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 Whole class/ Individual
encourage pupils to respond and introduce work
themselves.
– Spend a few minutes talking about the structure of
Tieng Anh 4 – Global Success and how to study Whole class/
with it. Individual
– Ask pupils to open their books at page 7 and look work
at Starter. A. Hello again!
– Tell pupils what they will learn in this lesson.
2.New Lesson: Listen to the T's
Activity 1. Let’s sing. 5 minutes instruction.
Goal:To sing the song “Hello. How are you?” with
the correct pronunciation, rhythm and melody. Individual
-Draw pupils’ attention to the lyrics of the song. work
Encourage them to point at the pictures to reinforce Individual
their understanding. work
-Have pupils read the first verse of the lyrics.
Explain that Minh meets and greets Lucy on the Listen and repeat
first day of school. Have pupils listen to the first
verse, drawing their attention to the pronunciation, Whole class/
rhythm and melody. Then let them listen to and Individual
practise singing it, line by line, while clapping their work
hands.
-Repeat Step 2 for the second verse. Explain that
- Listen to the T's
Nam introduces Mary and Mai. Check
instruction.
comprehension and give feedback.
-Ask pupils to listen to and go around the Individual
classroom and offer help where necessary. work
Invite a few groups to the front of the class to sing
the song. The class may sing along and clap to Listen to the techer
reinforce the activity. Whole class/ Individual
Activity 2. Listen and tick. 10 minutes work
Goal: To 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.
Group work
-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
the recording for pupils to listen and tick the Pair work
pictures.
-Get pupils to swap books with a partner to check
their answers before checking as a class. Correct
the answers if necessary. group 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 Whole class
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 - Listen to the T's
English alphabet and sing The Alphabet song or instruction.
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
board. Whole class/ Individual
-Call a group of four pupils to the front of the class. work
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
words to make a sentence that matches the picture.
- 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.
Listen to the teacher
- Greet the class, then spend a few minutes revising Whole class/ Individual
the previous lesson by inviting a group of pupils to work
play the game Spelling bee.
- 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.
Listen to the T's instruction
2.New Lesson:
Activity 1. Let’s chant. 5 minutes
Goal: To say the chant with the correct rhythm and Individual
pronunciation. work
-Have pupils read the chant and elicit its Individual
meaning. Explain that these commands are work
usually used in the classroom. Check
comprehension. Listen and repeat
-Play the recording for pupils to listen to and
repeat the chant, line by line. Draw their attention Whole class/
to the rhythm and pronunciation. Encourage them Individual
to clap while chanting. work
-Play the recording all the way through for pupils to
chant and clap. Go around the classroom and correct
pronunciation if necessary. - Listen to the T's
-Invite a few groups of pupils to listen to and repeat instruction.
the chant in front of the class. Praise them to
encourage their performance. Individual
Activity 2. Listen and number. 10 minutes work
Goal: To listen to and understand four sentences
describing what the characters are doing in the Listen to the techer
classroom at break time and number the correct Whole class/ Individual
pictures. work

listen and familiarise themselves with the speaker’s
voice. Then play the recording again for pupils to
listen and number the pictures.
Group work
their answers before checking as a class. Correct the
answers where necessary.
sentence by sentence, for pupils to listen and repeat Individual 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 group 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 Group work
characters are doing in the classroom.
Whole class
-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.
- Listen to the T's
-Have pupils listen to the recording, line by line, instruction
and act out. Then invite a group to listen and act
out in front of the class. Whole class/ Individual
Extension: If time allows, play the recording, line by work
line, for pupils to listen and repeat in chorus. Correct
their pronunciation where necessary.
Game: Miming game
- Teacher divides the class into teams.
- One student in each team stands in front of the
screen and faces his/ her team.
- Teacher spins the wheel.
- 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 Listen to the T's instruction
2.New Lesson:
Let’s play. 5 minutes
Goal: To practise the names of outdoor activities by Individual
playing Miming game. work
-Elicit the language that pupils need to talk about Individual
break time activities, e.g. What are they doing? – work
They’re ., swimming, running, singing, skating,
skipping. Check comprehension. Listen and repeat
-Explain how the game is played: Two pupils
mime the action of an activity. One pupil asks Whole class/
What are they doing? and the other pupils guess Individual
the action and answer. work
-Divide the class into groups of five. Select two
pupils to do the actions and one pupil to ask the
questions, while the rest guess the actions and give - Listen to the T's
the answers. The team that guesses the correct instruction.
answer first gets one point or star. The team with the
Individual
most points or stars is the winner.
work
Activity 2. Follow the lines and say. 10 minutes
Goal: To match the pupils with the pictures and say Listen to the techer
about their hobbies. Whole class/ Individual
Tell pupils the goal of the activity and explain that work
they should follow the lines to match the pupils with
the pictures, point to the pupils and say what their
hobbies are. Check comprehension.
-Do the first picture as an example. First, have
pupils look at the pupil (Minh) and follow the line Group work
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.
-Set a time limit for pupils to do the activity Individual work
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.
Correct the answers where necessary. group work
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.
Whole class
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
act out in pairs or groups. Go around the classroom - Listen to the T's
and give support to pupils who find it difficult to do instruction
the task.
Whole class/ Individual
-Repeat Steps 1 to 3 with the other verse of the work
chant. Draw their attention to the meaning of the
verses with the help of the picture cues.
-When pupils are familiar with the verses and
actions, ask them to read the whole chant aloud and
act out. Then invite a few groups to the front of the
class to say the chant and act out. The class may
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.
-Listen to the techer
- Spend a few minutes revising the previous lesson by Whole class/ Individual
having pupils sing the song on page 7 and clap hands work
or do actions.
- 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. -Listen to the T's
-Ask pupils to look at Picture a and identify the instruction
characters. Ask Who is he / she?, Where is he / she?
-Draw pupils’ attention to the question Where are you Listen to the recording
from? and the answer I’m from America. Explain that -Individual
they are used to ask and answer questions about where work
someone is from. -Listen and repeat
-Play the recording and encourage pupils to point at
the characters while listening.
Whole class/
-Play the recording again, sentence by sentence, for
pupils to listen, point to the sentences and repeat. -Pair work
Correct their pronunciation where necessary.
Repeat Steps 1 to 4 for Picture b. - Listen to the T's
Extension: Invite a few pairs of pupils to act out the instruction
conversations in front of the class.
Activity 2. Listen, point and say. 10 minutes Individual
Goal: To correctly say the words and use Where are work
you from? – I’m from _____. to ask and answer Listen to the teacher
questions about where someone is from. Whole class/ Individual
-Ask pupils to look at Pictures a, b, c, and d and work
identify the characters, the flags and the names of the
countries.
-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
-Draw pupils’ attention to the speech bubbles and
elicit the missing words by pointing at Picture a. Play Pair 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
pupils practise asking and answering questions in
pairs. Go around the classroom to offer help if Group work
necessary.
Invite a few pairs to point at the pictures and ask and
answer questions about where someone is from. Group work
Activity 3. Let’s talk. 8 minutes Whole class
Goal : To enhance the correct use of Where are you
from? – _____. to ask and answer questions about - Practice in front of
where someone is from in a freer context. class
-Draw pupils’ attention to the picture. Ask questions
to help them identify the context (see Input).
-Elicit the answer in the speech bubble and write it on - Listen to the T's
the board. Get pupils to say the completed sentences. instruction.
-Put pupils into pairs to practise the exchanges. Go
-play game in group
around the classroom to offer support where
necessary.
-Invite a few pairs to point at the pictures and ask and
answer questions about where the pupils are from.
Game:
Lucky number game (ppt)
- Divide the class into 3 teams.
- Pupils from each team choose a number (or throw Whole class/ Individual
sticky balls on the grid to choose the number), then work
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
winner.
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 Whole class/ Individual
class to ask and answer questions about where they are work
from, using Where are you from? – I’m from _____.
Unit 1, Lesson 1, Activity 4.
- Have pupils look at a picture of a boy. Draw pupils’
-Whole class/
attention to the Big Ben Tower in the background. Ask Individual
Where are you from? Pupils look at the background work
then guess the country (Britain) and answer the
question. Encourage pupils to use full sentence I’m
from _____. to answer -Listen to the T's
instruction
- Repeat with 3 more pictures.
2.New Lesson: Listen to the recording
Activity 4. Listen and number. 5 minutes -Individual
Goal: To listen to and understand four communicative work
contexts in which pupils ask and answer questions
about where someone is from and number the correct -Listen and repeat
pictures.
-Draw pupils’ attention to the pictures and ask Whole class/
questions such as Who is he / she? and Where’s he / she -Pair work
from? Remind them to look at the flags while listening.
-Play the recording all the way through. Then play the - Listen to the T's
recording again for pupils to listen and number the instruction
pictures.
-Get pupils to swap books with a partner to check their Individual
answers before checking as a class. Correct the answers, work
if necessary. Listen to the teacher
Extension: If time allows, play the recording, sentence Whole class/ Individual
by sentence, for pupils to listen and repeat in chorus. work
Correct their pronunciation where necessary.
Key: 1. b 2. d 3. c 4. A
Activity 5. Look, complete and read. 10 minutes Listen and repeat
Goal: To complete two gapped sentences and two
gapped exchanges with the help of picture cues. Group work
-Model gapped Sentence 1 as an example. Have pupils
read the sentence and guess the missing word. Then Pair work
draw pupils’ attention to the picture (the flag) and elicit
the name of the country that can be used to fill in the
gap (Viet Nam). Listen to the teacher
-Give pupils time to do the task independently. Go
Group work
around the classroom to offer help where necessary.
-Get pupils to swap books with a partner and check
their answers before checking as a class. Nominate a
pupil to write the answers on the board. Give further Group work
support to those pupils who find it difficult to do the Whole class
task.
-Invite one pupil to read aloud Sentences 1 and 2 and a
Pair work
pair of pupils to act out Exchanges 3 and 4 in front of
the class. Correct their pronunciation where necessary.
Key: 1. Viet Nam 2. from America
3. Where; Britain 4. from; from Australia - Listen to the T's
Activity 6. Let’s sing. 8 minutes instruction.
Goal: To sing the song Where are you from? with the
correct pronunciation, rhythm and melody.
the song. Encourage them to point at the picture to
reinforce their understanding. clap to reinforce the
-Have pupils read the first verse of the lyrics. Explain activity.
that Minh is from Viet Nam. 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 for the other verses. Explain that
Minh asks Lucy, Mary and Ben where they are from -play in group
and each of them answers. Check comprehension and
give feedback.
-Ask pupils to listen to and . Go around the classroom
work
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
- Put pupils into pairs.
- Give pupils the handouts (attached below).
- Pupils take turns to roll the dice and move their piece
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
Whole class/ Individual work
class to take turns singing the song Where are you
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 -Individual
are you from?, the other looks and answers the work
questions.
- Do the same with some more pairs.
2.New Lesson: Whole class/
Activity 1. Look, listen and repeat. 5 minutes -Pair work
Goal: To understand and correctly repeat the -Listen and repeat
sentences in two communicative contexts
- Listen to the T's instruction
(pictures) in which pupils ask and answer
questions about where someone is from. Repeat
-Ask pupils to look at Pictures a and b and identify Individual
the characters. Check comprehension. work
-Ask pupils to look at Picture a. Play the recording Listen to the teacher
for them to listen and familiarise themselves with
the characters’ voice. Play the 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 class to listen
to and act out the exchanges. Draw pupils’ Whole class/ Individual work
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. Group work
Extension: Nominate pairs of pupils to act out the
exchanges.
