PROCEDURE:
: Greet the class and encourage pupils to respond to work
-Whole class/
Individual
work
2.New Lesson:
minutes
-Listen to the T's
Goal: To read a text and decide whether statements
instruction
about Minh and his friends’ activities are true or
false.
-Individual
-Draw pupils’ attention to the four statements
work
focusing on what Minh and his friends are doing.
-Ask pupils to read the text individually first, then in
pairs to decide if the statements are true or false.
-Set a time limit for pupils to do the task. Go around
the classroom and offer help where necessary.
Whole class/
-Get pupils to provide reasons for their answers,
then check their answers as a class and give
explanations where necessary.
- Listen to the T's
Goal: To complete a text about what pupils are doing
instruction
at a camp.
Individual
gaps with details about what pupils and their friends
work
are doing at a camp. Check comprehension.
what day it is today. Then have them write an
work
answer, e.g. Today is Sunday.
independently. Go around the classroom and offer Listen and repeat
help if necessary.
-Get pupils to swap their books with a partner and Group work
check their answers in pairs before checking as a
class.
Extension: Invite a few pupils to read their Pair work
Goal: To draw a simple picture of three or four Listen to the teacher
friends and their activities at a camp, and tell the
class about what the friends are doing. Individual work
-Explain that each pupil has to show a simple picture
of three or four friends and their activities at a camp
which they have drawn at home. They will tell the Whole class
class about the activities of the friends in the picture.
-Have pupils work in groups of six. Each pupil
shows his / her picture to the group and describes Pair work
what the characters in the picture are doing.
-Invite a few pupils to show their pictures and tell
the class about the activities of their friends, e.g. -play in group
Look at this picture. They are my friends. They’re
dancing around the campfire.
-Have the rest of the class comment and praise their Listen to the T's
classmates. instruction.
singing along with TPR
say some subjects, using TPR technique to guide work in groups of five
pupils how to sing with TPR
Random pupils are called to sing without sound. Whole class/ Individual
The rest can guess the name of the camping activities work
or things in a campsite
3.Wrap up:
Grade: 4
Class: …………
REVIEW 4: FUN TIME

Lesson 1
I.OBJECTIVES:
1. Knowledges:

What was the weather like last weekend? – It was _____.
Do you want to go to the ____? – Great! Let’s go. / Sorry, I can’t.What does it
say? – It says ʽ____ʼ.
How can I get to the ____? – ____.
Where’s the bookshop? – It’s ____.
How much is the ____? – It’s ____.
What are these animals? – They’re ____.
Why do you like ____? – Because they ____.
What's he / she doing? – He's / She's ____.
What are they doing? – They’re ____.
– take part in three fun activities to apply their language knowledge and
competences
3. Competences:

learning tasks
II. RESOURCES

III. PROCEDURE:

Game: Choose and throw work
– Divide class into 2 teams.
- Call 1 pupil from each team to come to the board
and throw a sticky ball at the answer.
- Teacher marks the place where they throw it. -Whole class/
Individual
- Teacher reveals the score for the correct answer.
work
2.New Lesson:
Goal: To listen to and understand five
-Listen to the T's
communicative contexts in which characters talk
instruction
about familiar topics such as weather, directions,
items price, animals and camp activities and tick the
-Individual
correct pictures.
work
Elicit the words or phrases to describe the pictures in
each option (e.g. rainy, sunny, windy). Elicit the
questions the speaker may ask. (e.g. 1. What was the
weather like yesterday?). Play the recording for
Whole class/
pupils to listen. Play the recording again for pupils to
do the task. Play the recording a third time for pupils
to check their answers.
-Repeat Step 1 for the rest of the pictures: 2a, 2b and - Listen to the T's
2c, 3a, 3b and 3c, 4a, 4b and 4c, and 5a, 5b and 5c. instruction
their answers before checking as a class. Write the Individual
correct answers on the board. work
-Play the recording again for pupils to double-check Listen to the teacher
their answers. Whole class/ Individual
sentence by sentence, for pupils to listen to and
repeat some exchanges individually and in chorus.
Correct their pronunciation where necessary. Group work
Key: 1. b 2. a 3. b 4. c 5. B
Activity 2. Ask and answer. 10 minutes
Goal: To ask and answer questions using picture Pair work
cues.
-Draw pupils’ attention to the first question. Get the
class to read it in chorus. Elicit the answer and give
feedback. Then get pupils to role-play the exchange.
Repeat the same procedure with the rest of the Individual work
questions.
-Give pupils time to take it in turns to role-play the Whole class
four exchanges. Go around the classroom to offer
Extension: Invite pairs of pupils to stand up and take Pair work
it in turns to role-play the target exchanges. -play in group
play Madagascar 3 Bomb Game (PPT)
- T ask pupils to choose a penguin and answer the
Listen to the T's
question
instruction.
If the answer is correct, they can get points or choose
the mystery box they want to explore.
- The team with the most points is the winner. work
3. Wrap up
Review Units 16-20: Weather, In the city, At the
shopping centre, The animal world, At summer camp