Activity 2. Listen, point and say. 10 minutes Pair work
Goal: To correctly say the words and use Where’s

he / she from? – He’s / She’s from _____. to ask Listen to the teacher
and answer questions about where someone is
from. Group work
-Ask pupils to look at Picture a and identify the
boy, the flag and the name of the country. Play the
recording for pupils to listen to and repeat the Group work
word under the picture in chorus and individually
until they feel confident. Whole class

elicit the missing words. Play the recording for Pair work
pupils to repeat the sentences in both bubbles a
few times. Remind pupils to point at the relevant
pictures when they are repeating.
- Listen to the T's instruction.
-Repeat Steps 1 and 2 for Pictures b, c and d. Go
around the classroom and offer help where
necessary.
-Invite a few pairs to act out the exchanges in clap to reinforce the activity.
front of the class
Activity 3. Let’s talk. 8 minutes
Goal: To enhance the correct use of Where’s he /
she from? – _____. to ask and answer questions
about where someone is from in a freer context.
-play in group
-Ask pupils to look at the picture and identify the
characters. Ask Who can you see? Where are they
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
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
- 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 Whole class/ Individual
the previous lesson by inviting a few pairs of pupils, 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
Activity 4. Listen and tick. 5 minutes
-Individual
Goal: To listen to and understand two
work
communicative contexts in which pupils ask and
answer questions about where someone comes from
Whole class/
-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
the questions. Check comprehension.
-Play the recording of the first dialogue for pupils to
listen and tick the correct box. Play the recording - Listen to the T's
again for pupils to check their answers. instruction
-Repeat Steps 1 and 2 with Pictures 2a and 2b.
Correct the answers if necessary.
Extension: If time allows, play the recording, Whole class/ Individual
sentence by sentence, for the class to listen to and work
repeat the dialogues. Correct pronunciation if
necessary.
Key: 1. a 2. A
Activity 5. Look, complete and read. 10 minutes
Group work
Goal: To complete two gapped sentences and two
gapped exchanges with the help of picture cues.
-Model the first gapped exchange as an example. Pair work
Have pupils read the exchange and guess the
missing word. Then draw pupils’ attention to the Listen to the teacher
picture and elicit the name of the country that can be
used to fill in the gap (Japan). Group work
-Give pupils a time limit to read the gapped
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 Group work
difficult to do the task. Whole class
their answers before checking as a class. Invite one
pupil to write the answers on the board.
Key: 1. Japan 2. from Singapore
- Listen to the T's
3. Where’s; from Thailand 4. he from; He’s instruction.
from
Goal: To revise the target vocabulary items through
the game Find someone who is from … -play in group
-Tell pupils that they are going to revise the target
vocabulary items they have learnt in Lessons 1 and
2. Explain how the game is played. Check
comprehension. Whole class/ Individual
-Divide pupils into groups of six and give each work
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
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.
Game: OpGame “Among us”
- 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 Whole class/ Individual work
- 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 -Whole class
look at Unit 1, Lesson 3. Tell them what they
will learn in this lesson.
2.New Lesson:
Activity 1. Listen and repeat. 5 minutes -Listen to the T's instruction
Goal: To correctly pronounce the sounds of the
letters a and ia in isolation, in the words America -Individual
and Australia, and in the sentences I’m from work
America. and She’s from Australia. with the
correct pronunciation and intonation.
-Have pupils point at the letter a, the word Whole class/
America and the sentence I’m from America. -Pair work
Play the recording for them to listen and repeat in -Listen and repeat
chorus and individually until they feel confident.
Correct their pronunciation if necessary. - Listen to the T's instruction
-Invite a few pupils to listen to and repeat the
sound, the word and the sentence in front of the Repeat
class. Praise them when their pronunciation is Individual
good. work
-Repeat Steps 1 and 2 for the letters, the word Listen to the teacher
and the sentence in the second line. Go around
the classroom and correct their pronunciation if
necessary.
-Have pupils work in pairs or groups, pronounce
the sounds, say the words and read the sentences
until they feel confident.
Activity 2. Listen and circle. 10 minutes
Goal: To identify the target words America and
Australia while listening. Whole class/ Individual work
-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
guess which option can be chosen to fill in the Group work
gaps
-Play the recording, once or twice, for pupils to
listen and circle the correct options. Get pupils to Pair work
swap books with a partner and check their
answers before checking as a class. Play the Listen to the teacher
recording again for pupils to double-check their
answers. Group work
-Invite a few pupils to read aloud the completed
sentences in front of the class. Go around the
classroom and correct their pronunciation where
necessary. Group work
Key: 1. a 2. b Whole class
Goal: To say the chant with the correct
pronunciation and rhythm.
Activity 3. Let’s chant. 8 minutes Pair work
-Have pupils read the first verse of the chant and
draw their attention to the sound of the letter a in - Listen to the T's instruction.
the word America and in the sentences Mary’s
from America. And She’s from America. Check
comprehension.
-play in group
-Play the recording of the first verse for pupils
to listen. Play the recording again, linen by line,
for pupils to listen and repeat. Draw their
attention to the rhythm and pronunciation.
Encourage them to clap while chanting.
-Repeat Steps 1 and 2 for the second verse of Whole class/ Individual work
the chant. Draw pupils’ attention to the sound of
the letters ia in the word Australia and in the
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
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
work
2.New Lesson:
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 -Individual
false. work
-Tell pupils the goal of the activity and explain
that they should read the sentences and tick True or - tick the appropriate box
False. Check comprehension.
-Do Sentence 1 as an example. First, have pupils Whole class/
read the sentence and identify Minh’s age. Then do the task independently
have them read the text and find the correct
information to tick the appropriate box.
- Listen to the T's instruction
-Set a time limit for pupils to do the task
independently. Go around the classroom and offer Individual
help if necessary. work
-Get pupils to swap their books with a partner and Listen to the teacher
check their answers before checking as a class. Whole class/ Individual work
Correct the answers where necessary.
Key: 1. True 2. True 3. False 4. False
Activity 5. Let’s write. 8 minutes Listen and repeat
Goal: To complete a gapped text about themselves
and their friends. Group work
-Tell the class the goal of the activity and explain
that they should read the gapped text and fill in the Pair 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. Listen to the teacher
Check comprehension.
-Have pupils do the first gapped sentence together Individual work
as an example. Ask them to read the sentence and
elicit the names. Then have them write their names Whole class
in the gap.
-Give pupils time to complete the text Pair work
help if necessary.
-Get pupils to swap their books with a partner and -play in group
Extension: Invite one or two pupils to read their
completed texts in front of the class.
Game: Hot potato
- Teacher prepares a small ball and some cards
with a name, a number (age) and a country on Listen to the T's instruction.
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 work in groups of five
… years old. She is from …
Activity 6. Project 10 minutes
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
class.
-Have pupils work in groups of five. Each pupil Whole class/ Individual work
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
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. -Listen to the T's
-Ask pupils to look at Pictures a and b and identify instruction
the characters and the time shown on the clocks in
the pictures. Listen to the recording
-Ask pupils to look at Picture a. Play the recording -Individual
for them to listen. work
pupils to listen and repeat individually and in chorus.
Correct their pronunciation where necessary. Repeat Whole class/
the same procedure with Picture b. -Pair work
-Invite a few pairs to stand up to listen to and repeat
the sentences in the recording.
- Listen to the T's
Draw pupils’ attention to the contextual pictures. instruction
Tell pupils that the question What time is it? and the
answers It’s eight thirty. and It’s three fifteen. are Individual
used to ask and tell the time. work
Activity 2. Listen, point and say. 10 minutes
Goal: To correctly say the phrases and use What time Listen to the teacher
is it? – It’s _____. to ask and tell the time. Whole class/ Individual
work
-Have pupils look at the pictures. Elicit the time on
the clocks. Spend a few minutes explaining how to
tell the time. Give the meaning of a.m. and p.m., and Play game in group
when to say o’clock in telling the time.
Note: a.m. is used to tell the time in the morning, Group work
from 00:00 to 12:00; p.m. is used to tell the time in
the afternoon and evening (afternoon is from Pair work
12:00:01 to 17:00 or 18:00, and evening is from
17:00 or 18:00 to 23:59:59).
-Have pupils point at Picture a (6:00 AM), listen to Listen to the teacher
the recording and repeat. Repeat the same procedure
with Pictures b, c and d. Have the class point at the Group work
pictures and repeat the time a few times.
-Point at the first bubble and have pupils listen to
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 Whole class
same procedure with Pictures b, c and d.
-Set a time limit for pupils to work in pairs to - Practice in front of class
practise asking and answering the question What time
is it? – It’s _____.
Invite a few pairs to the front of the class to take - Listen to the T's
turns pointing at the pictures and saying the instruction.
questions and answers.
Activity 3. Let’s talk. 8 minutes -play game in group
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.
Read the question aloud and ask pupils to repeat it.
Ask them to look at the second bubble and identify
what the answer should be. Elicit the answer: It's
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 Whole class/ Individual
necessary. work
-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,
then read it aloud.
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:
Goal: To listen to and understand two -Whole class/
communicative contexts in which two pupils play a Individual
game asking and telling the time and tick the correct work
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.
Extension: If time allows, play the recording, - Listen to the T's
sentence by sentence, for the class to listen and instruction
repeat individually and in chorus. Correct their
pronunciation where necessary. Individual
Activity 5. Look, complete and read. 10 minutes work
Goal: To complete four gapped exchanges with the
help of picture cues. Listen to the teacher
-Ask pupils to look at the pictures and identify the Whole class/ Individual
time on the four clocks. work
-Ask pupils to look at each gapped exchange. Draw
their attention to the missing words and time. Remind Listen and repeat
them to complete the answers using words, not
numbers. Group work
-Have pupils look at Picture 1. Ask them what is
missing in the answer (ten). Then have them -play in group
complete the gap (It’s ten o’clock.). Repeat the same
procedure with Pictures 2, 3 and 4. Listen to the teacher
-Set a time limit for pupils to complete the gapped
exchanges individually, then invite a few pairs to Group work
stand up to ask and tell the time on the clock faces.
Goal: To review telling the time by playing the game
Which clock says ...? Group work
-Tell pupils that they are going to play a game that Whole class
involves finding and saying which clock shows the
time told by another player.
Pair work
-Invite two volunteers to stand in front of the board.
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 - Listen to the T's
5:15, for the other player to find the clock which instruction.
shows the correct time by saying its letter. If it is
correct, the correct finder will get one point. Every -play in group
player has eight tries. After the first round, the time
teller will become the clock finder. All the clocks on
the board are kept for later use. When the game is Whole class/ Individual
over, the player who has the most points is the work
winner. Encourage the class to cheer whenever a
player gets a point.
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:
Activity 1. Look, listen and repeat. 5 minutes
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.
-Ask pupils to look at Pictures a and b and identify
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
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 Whole class/
and repeat the sentences in the recording. -Pair work
Draw pupils’ attention to the exchanges What time -Listen and repeat
do you get up? – I get up at six o’clock. and What
time do you have breakfast? – At six fifteen. Tell - Listen to the T's
pupils that these are questions and answers about instruction
daily routines.
Repeat
Individual
Goal: To correctly say the phrases and use What time
work
do you _____? – I _____ at _____. to ask and answer
questions about daily routines. Listen to the teacher
-Have pupils look at the pictures and elicit the
activities and the time from them.
-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. Whole class/ Individual
-Point at the first bubble and have pupils listen and work
repeat after the recording (What time do you get
up?). Point at Picture a and have pupils listen and
repeat after the recording (I get up at five o’clock.).
Repeat the same procedure with the other three
pictures. Group work
the pictures, and practice asking and answering the
question What time do you _____? – I _____ at Pair work
_____.
Invite a few pairs to the front of the class to take Listen to the teacher
turns pointing at the pictures, asking and answering
the question What time do you _____? – I _____ at Group work
_____.
Goal: To enhance the correct use of What time do
you _____? – I _____ at _____. to ask and answer Group work
questions about pupils’ daily routines in a freer
context. Whole class
-Have pupils look at the picture and explain that
Nam and Lucy are asking and answering questions Pair work
about Lucy’s daily routines. Get pupils to look at the
first speech bubble and point at the picture of Lucy
getting up to complete the question What time do you
get up? Ask them to repeat the question. Then point - Listen to the T's
at the answer bubble and say I get up at five o’clock. instruction.
for pupils to repeat. Let pupils listen to and repeat
the question and the answer a few times individually
-play in group
and in chorus.
-Set a time limit for pairs of pupils to practise asking
and answering the question What time do you
_____? – I _____ at _____.
-Go around the classroom to offer help where Whole class/ Individual
necessary. work
-Invite some pairs of pupils to the front of the class
to take turns asking and answering questions about
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
the slide. The team with the most scores will be the
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 work
inviting a few pairs to the front of the class to take
turns asking and answering questions about their
daily routines with What time do you ____? – I ____
at ____.
Activity 4. Listen and number. 5 minutes Individual
Goal: To listen to and understand four work
answer questions about daily routines and number
the correct pictures.
-Have pupils look at the pictures. Elicit the activities -Listen to the T's
and the time in the pictures. Draw pupils’ attention to instruction
the boxes at the bottom right-hand corners of the
pictures. -Individual
-Play the recording of the first dialogue. Tell pupils work
that they will need to pay attention to the activity and
time (e.g. go to bed, 9:15) and look for the right
picture. Whole class/
-Play the recording of the other dialogues and get
pupils to number the pictures. Set a time limit for
pupils to swap books with a partner and check the
answers before checking as a class. Correct the
- Listen to the T's
Activity 5. Look, complete and read. 10 minutes instruction
help of picture cues.
-Get pupils to look at Picture 1. Have them identify
the time (6:00 AM) in the picture. Elicit the missing
words in the answer (six o’clock). Complete the
answer. Whole class/ Individual
-Repeat the same procedure with Picture 2 (six work
thirty).
-Get pupils to look at Picture 3. Elicit the missing
words in the question and answer from pupils (What
time; six forty-five). Then have them complete the
gaps (What time do you go to school? – I go to Group work
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
exchanges individually, then invite a few pairs to Listen to the teacher
take turns reading the completed exchanges.
Key: 1. six o’clock 2. six thirty Group work
3. What time; six forty-five
4. go to bed; go to bed; nine fifteen
Activity 6. Let’s sing. 8 minutes Group work

Goal: To sing the song What time do you go to Whole class
school? with the correct pronunciation, rhythm, and
melody.
-Have pupils read the lyrics to familiarize sing the whole song
themselves with the questions and answers. Check
- Listen to the T's
-Have pupils listen to the whole song, drawing their
instruction.
attention to the pronunciation, rhythm, and melody.
Encourage them to point at the pictures to reinforce
their understanding. -play in group
-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 Whole class/ Individual
words or clapping hands. work
-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.
the song and do the actions. The class may sing along
to reinforce the activity.
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 work
by inviting two groups of three to the front of the
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:
Activity 1. Listen and repeat. 5 minutes
-Listen to the T's
Goal: To correctly repeat the sounds of the letters t
instruction
and d in isolation, in the words get and bed, and in
the questions What time do you get up? and What listen to the recording and
time do you go to bed? repeat the letter
-Have pupils look at the letter t, listen to the
recording and repeat the letter until they feel Individual
confident. Correct the pronunciation where
necessary.
-Have pupils point at the word get, listen to the Whole class/
recording and repeat the word until they feel -Pair work
confident. Monitor the activity and offer help where -Listen and repeat
necessary.
- Listen to the T's
-Get pupils to point at the sentence What time do you instruction
get up?, listen to the recording and repeat it several
times. Then invite a few pupils to stand up to listen practise pronouncing the
to and repeat the sentence. letters
-Repeat Steps 1 to 3 for the letter d. Go around the
classroom and correct the pronunciation where Listen to the teacher
necessary.
Give pupils a time limit to practise pronouncing the
letters, saying the words, and reading the sentences
in pairs or groups.
Activity 2. Listen and circle. 10 minutes listen and circle the correct
Goal: To identify the sounds of the letters t and d in options
sentences while listening.
-Have pupils read the incomplete sentences. Explain
that they must listen to the recording and circle the
correct options to complete the sentences. Check Whole class/ Individual
comprehension. work
-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 listen to and repeat the first
as a class. Correct the answers where necessary. verse, line by line
-Invite a few pupils to stand up and read the
completed sentences. Remind the class how to stress Listen to the teacher
the target sentences.
Goal: To say the chant with the correct rhythm and Whole class
pronunciation.
-Have pupils scan the chant, and elicit the words
ending with t and d in the lines (get, bed). Check
pupils’ comprehension of the chant. - Listen to the T's
-Play the recording. Get pupils to listen to and instruction.
repeat the first verse, line by line. Show them how to
chant and clap hands. -play in group
-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
necessary.
Extension: If there is enough time, divide the class
into two groups to take turns chanting and clapping Whole class/ Individual
hands. Each of the groups should sing one verse of work
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.
(Teachers can divide class into 2 - 3 groups and let
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 Whole class/ Individual
by inviting two groups of three to the front of the work
class to take turns saying the two verses of the chant.
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
independently. Go around the classroom and offer -Individual
help where necessary. work
their answers before checking as a class.
-Invite some pupils to stand up to read the paragraph Whole class/
aloud. do the task independently
Key: 1. d 2. c 3. b 4. A
Activity 5. Let’s write. 10 minutes
- Listen to the T's
Goal: To complete a paragraph about pupils’ daily
instruction
routines.
-Tell pupils what they are going to do. Then get Individual
them to read the incomplete paragraph. Ask them work
what the paragraph is about (daily routines). Remind
them to pay attention to the contexts of the sentences Listen to the teacher
before completing them with the appropriate Whole class/ Individual
information. work
paragraph independently. Go around the classroom
-Get pupils to swap books and check their answers Group work
in pairs or groups before checking as a class.
Suggested answer: I get up at six o’clock. I have
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 Individual work
-Explain that pupils have to show simple pictures of
their daily routines (getting up, having breakfast, Whole class
etc.) which they have prepared at home as
homework. They will tell the class about their daily
routines in the pictures. work in groups
-Invite a pupil to the front of the class to model the
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 Listen to the T's
the key presentation language on the board (e.g. I get instruction.
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 -play in group
before an audience.
-Set a time limit for pupils to work in groups. Each
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 Listen to the teacher
present the project. Encourage the class to cheer to
praise the good presenters.
: Game: Sentence Puzzle
read it aloud.
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.
-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 Listen to the recording
for them to listen. Play the recording again, sentence -Individual
by sentence, for pupils to listen and repeat. Repeat work
the same procedure with Picture b. Correct their
pronunciation where necessary. -Listen and repeat
-Play the recording again for pupils to listen and
repeat in chorus sentence by sentence. Whole class/
-Invite a few pairs to the front of the classroom to -Pair work
listen to and repeat the sentences in the recording.
Draw their attention to the question What day is it
today? and the answer It's Monday. and It’s Friday. - Listen to the T's
Tell pupils that they have a question and answers instruction
about the days of the week.
Individual
Extension: Invite a few pairs of pupils to ask and
work
answer about the days of the week.
Activity 2. Listen, point and say. 10 minutes Listen to the teacher
Goal: To correctly say the words and use What day
work
is it today? – It’s _____. to ask and answer questions
about the days of the week.
-Have pupils look at the pictures and elicit the days Listen and repeat
of the week.
-Have pupils point at Picture a, listen to the Group work
recording and repeat the word (Monday). Repeat the
same procedure with the other three pictures. Have Pair work
the class repeat the words a few times.
-Point at the bubbles and Picture a and have pupils
listen to and repeat after the recording (What day is it Listen to the teacher
today? – It’s Monday.). Repeat the same procedure
with the other three pictures (b, c, d). Have the class Group work
repeat the questions and answers a few times.
-Have pairs practise asking and answering the
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. Whole class
Goal: To enhance the correct use of What day is it - Practice in front of class
today? – It’s _____. to ask and answer questions
about the 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.
-play game in group
-Put pupils into pairs and encourage them to ask and
answer questions about the days of the week. Go
around the classroom to offer support.
-Invite a few pairs to the front of the class to ask and
answer questions about the days of the week using Whole class/ Individual
What day is it today? – It’s _____. and the picture work
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.
3.Wrap up:
(- 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:
asking the question What day is it today? and have a
few pupils answer the question. Have the class give
comments.
Activity 4. Listen and tick. 5 minutes Individual
Goal: To listen to and understand two 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
-Listen and tick
answers together as a class. Write the correct answers
on the board. Play the recording again for pupils to
double- check their answers. Whole class/
Extension: If time allows, play the recording, -Pair work
sentence by sentence, for the class to listen and
repeat in chorus. Correct their pronunciation where
necessary. - Listen to the T's
Key: 1. b 2. A instruction
Individual
work
-Have pupils look at the pictures. Get them to
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. Pair work
-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 Listen to the teacher
Monday.). Repeat the same procedure with Pictures
2, 3 and 4. Group work
-Have pupils complete the gapped exchanges
individually and ask a few pairs to read them aloud.
Key: 1. Monday 2. Friday 3. What day; It’s 4. today; - Listen to the T's
It’s Thursday instruction.
Goal: To revise target words about the days of the -play in group
week by playing the game Slap the board.
-Tell pupils that they are going to listen to and slap
the correct words as quickly as possible. Have them Whole class/ Individual
look at the days of the week on the board to recall the work
days of the week (as in Input).
-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
the words on the board, for example, It’s Monday.
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 -Listen to the T's
someone does on certain days of the week. instruction
-Have pupils look at Pictures a and b and identify
the characters in the pictures. -Individual
-Ask pupils to look at Picture a. Play the recording work
for them to listen. Play the recording again, sentence
by sentence, for pupils to listen and repeat. Repeat
pronunciation where necessary.
-Play the recording again for pupils to listen and Whole class/
repeat in chorus sentence by sentence. -Pair work
-Invite a few pairs to the front of the classroom to
listen to and repeat the sentences in the recording. -Listen and repeat
Draw their attention to the questions What do you
do on Thursdays / Saturdays? and the answers I - Listen to the T's
study at school and I do housework. Tell pupils instruction
hat they are questions and answers about what Repeat
someone does on certain days of the week. Individual
Activity 2. Listen, point and say. 10 minutes work
Goal: To correctly say the phrases and use What do
you do on _____? – I _____. to ask and answer Listen to the teacher
questions about what someone does on certain days
of the week.
activities and the days of the week.
recording and repeat the phrase (Mondays / study at Whole class/ Individual
school). Repeat the same procedure with the other work
three pictures. Have the class repeat the phrases a
few times.