Grade: 4
Class: …………
REVIEW 4: FUN TIME

Lesson 2
I.OBJECTIVES:
1. Knowledges:

Do you want to go to the ____? – Great! Let’s go. / Sorry, I can’t.
What does it say? – It says ʽ____ʼ.
competences
3. Competences:

learning tasks
II. RESOURCES

III. PROCEDURE:

Odd one out work
- Divide class into teams. Number the pupils in each
team (make sure that each team has the same
numbers).
- Show the question on the screen, ask them to -Whole class/
whisper the answers to their friends. Individual
- Teacher calls out a number, the pupils with that work
number from each team stands up and shout out the
answer (or race to the board and write the answer)
-Listen to the T's
- Give points for the correct answer, give extra
instruction
points to the quickest team.
2.New Lesson:
-Individual
Activity 3.Read and match. 10 minutes
work
Goal: To read and match pairs of target sentence
patterns
about this activity. Point at Sentence 1, elicit the
answer and give feedback. Draw a line to match
Whole class/
Sentence 1 with the letter c.
-Give pupils time to do the task individually. Go
-Get pupils to swap books with a partner, then check - Listen to the T's
board.
Extension: Invite some pairs of pupils to stand up Individual
and read the matched exchanges aloud. work
Key: 1. c 2. a 3. b 4. e 5. D
Activity 4. Read and complete. 10 minutes Listen to the teacher
Goal: To read and show understanding of a text by Whole class/ Individual
completing the gaps. work
they should read the text and circle the correct options
to complete the gapped text. Check comprehension. Group work
-Do Sentence 1 as an example. First, have pupils read
Sentence 1 and decide what information they need to
find in the text. Then, read two options and choose the Pair work
correct option to complete the sentence. Circle the
correct option.
Individual work
check their answers together before checking as a Whole class
class. Correct the answers where necessary.
Extension: Invite one or two pupils to read the text
where necessary.
Activity 5: Let’s write 5 minutes
Pair work
gapped paragraph using a picture cue.

gaps with the information from a leaflet. Check
comprehension.
elicit phrases (singing and dancing). Then have them
write it in the gap.
independently. Go around the classroom and offer -play in group
-Get pupils to swap their books with their partner
and check their answers before checking as a class.
completed texts in front of the class. Listen to the T's
: play Review Game (PPT) instruction.
- T reminds pupils of 5 topics (Weather, In the city,
At the shopping centre, The animal world, At summer Whole class/ Individual
camp) they reviewed in this lesson. work
- T/Pupil spins the wheel, answers a question from
3. Wrap up
Grade: 4
Class: …………
REVIEW 4: EXTENSION ACTIVITIES
I.OBJECTIVES:
1. Knowledges:

Do you want to go to the ____? – Great! Let’s go. / Sorry, I can’t.
What does it say? – It says ʽ____ʼ.
competences
3. Competences:

learning tasks
II. RESOURCES

III. PROCEDURE:

Game work
– Ask pupils to choose a chant from Units 16 to 20
and chant together.
at Fun time, Activity 1. -Whole class/
Activity 1. Look and match. 10 minutes work
Goal: To match the animals with their correct
homes.
-Draw pupils’ attention to the pictures. Tell pupils -Listen to the T's
the goal of the activity and explain that they should instruction
match the animals with their correct homes. Check
comprehension. -Individual
-Do Sentence 1 as an example. First, elicit the name work
of the animal in the picture. Then ask them to choose
its home. - tick the appropriate box
help where necessary. Whole class/
Correct the answers where necessary. - Listen to the T's
Have pupils repeat the words nest, web, den, instruction
burrow.
Activity 2. Complete. 10 minutes Individual
Goal: To complete four sentences to introduce the work
animals and their homes.
-Draw pupils’ attention to the pictures in 2. Tell Listen to the teacher
pupils the goal of the activity and explain that they Whole class/ Individual
need to choose the animal homes in 2 to complete the work
sentences in 3. Check comprehension.
-Do Sentence 1 as an example. Read the sentence
aloud and elicit the answer (den). Group work
independently. Go around the classroom and offer Pair work
check their answers before checking as a class. Listen to the teacher
Have pupils repeat the completed sentences. Individual work
Key: 1. den 2. nest 3. burrow 4. Web
Activity 3. Board game. Roll a dice. Listen to a Whole class
question and answer it. 5 minutes
Goal: To review the target vocabulary and sentence
patterns by playing Board games. Pair work
-Teacher leads the game for the whole class. Divide
the class into four groups. Determine which group
goes first, second, third and fourth.
-Each group rolls the dice in turn. On their turns,
they move their game piece along the path according
to the number of spaces by the dice.
-When the groups land on a space, the teacher asks a
question. The group gives the answer. If it is correct, -play in group
they can stay in the box. Explain that there are some
boxes like back to start, move ahead one space, miss
a turn, move ahead three spaces, go back one space.
play Bibimbap Game (PPT)
Listen to the T's
- T reminds pupils of 5 topics (Weather, In the city, instruction.
At the shopping centre, The animal world, At summer
camp) they reviewed in this lesson.
- T/Pupil chooses a number, answers a question from work
3.Wrap up:

Trọn Bộ Giáo Án Global Success 4

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Trọn Bộ Giáo Án Global Success 4

Uploaded by

Copyright:

Available Formats

Week: 1 Date of planning: …………………..

- Give points if pupils make a correct sentence. Give

Period: 2 Date of planning: …………………..

- Invite two groups of pupils to the front of the class

Period: 3 Date of planning: …………………..

- Then spend a few minutes revising the previous

Period: 4 Date of planning: …………………………

- Flash cards/ pictures and posters (Unit 1)

Period :5 Date of planning: …………………..

Period :6 Date of planning: …………………..

Period: 7 Date of planning: …………………..

- Teacher divides the class into 2 teams (boys and

Period :8 Date of planning: …………………..

- Flash cards/ pictures and posters (Unit 1)

-Have pupils work in pairs or groups, pronounce

Period :9 Date of planning: …………………..

- Flash cards/ pictures and posters (Unit 1)

-Do Sentence 1 as an example. First, have pupils

Period :11 Date of planning: …………………..

Period :12 Date of planning: …………………..

- Flash cards/ pictures and posters (Unit 2)

Spend a few minutes revising the previous lesson by -play in group

Period :13 Date of planning: …………………..

UNIT 2: TIME AND DAILY ROUTINES

- Flash cards/ pictures and posters (Unit 2)

Period:14 Date of planning: …………………..

- Flash cards/ pictures and posters (Unit 2)

-Play the recording and have pupils listen and circle

Period :15 Date of planning: …………………..

Period :16 Date of planning: …………………..

-Put pupils into pairs and encourage them to ask and

Period 17 Date of planning: …………………..

- Flash cards/ pictures and posters (Unit 3)

Period :18 Date of planning: …………………..

Period 18 Date of planning: …………………..

Teacher’s activities Student’s activities

Period :20 Date of planning: …………………..

Period :21 Date of planning: …………………..

- Flash cards/ pictures and posters (Unit 3)

-Have pupils work in groups of five or six. Each

Period :22 Date of planning: …………………..

UNIT 4: MY BIRTHDAY PARTY

- Flash cards/ pictures and posters (Unit 4)

*Preparation for the project: Tell pupils about the

Period: 23 Date of planning: …………………..

- Flash cards/ pictures and posters (Unit 4)

Period :24 Date of planning: …………………..

- Flash cards/ pictures and posters (Unit 4)

-Ask pupils to look at Picture a. Play the recording -Individual

Period :25 Date of planning: …………………..

Activity 5. Look, complete and read. 10 minutes

Period: 26 Date of planning: …………………..

- Flash cards/ pictures and posters (Unit 4)

Period: 27 Date of planning: …………………..

-Have pupils work in groups of five. Each pupil

Period: 28 Date of planning: …………………..

UNIT 5: THINGS WE CAN DO

- Flash cards/ pictures and posters (Unit 5)

Period :29 Date of planning: …………………..

- Flash cards/ pictures and posters (Unit 5)

Period: 30 Date of planning: …………………..

- Flash cards/ pictures and posters (Unit 5)

Period: 31 Date of planning: …………………..

Period: 32 Date of planning: …………………..