-Point at the bubbles and Picture a, then have pupils Group work
listen to and repeat after the recording (What do you
do on Mondays? – I study at school.). Repeat the
same procedure with the other three pictures b, c and Pair work
d.
-Have pairs practise asking and answering the Listen to the teacher
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. - Listen to the T's
Activity 3. Let’s talk. 8 minutes instruction.
Goal: To enhance the correct use of What do you do
on _____? – _____. to ask and answer questions -play in group
about what someone does on certain days of the
week in a freer context.
work
answer questions about what someone does on
certain days of the week. Go around the classroom to
offer support.
-Invite a few pairs to the front of the class to
perform their conversations.
-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:
Activity 4. Listen and number. 5 minutes -Whole class/
Goal: To listen to and understand four 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 -Listen to the T's
activities and the days of the week. instruction
-Play the recording for pupils to do the task by
numbering the pictures. Play the recording again to -Individual
give pupils another listening opportunity. work
-Check answers together as a class. Play the
recording a third time for pupils to double-check
their answers and correct their answers in pairs. Whole class/
necessary.
- Listen to the T's
Audio script:
instruction
1. A: What day is it today?
B: It’s Monday.
2. A: What do you do on Saturdays?
B: I do housework.
3. A: What day is it today?
B: It’s Friday. Whole class/ Individual
4. A: What do you do on Sundays? work
B: I listen to music.
individual 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 Listen to the teacher
-Model Picture 1. Have pupils look at the answer. Group work
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.
-Have pupils complete the gaps individually and ask Group work
a few pairs to read the four completed exchanges Whole class
aloud.
Activity 6. Let’s sing. 8 minutes
Goal: To sing the song What day is it today? with sing and clap along with
the correct pronunciation, rhythm and melody. the recording
Draw pupils’ attention to the title and lyrics of the
song. Encourage them to point at the characters’
activities to reinforce their understanding.
listen to the whole song. Encourage them to listen
carefully to the pronunciation, rhythm and the Whole class/ Individual
melody. work
-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
along with the recording. Pupils can sing the song
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
Whole class/
necessary.
-Pair work
-Repeat Steps 1 and 2 for the same letter u, the word
-Listen and repeat
Sunday and the sentence I do housework on Sundays.
-Have pupils work in pairs or groups, pronouncing - Listen to the T's
the sounds, saying the words and reading the instruction
sentences until they feel confident.
Activity 2. Listen and circle. 10 minutes Repeat
Goal: To identify the target words music and Sunday Individual
while listening. work
-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.
-Play the recording for pupils to listen. Play the
recording again for pupils to listen and circle the Listen to the teacher
correct options.
the answers together as a class. Write the correct
answers on the board.
-Play the recording again for pupils to double-check
their answers.
Extension: Invite one or two pupils to stand up, Whole class/ Individual
listen to and repeat the sentences. work
Goal: To say the chant with the correct clap along while chanting
-Draw pupils’ attention to the lyrics of the chant.
Check their comprehension. - Listen to the T's
-Play the recording all the way through for pupils to instruction.
listen to the whole chant. Encourage them to listen
carefully to the rhythm and pronunciation. Draw -play in group
pupils’ attention to the sounds of the letter u in the
words music and Sunday. Whole class/ Individual
-Play the recording, line by line, for pupils to listen work
necessary.
chant along. Encourage them to clap along while
chanting.
Extension: Divide the class into two groups to take
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 -Listen to the T's
some days of the week. instruction
-Ask pupils to read the text and complete the table
with the missing words. -Individual
-Set a time limit for pupils to read the text again and work
look for specific information to fill in the gaps in the
table. Go around the classroom to monitor their
reading task.
Whole class/
-Tell pupils to swap their answers with a partner,
do the task independently
then check answers together as a class. Write the
Activity 5. Let’s write. 10 minutes - Listen to the T's
Goal: To complete a paragraph about what pupils do instruction
on certain days of the week by writing the target
words in the gaps. Individual
-Ask pupils to read the gapped text and fill in the work
gaps with their own information. Tell pupils that the
gaps in the text should focus on their activities and Listen to the teacher
the days on which they do the activities. Check
comprehension.
-Have pupils do the first gapped sentence together as Group work
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.
-Give pupils time to complete the text
help where necessary.
-Get pupils to swap their books with a partner and work in groups of five or
check their answers before checking as a class. six
Extension: Invite a few pupils to read their
-Tell pupils the goal of the activity. Explain that they Listen to the T's
have to look at the pictures they have prepared at instruction.
home and present them to the class.
-play in group
-Have pupils work in groups of five or six. Each
pupil looks at his / her pictures and tells the group
about what he / she does on Saturdays and Sundays.
-Invite a few pupils to look at their pictures and tell
the class about them, e.g. On Saturdays, I play
football. or On Sundays, I do housework. Whole class/ Individual
Game: Touching the wall work
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
card and touch it. Then Tuesday and so on (in the
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.
- Ask pupils to open their books at page 28 and look
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: -Listen to the T's
Activity 1. Look, listen and repeat. 5 minutes instruction
Goal: To understand and correctly repeat the
sentences in two communicative Listen to the recording
contexts focusing on asking and answering questions -Individual
about birthdays. work
-Have pupils look at Pictures a and b and identify
the characters in the pictures. -Listen and repeat
-Ask pupils to look at Picture a. Play the recording
for them to listen. Play the recording again, sentence Whole class/
by sentence, for pupils to listen and repeat. Repeat -Pair work
- Listen to the T's
-Play the recording again for pupils to listen and instruction
repeat in chorus, sentence by sentence.
Individual
work
Draw their attention to the question When’s your Listen to the teacher
birthday? and the answer It’s in May. Tell pupils that Whole class/ Individual
these are a question and an answer about someone’s work
birthday.
Listen and repeat
Goal: To correctly say the words and use When’s
your birthday? – It’s in _____. to ask and answer
questions about someone’s birthday. Group work
-Have pupils watch a video about months of the
year, then introduce the five first months by having Pair 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 Listen to the teacher
game to consolidate the new words (Teacher says
the months, pupils race to the board to write the Group work
corresponding numbers).
-Have pupils open the book at page 28, point at
Picture a, listen to the recording and repeat the word
Group work
(January). Repeat the same procedure with the
other three pictures.
-Point at the bubbles and have pupils listen to and
repeat after the recording (When’s your birthday? –
It’s in January.). Point at Picture a and have pupils Whole class
listen to and repeat the sentences until they feel
confident. Repeat the same procedure with Pictures
- Practice in front of class
b, c, and d.
-Have pupils work in pairs and practise asking and
answering the question When’s your birthday? – It’s
in _____. using the speech bubbles and the pictures.
Goal: To enhance the correct use of When’s your
birthday? – It’s in _____. to ask and answer some pupils to practise
questions about someone’s birthday in a freer asking and answering
context. questions in front of the
-Draw pupils’ attention to the picture. Have them class
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
write them on the board. Get pupils to say the
completed sentences.
- Listen to the T's
-Have pupils look at the bubbles to understand how instruction.
the sentence pattern is used. Have pupils role-play to
practise asking the questions and giving their -play game in group
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
questions in front of the class. Praise them if they
perform well.
Extension: For a more able class, have pupils ask Whole class/ Individual
and answer questions about their birthdays, using the work
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:
- 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.
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.
Listen to the recording
-Play the recording all the way through so that -Individual
pupils can become familiar with the characters’ work
voices. Then play the recording for them to listen and
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 Whole class/
listening opportunity. -Pair work
-Check answers as a class. Play the recording again
for pupils to double-check their answers and correct
their answers in pairs. - Listen to the T's
instruction
sentence by sentence, for the class to listen and Individual
repeat in chorus. Correct their pronunciation where work
necessary. If they repeat well, praise them.
Activity 5. Look, complete and read. 10 minutes Listen to the teacher
Goal: To complete four target gapped exchanges Whole class/ Individual
with the help of picture cues. work
1: Have pupils look at the pictures. Have them
identify the birthdays (months) in the pictures. Listen and repeat
-Have pupils look at the four incomplete dialogues.
Draw their attention to the missing words in the
Group work
sentences.
-Model Picture 1. Have pupils look at the dialogue.
Then have them look at the picture and identify the Pair work
month. Ask them what is missing in the answer
(March). Ask them to complete the gap (When’s
your birthday? – It’s in March.). Repeat the same
procedure with Pictures 2, 3 and 4.
-Have pupils complete the dialogues individually Group work
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.
Activity 6. Let’s sing. 8 minutes Whole class
Goal: To sing the song When's your birthday? with
the correct pronunciation, rhythm and melody. Pair work
-Draw pupils’ attention to the title and lyrics of the
song. Encourage them to point at the pictures to
reinforce the understanding.
- Listen to the T's
-Play the recording all the way through. Encourage instruction.
them to listen carefully to the pronunciation and
melody.
and repeat. Correct their pronunciation where Whole class/ Individual
necessary. work
-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
the class to perform, while the rest of the class sings
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. -Listen to the T's
the characters in the pictures (see Input).
for them to listen. Play the recording again, sentence work
pronunciation where necessary. Whole class/
-Pair work
-Listen and repeat
repeat in chorus, sentence by sentence.
-Invite a few pairs to the front of the classroom to - Listen to the T's
listen to and repeat the sentences in the recording. instruction
Draw their attention to the question What do you Repeat
want to eat / drink? and the answers I want some Individual
jam. and I want some juice. Tell pupils that they are work
used to ask and answer questions about what
someone wants to eat / drink Listen to the teacher
you want to eat / drink? – I want _____. to ask and Whole class/ Individual
answer questions about what someone wants to eat / work
drink.
-Present the new words to pupils by showing them
pictures, saying the words and have pupils repeat.
Have them play the What’s missing game to
enhance their understanding and memorisation. Group work
-Have pupils open the book, point at Picture a,
listen to the recording and repeat the phrase (some Pair work
chips). Repeat the same procedure with the other
three pictures.
repeat after the recording (What do you want to eat? Group work
– I want some chips.). Point at Picture a and have
pupils listen to and repeat the sentences until they
feel confident. Repeat the same procedure with
Picture b, c, and d. Group work
-Have pupils work in pairs and practise asking and Whole class
answering the question What do you want to eat /
drink? – Pair work
I want ______. using the speech bubbles and
Pictures a, b, c and d.
Goal: To enhance the correct use of What do you
want to eat / drink? – I want _____. to ask and
answer questions about what someone wants to eat / clap to reinforce the
drink in a freer context. activity.
-Draw pupils’ attention to the picture. Have them
say the names of the food and drinks in the picture.
Ask questions to help them identify the context (see
Input).
-Have pupils look at the bubbles to understand how
the sentence pattern is used. Have pupils role-play to -play in group
practise asking the questions and giving their
answers in pairs, using the picture cue. Make sure
right pronunciation and intonation. Go around to Whole class/ Individual
observe and provide help. work
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.
Pupils can enhance the correct use of What do you
want to eat / drink? – I want _____. to ask and
answer questions about what someone wants to eat /
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. -Listen to the T's
instruction
-Play the recording for Question 1 for pupils to
listen. Play the recording again for pupils to do the -Individual
task. Play the recording a third time to give pupils work
another listening opportunity.
-Repeat Step 2 for Pictures 2a and 2b.
-Tell pupils to swap books with a partner, then check Whole class/
answers as a class. Write the correct answers on the
board.
Tell pupils to return the books to their partners
Play the recording for pupils to check their answers
again.
- Listen to the T's
Extension: If time allows, play the recording, instruction
necessary.
Activity 5. Look, complete and read. 10 minutes Whole class/ Individual

Goal: To complete two gapped dialogues with the work
-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.
Draw their attention to the missing words in the Group work
sentences.
-Model Dialogue 1. Have pupils look at the Pair work
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 Listen to the teacher
to complete the gap (What do you want to eat,
Mary? – I want some grapes.). Repeat the same Group work
procedure with Dialogue 2.
-Have pupils complete the dialogues individually
and ask a few pairs to read them aloud. Correct their Group work
pronunciation where necessary, praise the readers,
and get the class to clap or cheer if their Whole class
pronunciation is good
Activity 6. Let’s play. 8 minutes - Listen to the T's
Goal: To revise the target vocabulary items through instruction.
playing the game Board race.
-Tell pupils the goal of the game and how to play it.
Set a time limit for pupils to play the game.
-play in group
-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
possible. Whole class/ Individual
-The team that writes the most words in the set time work
wins.
-Point to the words and have pupils read the words
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
- 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:
by asking pupils to play the Board race game using
the language learnt.
at -Whole class
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
- Listen to the T's
is good.
instruction
-Repeat Steps 1 and 2 for the letter w.
-Have pupils work in pairs or groups to pronounce Repeat
the sounds of the letters j and w, say the words jam Individual
and water, and read the sentences I like jam. and I work
want some water. Invite a few pupils to listen to the
recording and say the language in front of the class. Listen to the teacher
If they perform well, praise them.
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
work
and three answer options (see Input). Explain what
pupils have to do. Check comprehension.
recording again for pupils to listen and circle the
correct options. Pair work
the answers together as a class. Write the correct Listen to the teacher
-Tell pupils to return the books to their partners. Play Group work
the recording so that pupils can check their answers
again.
Extension: Invite one or two pupils to stand up,
listen to and repeat the sentences. If there is time, Group work
teacher may have pupils play the Board Race game: Whole class
Teacher says words, pupils race to slap the
corresponding letters/sounds.
Activity 3. Let’s chant. 8 minutes Pair work
Check comprehension. - Listen to the T's
-Play the recording all the way through. Encourage instruction.
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
-play in group
jam. and There’s water on the table. I want some
water. in the chant.
and repeat. Correct their pronunciation where Whole class/ Individual
necessary. work
chant along. Encourage them to clap hands while
chanting.
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
- 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)
-Listen to the T's
and circle the correct answers.
instruction
-Draw pupils’ attention to Bill’s letter and read it
together as a class. Check comprehension. -Individual
-Draw pupils’ attention to the incomplete sentences work
and answer options. Have pupils pay attention to the
gap and the three answer options for each sentence. - tick the appropriate box
Ask pupils to read the letter again and circle the
correct options.
-Tell pupils to swap books with a partner, then check Whole class/
answers together as a class. Write the correct answers do the task independently
on the board.
-Tell pupils to return the books to their partners. Ask - Listen to the T's
pupils to look at the board and check their answers instruction
again.
Activity 5. Let’s write. 10 minutes Individual
Goal: To complete a gapped text using pupils’ work
personal information.
-Tell the class the goal of this activity: to read the Listen to the teacher
text and fill in the gaps using their personal Whole class/ Individual
information. Check their comprehension. work
-Write the first sentence on the board. Read the
sentence as a class. When you reach the gap, point
at it and encourage pupils to say their own names.
Give pupils time to write the answers. Repeat the Listen to the teacher
same procedure with the other sentences.
-If time allows, invite a few pupils to read the Individual work
sentences they have completed aloud in front of the
class. The class observes and praises their work. Whole class
Goal: To make birthday party invitations at home
and present them to the class by using the target Pair work
language.
-Tell pupils the goal of this activity. Explain that
they are going to show the birthday party invitations
that they have made at home and tell the class about
their birthdays. Listen to the T's
instruction.
-Have pupils work in groups of five. Each pupil
shows his / her invitation and tells the group about
-play in group
his / her birthday, e.g. My birthday’s in May. Go
around the classroom and offer help where necessary
(e.g. when pupils need some more vocabulary to talk
about their birthdays).
-Invite some pupils to show their work and talk Whole class/ Individual
about their birthdays. Have pupils stick their work
invitations on the wall of the classroom as a display.
Donkey Kong Game
- Pupils from each team choose a chicken, then
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. 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)
-Listen to the T's
in which pupils ask and answer questions about
instruction
someone’s abilities.
-Ask pupils to look at Pictures a and b and identify the Listen to the recording
characters in the pictures. -Individual
-Draw pupils’ attention to the kite and the skipping work
rope in Picture a and predict what the characters can
do or are talking about. Play the recording and have -Listen and repeat
pupils check the prediction. Repeat the same
procedure with Picture b.
Whole class/
-Pair work
point at the characters while listening.
pupils to listen, point at the sentences and repeat after - Listen to the T's
each character. Correct their pronunciation where instruction
necessary.
Extension: Invite a few pairs of pupils to act out the Individual
conversations in front of the class. work
Goal: To correctly say the phrases and use Can you
____? – Yes, I can. /
work
No, I can’t. to ask and answer questions about
someone’s abilities.
-Ask pupils to look at Pictures a, b, c, and d and Listen and repeat
identify the activities in the pictures.
-Play the recording for pupils to listen to and repeat Group work
the phrases under the pictures in chorus and
individually until they feel confident. Use the flash
Pair work
cards for ride a bike, ride a horse, play the piano and
play the guitar to practise the phrases.
-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 recording for pupils to repeat the Group work
sentences in both bubbles a few times. Repeat the
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
help where necessary. Whole class
Invite a few pairs to point at the pictures and ask
and answer questions about what the pupils in the - Practice in front of class
pictures can or can’t do.
Goal: To enhance the correct use of Can you ? - Listen to the T's
– Yes, / No, ____. to ask and answer questions about instruction.
pupils’ abilities in a freer context.
-Elicit the missing words in the speech bubbles and -play game in group
-Put pupils into pairs to ask and answer about their
abilities. Go around the classroom to offer support
where necessary.
Step 4: Invite a few pairs to point at the pictures and
ask and answer questions about their abilities.
3.Wrap up: Whole class/ Individual
- Ask students to answer the following questions: work
(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
and intonation when asking and answering about
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, work
play the piano, play the guitar) to revise the
vocabulary in Period 1 by asking Can you __? -Whole class/
- Get pupils to open their books at page 35 and look Individual
2.New Lesson:
-Listen to the T's
instruction
answer questions about someone’s abilities and tick Listen to the recording
the correct pictures. -Individual
-Draw pupils’ attention to the pictures and ask work
questions to elicit the activities in the pictures.
Remind them to look at each pair of pictures, listen -Listen and repeat
to the recording and choose the activity the speakers
can do. Whole class/
-Play the recording all the way through. Then play -Pair work
the recording for pupils to listen and tick the activity
the speakers can do.
-Get pupils to swap books with a partner to check - Listen to the T's
their answers before checking as a class. Correct the instruction
Individual
Extension: If time allows, play the recording, work
in chorus. Correct their pronunciation where Listen to the teacher
necessary. Whole class/ Individual
-Model Question 1. Have pupils read the exchange Listen and repeat
and guess the missing words in the answer. Then
draw pupils’ attention to the picture and elicit the Group work
answer to fill in the gap (Yes, I can.).
-Give pupils time to do the task independently. Go Pair work
pupil to write the answers on the board. Give further - Listen to the T's
support to those pupils who find it difficult to do the instruction.
task.
-Invite four pairs of pupils to act out four complete sing the whole song while
exchanges in front of the class. Correct their clapping their hands
Key: 1. Yes, I can 2. No, I can’t clap to reinforce the
3. ride a horse; Yes 4. play the guitar; No activity.
Goal: To practise the target vocabulary and sentence
patterns by playing the game Can you ...? -play in group
-Invite two groups, each with six pupils, to play the
game. Tell pupils the goal of the game and how to
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,
one pupil asks (e.g. Can you ride a bike?) and
another pupil replies as quickly as possible. Check Whole class/ Individual
with the whole class if the question is correct or not, work
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.
-Play the game with other groups in the class. The
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.)
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. -Individual
for them to listen and check the prediction. Play the
recording again, sentence by sentence, for pupils to
listen and repeat. Correct their pronunciation where
necessary. Repeat the same procedure with Picture b. Whole class/
-Pair work
-Listen and repeat
listen to and act out the exchanges.
-Draw pupils’ attention to the words can and can’t - Listen to the T's
in the conversation to elicit the meaning. Explain that instruction
they are used to talk about abilities and lack of
abilities. Repeat
Extension: If time allows, play the recording, Individual
sentence by sentence, for pupils to listen and repeat work
necessary. Listen to the teacher
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 Whole class/ Individual
abilities. work
-Pre-teach new words by asking pupils to look at the
pictures and repeat the words in chorus and
individually.
-Ask pupils to play the matching game. One pupil Group work
from each team chooses 2 boxes to open, if they
match, that team earns a point. Pair work
-Teacher presents the model sentences.
-Ask pupils to look at the pictures and identify the
activities in the pictures.
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, - Listen to the T's
cook and draw to practise the words. instruction.
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
with Pictures b, c, and d. -play in group
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
pupils if they perform well.
Activity 3. Let’s talk. 8 minutes Whole class/ Individual
Goal: To enhance the correct use of Can he / she __ work
? – 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
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?
-Listen to the T's
- Yes, he can. / No, he can't. instruction
✔ Can she swim? -Individual
- Yes, she can. / No, she can't. work
2.New Lesson:
Activity 4. Listen and tick or cross. 5 minutes
Goal: To listen to and understand four Whole class/
communicative contexts in which pupils talk about
abilities and lack of abilities and tick or cross the
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 - Listen to the T's
boxes while listening. instruction
the recording again for pupils to listen and tick or
cross the pictures.
their answers before checking as a class. Correct the Whole class/ Individual
answers where necessary. work
necessary.
Activity 5. Look, complete and read. 10 minutes Group work
-Model Question 1. Have pupils read the exchange Pair work
and guess the missing words. Then draw pupils’
attention to the picture and elicit the words to Listen to the teacher
complete the sentence.
-Give pupils a time limit to read the gapped Group work
exchange 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. Group work
-Get pupils to swap books with a partner and check Whole class
-Invite a few pairs of pupils to read or act out
the complete exchanges in front of the class.
Activity 6. Let’s sing. 8 minutes - Listen to the T's
Goal: To sing the song Things they can do with the instruction.
reinforce their understanding.
-Have pupils read the first verse of the lyrics. -play in group
Explain that the first verse is about things the girl can
and can’t do. Have pupils listen to the first verse,
drawing their attention to the pronunciation, rhythm
and melody. Then let them listen and practise singing Whole class/ Individual
it, line by line, while miming the actions. work
-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
while miming the actions. Go around the classroom
the song. The class may sing along and clap hands to
reinforce the activity.
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 work
Things they can do on page 37.
- Get pupils to open their books at page 38 and look
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 -Listen to the T's
swim? – No, she can’t. with the correct pronunciation instruction
and intonation.
-Have pupils point at the letter y, the word yes, and -Individual
the sentences Can you draw? – Yes, I can. Play the work
recording for them to listen and repeat in chorus and
individually until they feel confident. Correct their
-Invite a few pupils to listen to the recording and Whole class/
repeat the sound, the word and the sentences in front -Pair work
of the class. Praise them if their pronunciation is Individual
good. work
-Repeat Steps 1 and 2 for the letter, the word and the Listen to the teacher
sentences in the second line. Go around the
necessary.
-Have pupils work in pairs or groups, pronouncing
the sounds, saying the words and reading the
sentences until they feel confident. Whole class/ Individual
Activity 2. Listen and circle. 10 minutes work
Goal: To identify the target words yes and no while
listening.with the correct pronunciation and
intonation.
-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 questions and guess the
answer options they may hear in the recording.
Group work
listen and circle the correct options. Get pupils to
swap books with a partner and check their answers Pair work
before checking as a class. Play the recording again
for pupils to double-check their answers.
-Invite a few pupils to read aloud the two completed
exchanges in front of the class. Go around the
Group work
necessary.
- Performance products: Student's talks and
interaction Group work
- Assessment tools: Observation; Answer keys Whole class
Key: 1. a 2. b
Goal: To say the chant with the correct Pair work
-Have pupils look at the pictures and tell what they - Listen to the T's
can see in the pictures and predict what the pupils instruction.
can do. Play the recording for them to check their
prediction.
draw their attention to the sounds of the letters y and
n, the words yes and no. Check comprehension.
-Play the recording of the first verse. Play the
recording again, line by line, for pupils to listen and Whole class/ Individual
repeat. Draw their attention to the rhythm and work
pronunciation. Encourage them to clap hands while
chanting.
chant.
Play the recording all the way through for pupils to
3.Wrap up:
Ask students to answer the following questions:
(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
using the target language.
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
instruction
independently. Go around the classroom and offer Individual
help where necessary. work
Extension: Invite one or two pupils to read the text
in front of the class. Correct their pronunciation Listen to the teacher
where necessary. Whole class/ Individual
Activity 2. Let’s write. 10 minutes work
Goal: To complete a gapped text about the abilities
and lack of abilities of Lucy, Ben and the pupils
themselves.
that they should read the gapped text and fill in the Listen to the teacher
gaps using the picture cues and with their own
information. Explain that the gaps in the text focus Individual work
on the things that people can or can’t do. Check
comprehension.
-Have pupils do the first gapped sentence together as Whole class
an example. Ask them to read the sentence, look at
the picture about Lucy and complete the sentence. Pair work
Then have them write the answer in the gap.
independently. Go around the classroom and offer -play in group
Activity 3. Project 8 minutes Listen to the T's
Goal: To carry out a school club survey, collect the instruction.
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 work in groups of five
that they need to work in groups of four or five to
complete a school club survey. Each group should
choose two clubs such as sports or music. Each pupil
in a group needs to write questions to ask their Whole class/ Individual
friends to find out what they can or can’t do to find work
members for the club, and then presents his / her
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
roller skate. Go around the classroom and offer help
where necessary.
-Invite a few groups to present their surveys to the
class. Praise pupils when they do the task well.
3.Wrap up:
(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 -Listen to the T's
Goal: To listen to and understand five
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 Whole class/
answers as a class. Write the correct answers on the -Pair work
board.
-Play the recording for pupils to double-check their - Listen to the T's
answers. instruction
sentence by sentence, for the class to listen and Individual
repeat in chorus. Correct their pronunciation where work
necessary.
Pupils can listen to and understand five Listen to the teacher
communicative contexts and tick the correct pictures. Whole class/ Individual
Key: 1. c 2. a 3. c 4. b 5. C work
Activity 2. Ask and answer. 7 minutes
Goal: To ask and answer questions using picture Listen and repeat
cues.
-Draw pupils’ attention to the first picture. Get them Individual
to look at the clock to identify the time shown on it. work
Check pupils’ comprehension.
-Draw pupils’ attention to Question 1. Have pupils
look at the clock in the picture to answer the - Listen to the T's
question. instruction.
-Repeat Steps 1 and 2 with the rest of the questions.
-Have pupils work in pairs to role-play the four
-play in group
exchanges. Go around the classroom to monitor the
activity.
Extension: Invite pairs of pupils to stand up and take Whole class/ Individual
it in turns to role-play the target exchanges. work
Game: Spin the wheel
- Pupils take turn to spin the wheel, use the
information given to ask and answer.
- 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
-Listen to the T's
Goal: To read and match pairs of target sentence
instruction
patterns
-Draw pupils’ attention to the sentences. Tell them -Individual
how to do the activity. Point at Sentence 1, elicit the work
answer and give feedback. Draw a line to match
Sentence 1 with the letter c.
-Give pupils time to do the task. Go around the
Whole class/
classroom to offer support.
-Pair work
- Listen to the T's

-Get pupils to swap their books with their partners, instruction
then check answers together as a class. Write the
correct answers on the board. Individual
Extension: Invite pairs of pupils to stand up and read work
the matched exchanges aloud. Pupils can read and
match pairs of target sentence patterns. Listen to the teacher
Key: 1. c 2. d 3. b 4. e 5. A
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. Whole class/ Individual
Elicit the missing word and give feedback. Complete work
the sentence and get pupils to read the completed
sentence in chorus.
-Repeat Step 2 with the rest of the gaps. Go around
the classroom to offer support where necessary.
-Get pupils to swap books with a partner, then check Group work
answers as a class. Write the correct answer on the
board. Pair work
Extension: Invite some pupils to stand up and read
the completed passage aloud.
Mini game: Reading comprehension Listen to the teacher
- Ask pupils to read the passage again.
Group work
- Then work in pairs and answer the questions:
1. A: Where is Ben from?
B: He’s from Australia.
2. A: How many days does Ben go to school? Group work
B: Five days (from Monday to Friday). Whole class
3. A: Can he play football?
B: Yes, he can. Pair work
4. A: Can he play the guitar?
B: Yes, he can.
5. A: Does he go to school on Saturdays?
B: No, he doesn’t. - Listen to the T's
Pupils can read and complete a conversation with the instruction.
words relating to the topics “Names”, “Ages”, and
“Hobbies”.
Key: 1. Australia 2. Fridays 3. guitar 4.
Sundays
Goal: To complete a gapped text with the help of -play in group
picture cues.
-Tell the class the goal of this activity: to read the
gapped text and fill in the gaps using picture cues.
Check comprehension. Whole class/ Individual
-Write the sentence with the first gap on the board. work
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.
-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
- 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.
-Listen to the T's
-Repeat Step 1 for England, Japan, Australia and instruction
America.
-Have pupils complete the activity by writing the -Individual
name next to each country. Check answers together work
as a class.
Extension: Nominate pairs of pupils to act out the
exchanges. Whole class/
Key: 1. Viet Nam 2. England 3. Japan 4.
Australia 5. America
Activity 2. Listen and write. 10 minutes
Goal: To identify the different times in different - Listen to the T's
countries. instruction
-Have pupils look at the clocks. Draw their attention
to the different times in different countries. Explain
the concept of time zones in a simple way if
necessary.
-Write In America, it’s _____. on the board. Read Whole class/ Individual
the first part of the sentence aloud and encourage work
pupils to complete it. When pupils answer correctly,
write the answer on the board: 8:00 AM.
-Have pupils complete the activity by completing
the sentences. Check answers as a class.
Activity 3. Read the questions. Then tick the
answers. 8 minutes Group work
Goal: To read the questions and tick the correct
answers, then say what countries are near / far from Pair work
Viet Nam.
-Draw pupils’ attention to Question 1 and read it as a
class. Check comprehension.
-Ask pupils to look at Answer A with three answer
options a, b and c. Explain the new word Russia. Get
them to look at the flags of Thailand, America and - Listen to the T's
Russia, elicit the right answer and tick it (Picture a). instruction.
Repeat the same procedure with Answer B.
-Repeat Steps 1 and 2 with Question 2. Go around
-Get pupils to swap books with a partner, then check -play in group
on the board for pupils to correct their answers.
Have pupils say the answers by asking them
Questions 1 and 2. Whole class/ Individual
Key: 1. A a B c 2. A a B b work
1. A. It’s Thailand. B. It’s Malaysia. 2. A. It’s
Canada. B. It’s Australia
Mystery box Game
- Divide the class into two teams: Boys and Girls.
- Pupils take turns to choose the letter and answer the
question.
- They look at the pictures and answer the questions.
If they have the correct answers, they get one point
team answer and get points.
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:
sentences in two communicative contexts focusing -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
-Play the recording again, sentence by sentence, for Listen to the recording
pupils to listen and repeat individually and in chorus. -Individual
Correct their pronunciation where necessary. Repeat work
-Listen and repeat
Draw pupils’ attention to the question Where’s your Whole class/
school? and the answers: It's in the city. and It’s in -Pair work
the mountains. Tell pupils that they are a question
and answers about the location of a school. - Listen to the T's
Activity 2. Listen, point and say. 10 minutes instruction
Goal: To correctly say the words and use Where’s
your school? – It’s in the _____. to ask and answer Individual
questions about the location of a school. work
locations of schools. Listen to the teacher
-Have pupils point at Picture a (mountains), listen work
to the recording and repeat the word (mountains).
Repeat the same procedure with Pictures b, c and d.
Have the class repeat the words a few times. Listen and repeat
and repeat after the recording (Where’s your Group work
school?). Point at Picture a and have pupils listen to
and repeat after the recording (It’s in the
mountains.). Repeat the same procedure with the Pair work
other three pictures.
-Divide the class into two groups to take turns Listen to the teacher
repeating the question and the answer in Picture a
until they feel confident. Repeat the same procedure Group work
with Pictures b, c and d.
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 Whole class
pronunciation where necessary. - Practice in front of class
Goal: To 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. - Listen to the T's
-Draw pupils’ attention to the two speech bubbles. instruction.
Ask pupils to look at the second bubble and identify -play game in group
what the answer should be. Give an example answer
It’s in the village. Get pupils to repeat the question
and the answer several times.
-Have pairs of pupils practise asking and answering
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
work
questions about the locations of the schools in front
of the class and correct their pronunciation where
necessary.
Doraemon Game (ppt)
the question.
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.
answer questions about school locations and number
the correct pictures. -Listen to the T's
-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
work
-Play the recording of the first dialogue. Tell pupils
that they will need to listen to the location (e.g. city, -Listen and repeat
village, town, mountains). Ask pupils Where’s the
school? Help pupils find out the answer of the
location in the dialogue. Then ask pupils in which Whole class/
picture the location town appears (Picture c). Tell -Pair work
pupils to write “1” in the box of Picture c.
-Play the recording of the other dialogues and allow - Listen to the T's
pupils to write down their answers. Give pupils some instruction
minutes to swap books with a partner and then check
the answers as a class. Correct the answers where Individual
necessary. work
Extension: If time allows, play the recording, Listen to the teacher
sentence by sentence, for the class to listen and Whole class/ Individual
repeat individually and in chorus. Correct their work
pronunciation if necessary.
Key: 1. c 2. d 3. a 4. B
-Ask pupils to look at the pictures and identify the Group work
school locations in the four pictures.
-Ask pupils to look at the incomplete exchanges. Pair work
sentences.
-Model Picture 1. Have pupils look at the dialogue.
Ask them what is missing in the answer (village).
Group work
Then, have them fill the gap. Repeat the same
procedure with Pictures 2, 3 and 4.
-Get pupils to complete the exchanges individually,
then ask a few pairs to read them aloud and check Group work
their pronunciation if necessary.
Activity 6. Let’s play. 8 minutes Whole class
Goal: To review the words of locations by playing
the game Matching pairs. Pair work
-Tell pupils that they are going to find four pairs of
pictures and words as quickly as possible.
-Stick the picture cards face down in the left column
- Listen to the T's
on the board. Stick the word cards face down in the
instruction
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
two cards are a matching pair, ask the pupil to say
the word aloud. The pupil can continue to take -play in group
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. Whole class/ Individual
work
-Let pupils play the game until all pairs have been
matched. Play the game several times if there is
enough time.
Matching Pairs (ppt)
- 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. work
Correct their pronunciation where necessary. Repeat Whole class/
the same procedure with Picture b. -Pair work
-Invite a few pairs to the front of the classroom to -Listen and repeat
listen to and repeat the sentences in the recording. - Listen to the T's
Correct their pronunciation where necessary. instruction
Draw pupils’ attention to the question How many
buildings are there at your school? and the answer Repeat
There are three. Tell pupils that this is a question and Individual
an answer about the quantity of school facilities. work
Goal: To correctly say the phrases and use How Listen to the teacher
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).
Have the class repeat the phrases a few times.
-Point at the question pattern How many ___ are Whole class/ Individual
there at your school? Read it aloud and have pupils work
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
repeat after the recording How many playgrounds
are there at your school? – There is one. Repeat the Group work
same procedure with Pictures b, c and d.
-Have pupils read the questions How many __?, look Pair work
at the pictures then answer the questions.
Divide the class into two groups to take turns
repeating the question and the answer in Picture a Listen to the teacher
until they feel confident. Repeat the same procedure
with Pictures b, c and d. Group 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
Group work
and answers in front of the class. Correct their
pronunciation where necessary. Whole class
Goal: To enhance the correct use of How many ___ Pair work
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. - Listen to the T's
-Draw pupils’ attention to the picture. Ask questions instruction.
-Elicit the missing words in the speech bubbles and
write them on the board. Get pupils to say the -play in group
the questions about the quantity of school facilities
in the picture. Go around the classroom to observe Whole class/ Individual
and provide help. work
questions about the quantity of school facilities in
front of the class. Give them corrections and
feedback where necessary.
Flowers Game (ppt)
- Pupils from each team choose a number, then
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/
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 -Listen to the T's
corners of the pictures. Check their comprehension. instruction
-Have pupils look at Pictures 1a and 1b. Get them to -Individual
talk about the differences between two pictures (e.g. work
There are two buildings in Picture 1a. One is red.
One is green. There are three buildings in Picture
1b.). Play the recording of the first dialogue. Ask
pupils to tick the correct picture. Repeat the same Whole class/
procedure with the second dialogue.
-Get pupils to swap books with a partner, then check
on the board.
Extension: If there is time, play the recording, - Listen to the T's
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 Whole class/ Individual
prompt them to ask and answer questions about work
school location.
-Give pupils 1 - 2 minutes to complete the gaps in

Dialogue 1, then have them compare their answers
Group work
in pairs. Monitor and help where necessary.
-Go through the answer with the class. Ask some
pairs to read aloud the dialogue. Pair work
-Repeat the same procedure with Dialogue 2.
Encourage pupils to make use of the picture cues to Listen to the teacher
fill the gaps.
Activity 6. Let’s sing. 8 minutes Group work
Goal: To sing the song Gardens and buildings at my
school with the correct pronunciation, rhythm and
melody.
-Have pupils read the lyrics to familiarise Group work
themselves with the questions and answers. Check Whole class
-Have pupils listen to the whole song, drawing their - Listen to the T's
attention to the pronunciation, the rhythm and the instruction.
melody of the song.
-play in group
-Play the recording of the song once or twice for
pupils to listen and repeat line by line and do related
actions, e.g. using fingers for numbers one and three.
-When pupils feel confident and are familiar with Whole class/ Individual
the tune and melody, ask them to sing the whole work
song while doing actions or clapping hands.
the song. The class may sing along to reinforce the
activity.
Zootopia Game (ppt)
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
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 -Listen to the T's
pronunciation and intonation. instruction
-Have pupils look at the letter s, listen to the
recording and repeat the letter until they feel -Individual
confident. Correct their pronunciation if necessary. work
-Have pupils point at the word mountains, listen to
the recording and repeat the word until they feel
confident. Monitor the activity and offer help if Whole class/
necessary. -Pair work
-Listen and repeat
-Get pupils to point at the sentence My school is in
the mountains., listen to the recording and repeat it. - Listen to the T's
Then get a few pupils to listen to and repeat the instruction
sentence in front of the class. Monitor their
performance, give corrections and feedback where Repeat
necessary. Individual
work
-Repeat the same procedure with the letters es, the
word villages and the sentence There are three Listen to the teacher
villages near my school.
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 Whole class/ Individual
the recording and circle the correct options to work
complete the sentences.
-Play the recording for pupils to listen and circle
the correct options. Get pupils to swap their books
and check their answers in pairs or groups. Go
through the answers with the class. Group work
-Invite a few pupils to read the completed sentences Pair work
in front of the class. Correct their pronunciation
where necessary.
Key: 1. b 2. C
Goal: To say the chant with the correct rhythm and Group work
pronunciation.
-Have pupils scan the first verse of the chant and Group work
elicit its subject. Draw pupils’ attention to the word
mountains and the sentences It’s in the mountains. Whole class
and My school is in the mountains. Pair work
-Play the recording for pupils to listen to and repeat
the first verse, line by line. Correct their - Listen to the T's
pronunciation where necessary. Show them how to instruction.
chant and clap hands.
-Play the recording of the whole verse again for
pupils to do choral and individual repetition. -play in group
-Repeat Steps 1 to 3 for the second verse of the
chant. Go around the class and offer help to pupils
who find it difficult.
Extension: If there is enough time, divide the class Whole class/ Individual
into two groups to practise chanting and clapping work
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.
Madagascar Game (ppt)
the question.
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 -Individual
gist of it. work
-Ask pupils to read Sentence 1 and focus on the
sentence pattern Our school is in the ____. Get them - tick the appropriate box
to find out the missing word from the paragraph. Tell
them to read the paragraph again, if they need to. Whole class/
Repeat the same procedure with Sentences 2, 3 and do the task independently
4. Get pupils to do the activity independently.
-Have pupils swap books with a partner and check
- Listen to the T's
each other’s answers. Monitor and give help where
instruction
necessary.
Select a few pupils to read the sentences in front of Individual
the class. Check their answers, and give corrections work
and feedback if necessary.
Activity 5. Let’s write. 10 minutes Listen to the teacher
Goal: To read, understand and complete a gapped Whole class/ Individual
paragraph about their own school locations and work
facilities.
-Explain to the class the goal of this activity. Show Listen and repeat
them how to complete the task. They should read
each gapped sentence, guess the missing
Group work
information and complete the sentence with their
own information. Check comprehension and give
feedback. Pair work
-Give pupils time to write their answers. Circulate
round the classroom during the activity and offer Listen to the teacher
-Get pupils to swap books and correct their answers Individual work
in pairs.
Extension: If time allows, invite a pupil to stand up Whole class
and read his/ her completed sentences. The rest of the
class listens, and cheers or claps their hands if the
performers do a good job. Pair work
Activity 6. Project. 8 minutes
Goal: To draw pupils’ schools and its facilities and
present their drawings to the class. -play in group
-Point at the sample drawing and explain that pupils
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 Listen to the T's
prepared for the project. Revise vocabulary and instruction.
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. work in groups of five
-Give pupils some time to use their drawings to
practise presenting in groups.
-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
- 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.
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/
will learn in this lesson. 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.
-Ask pupils to look at Pictures a and b and identify Listen to the recording
the characters. Ask Who is he / she? and Where is -Individual
he / she? work
-Listen and repeat
for them to listen.
pupils to listen and repeat individually and in chorus. Whole class/
Correct their pronunciation where necessary. Repeat -Pair work
-Invite a few pairs to the front of the class to listen to
and repeat the sentences in the recording. - Listen to the T's
Draw pupils’ attention to the question What instruction
subjects do you have today? and the answer I have
Individual
English and maths. Explain that they are used to ask
work
and answer questions about what subjects pupils
have. Listen to the teacher
Activity 2. Listen, point and say. 10 minutes Whole class/ Individual
Goal: To correctly say the words and use What work
subjects do you have today? –
- I have ___. to ask and answer questions about
school subjects. Listen and repeat
-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 Group work
the words under the pictures in chorus and
individually until they feel confident.
Pair work
elicit the missing word by pointing at Picture a. Play
the recording for pupils to listen to and 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
pairs. Go around the classroom to offer help if
Invite a few pairs to point at the pictures and ask Whole class
and answer questions about what subject they have
today. - Practice in front of class
Goal: To enhance the correct use of What subjects
- Listen to the T's
do you have today? – I have ___. to ask and answer
instruction.
questions about school subjects in a freer context.
-Draw pupils’ attention to the picture. Ask questions -play game in group
write them on the board. Get pupils to say the Whole class/ Individual
completed sentences. work
-Put pupils into pairs to practise the exchanges. Go
necessary.
-Invite a few pairs to point at the pictures and ask
and answer questions about school subjects. If time
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
2.New Lesson:
Goal: To listen to and understand four -Listen to the T's
communicative contexts in which pupils ask and instruction
answer questions about the subjects they have and
tick or cross the pictures. Listen to the recording
-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 Whole class/
boxes. -Pair work
answers where necessary. - Listen to the T's
in chorus. Correct their pronunciation where Individual
necessary. work
Key: 1. ✓ 2. ✕ 3. ✓ 4. ✕
work
-Model the gapped Exchange 1. Have pupils read
the exchange and guess the missing word in the Listen and repeat
answer. Then draw pupils’ attention to the picture
and elicit the name of the subject that can be used to Group work
fill in the gap (Vietnamese).
around the classroom to offer help where necessary. Pair work
their answers before checking as a class. Nominate a Listen to the teacher
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 four pairs of pupils to act out four complete
exchanges in front of the class. Correct their
pronunciation where necessary. Group work
Key: 1. Vietnamese 2. have maths
Whole class
3. What subjects; science 4. do you have;
English; maths Pair work
Goal: To review the target vocabulary items using
- Listen to the T's
the puzzle, then ask and answer questions about the
instruction.
subjects pupils have at school.
-Tell pupils the goal of the puzzle and how to play it.
Then have them look at the spaces in the puzzle and
give letters as well as picture cues to find appropriate -play in group
letters to complete the words.
-Give pupils a time limit to do the puzzle
individually. Go around the classroom and offer help Whole class/ Individual
if needed. work
-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
_____.
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
– Ask pupils to open their books at page 52 and look
at Unit 7, Lesson 2, Activity 1. Tell pupils what they
will learn in this unit.
Option 2:
sentences in two communicative contexts in which
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. -Individual
for them to listen and familiarize themselves with the
characters’ voices.
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 the T's
listen to and act out the exchanges.
instruction
Draw pupils’ attention to the question When do you
have maths? and the answer I have it on Mondays Repeat
and Fridays. Explain that they are used to talk about Individual
a timetable work
(when they have a subject).
Extension: Nominate pairs of pupils to act out the Listen to the teacher
exchanges.
Goal: To correctly say the words and use When do
you have _____? – I have it on _____. to ask and
answer questions about a timetable.
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 Whole class/ Individual
individually until they feel confident. work
elicit the missing words in the question and the Group work
answer. Play the recording for pupils to repeat the
sentences in both bubbles a few times. Remind pupils
to point at the relevant picture when they are Pair work
repeating.
-Repeat Steps 1 and 2 for Pictures b, c and d. Go Listen to the teacher
around the classroom and offer help where necessary.
-Invite a few pairs to act out the exchanges at the Group work
front of the class.
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. Whole class
-Ask pupils to look at the picture and identify the Pair work
characters, the days of the week and the subjects
taught on each day. Remind pupils that When do you
have _____? - Listen to the T's
– _____. are used to ask and answer questions about instruction.
a timetable. Check comprehension. -play in group
-Elicit the missing words in the speech bubbles and
completed sentences. Correct their pronunciation
where necessary. Whole class/ Individual
-Put pupils into pairs and have them take turns work
playing the role of each character in the picture, using
the speech bubbles and a given timetable. Go around
the classroom to offer support.
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/
2.New Lesson:
answer questions about timetables and tick the
correct pictures.
-Ask pupils to look at Pictures 1a and 1b and -Listen to the T's
identify a part of the timetables and the subject. instruction
Draw their attention to the days of the week when
music is taught. Check comprehension. -Individual
-Play the recording of the first dialogue for pupils to work
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. Whole class/
Correct the answers if needed.
sentence by sentence, for the class to listen to and instruction
repeat the dialogues. Correct their pronunciation if
necessary.
Key: 1. a 2. B Whole class/ Individual
Goal: To complete two gapped exchanges with the
-Model the first gapped exchange. Have pupils read
the sentences and guess the missing words. Then
draw pupils’ attention to the picture and elicit the Group work
names of the subjects that can be used to fill in the
gaps (What, Vietnamese and maths).
-Give pupils a time limit to read the gapped Pair work
Exchange 2, have them look at the picture 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
Extension: Invite four pairs of pupils to act out the Group work
complete exchanges in front of the class.
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 - Listen to the T's
song. Encourage them to point at the picture to instruction.
Explain that the first verse is about the subjects they -play in group
have today. Have pupils listen to the first verse,
drawing their attention to the pronunciation, rhythm
and melody. Then let them listen again and practise
singing it, line by line, while clapping their hands. Whole class/ Individual
-Repeat Step 2 for the second verse. Explain that it work
is about when they have maths and Vietnamese.
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
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.
-Listen to the T's
2.New Lesson:
instruction
Goal: To correctly repeat the sounds of the letters se -Individual
and ce in isolation, in the words Vietnamese and work
science, and in the sentences When do you have
Vietnamese? and We have science today. with the
-Have pupils point at the letters se, the word Whole class/
Vietnamese, and the question When do you have -Pair work
Vietnamese? Play the recording for them to listen -Listen and repeat
and repeat in chorus and individually until they feel
- Listen to the T's
confident. Correct their pronunciation if necessary.
instruction
-Invite a few pupils to listen to and repeat the sound,
the word, and the question in front of the class. Repeat
Praise them when their pronunciation is good. Individual
-Repeat Steps 1 and 2 for the letters, word and work
sentence in the second line. Go around the classroom
and correct their pronunciation if necessary. Listen to the teacher
-Let pupils work in pairs or groups, pronouncing the
sounds, saying the words and reading the sentences
Goal: To identify the target words Vietnamese and
science while listening.
-Tell the pupils the goal of the activity. Explain that
correct options. Check comprehension. Whole class/ Individual
-Get pupils to read the gapped sentences and guess work
which options can be chosen to fill in the gaps.
-Play the recording for pupils to listen and circle the Group work
correct options. Get pupils to swap books with a
partner and check their answers before checking as a Pair work
class. Play the recording again for pupils to double-
check their answers.
-Invite a few pupils to read the completed sentences Listen to the teacher
in front of the class. Go around the classroom and
correct their pronunciation if necessary. Group work
Key: 1. a 2. C
Group work
pronunciation and rhythm. Whole class
draw their attention to the sound of the letters ce in Pair work
the word science and the sentences When do you
have science? and I have science today. Check - Listen to the T's
comprehension. instruction.
recording again, line by line, for pupils to listen and
repeat. Draw their attention to the rhythm and
pronunciation. Encourage them to clap while Whole class/ Individual
chanting. work
chant. Draw pupils’ attention to the sound of the
letters se in the word Vietnamese and the sentences
When do you have Vietnamese? and We have
Vietnamese today.
Listen and clap
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.
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
options. Check comprehension. -Individual
-Do Sentence 1 as an example. First, have pupils work
read the sentence and guess the missing words. Then
- tick the appropriate box
have them read the text and choose the correct
option.
-Set a time limit for pupils to do the task Whole class/
independently. Go around the classroom and offer do the task independently
help if necessary.
check their answers before checking as a class. - Listen to the T's
Correct the answers where necessary. instruction
Extension: Invite one or two pupils to read the text Individual
and the completed sentences in front of the class. work
You may ask pupils to correct the false sentences
where necessary. Listen to the teacher
Activity 2. Let’s write. 10 minutes Whole class/ Individual
Goal: To read, understand and complete a gapped work
text about pupils’ timetables using the target
language.
-Tell the class the goal of the activity and explain Individual work
that they should read the gapped text and fill in the
gaps in the text focus on their names and their Whole class
timetables. Check comprehension.
-Have pupils do the first gapped sentence together as Pair work
the names. Then have them write their names in the
gap. -play in group
help if necessary.
Listen to the T's
instruction.
Goal: To make and present their timetables to the work in groups of five
class.
must show the timetables that they have prepared at Whole class/ Individual
home and present them to the class. work
-Have pupils work in groups of three. Each pupil
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,
Wednesdays, and Fridays. I have music on
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: Listen to the recording
Activity 1. Look, listen and repeat. 5 minutes -Individual
on asking and answering questions about someone’s -Listen and repeat
favourite subject.
-Ask pupils to look at Pictures a and b to identify
the characters in the pictures. Whole class/
-Pair work
for them to listen.
-Play the recording again, sentence by sentence, for - Listen to the T's
pupils to listen and repeat individually and in chorus. instruction
Correct their pronunciation where necessary. Repeat Individual
the same procedure with Picture b. work
the sentences in the recording. Listen to the teacher
Draw pupils’ attention to the pictures. Tell pupils Whole class/ Individual
that What’s your favourite subject? and It’s PE. are work
used to ask and answer questions about someone’s
favourite subject.
Activity 2. Listen, point and say. 10 minutes Listen and repeat
Goal: To correctly say the words and use What’s
your favourite subject? – It’s _____. to ask and Group work
answer questions about someone’s favourite subject.
-Have pupils look at the pictures. Elicit the subjects Pair work
from pupils.
-Have pupils point at Picture a (art), listen to the
recording and repeat. Repeat the same procedure Listen to the teacher
with Pictures b, c and d. Have the class point at and
repeat the subjects a few times. Group work
and repeat after the recording (What’s your favourite
subject?). Point at Picture a and have pupils listen to
and repeat after the recording (It’s art.). Repeat the Group work
same procedure with Pictures b, c and d. Whole class
-Set a time limit for pupils to work in pairs to
practise asking and answering the question What’s - Practice in front of class
your favourite subject? – It’s _____.
Invite a few pairs to the front of the class to take
turns pointing at the pictures and saying the - Listen to the T's
questions and answers. instruction.
Goal: To enhance the correct use of What’s your -play game in group
favourite subject? – It’s _____. to ask and answer
questions about someone’s favourite subject in a
freer context.
Read the question aloud, and ask pupils to repeat it.
Ask them to look at the girl’s speech bubble to
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.
work
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
front of the class.
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. Listen to the recording
-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.
-Listen and repeat
Extension: If time allows, play the recording, sentence
by sentence, for the class to listen and repeat
individually and in chorus. Correct their pronunciation Whole class/
where necessary. -Pair work
Goal: To complete four exchanges about characters’ - Listen to the T's
favourite subjects with the help of picture cues. instruction
-Ask pupils to look at the pictures and identify the Individual
subjects. work
-Ask pupils to read Exchange 1. Draw their attention to
the missing word (music). Complete the answer. Split Listen to the teacher
the class into two groups to take turns asking and Whole class/ Individual
answering the question. work
-Have pupils look at Exchange 2. Elicit what is missing
(What’s; art). Then have them complete the gaps Group 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 Pair work
individually, then invite a few pairs to take turns playing
the roles of the characters. Listen to the teacher
Goal: To sing the song My favourite subject with the
correct pronunciation, rhythm and melody. Group work
-Have pupils read the song to familiarize themselves
with the lyrics. Check comprehension and give
feedback.
-Have pupils listen to the whole song, drawing their Group work
attention to the pronunciation and tune. Whole class
-Play the recording of the song line by line for pupils to
listen and repeat, and do related actions, e.g. using a
finger to trace the words or clapping their hands. Pair work
-When pupils feel confident and are familiar with the
melody, ask them to sing the whole song while doing
actions or clapping their hands. - Listen to the T's
Invite a few groups to the front of the class to sing the instruction.
song. The class may sing along to reinforce the activity.
Praise pupils if they perform well.
Karaoke competition: “Quan ho Bac Ninh version” -play in group
Pick some male and female pupils, divide them into two
sex groups standing face to face, call them “lien anh”
“lien chi”.
work
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
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 -Listen to the T's
the characters and the reason why Nam likes English. instruction
for them to listen. -Individual
-Play the recording again, sentence by sentence, for work
Whole class/
-Pair work
-Listen and repeat
Draw pupils’ attention to Exchange b: Why do you
like English? – Because I want to be an English - Listen to the T's
teacher. Tell pupils that they are used to asking for instruction
and give reasons for liking a school subject, English.
Extension: Invite a few pairs of pupils to ask and Repeat
answer about their favourite subjects. Individual
Goal : To correctly say the words and phrases and
use Why do you like ______? – Because I want to be Listen to the teacher
_____. to ask for and give reasons for liking a school
subject, English.
-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 Whole class/ Individual
other three pictures. work
and repeat after the recording (Why do you like
English?). Point at Picture a and have pupils listen to
and repeat the question and answer (Why do you like
English? – Because I want to be an English
teacher.). Have the class repeat the exchange a few Group work
times. Repeat the same procedure with the other
three pictures.
Pair work
the pictures, and practise asking and answering Why
do you like _____? – Because I want to be _____. Listen to the teacher
turns pointing at the pictures, asking and answering Group work
Why do you like _____? – Because I want to be
_____.
Goal: To enhance the correct use of Why do you like Group work
_____? – Because I want to be _____. ask for and Whole class
give reasons for liking a school subject in a freer
context.
-Have pupils look at the picture and explain that a Pair work
group of four pupils are in the playground. Each of
them is taking in hand the textbook of his / her
favourite subject and imagining what they will be in
the future. Get pupils to look at the first girl with - Listen to the T's
black hair with the art textbook and ask pupils to instruction.
identify her favourite subject (art) and what she
wants to be in the future (painter). Then divide the -play in group
class into two groups to role-play the girl and an
interviewer.
-Repeat the same procedure with the rest of the three
pupils in the picture. Whole class/ Individual
-Set a time limit for pairs of pupils to practise asking work
and answering the question Why do you like______?
– _____. Go around the classroom to offer help
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
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:
turns asking for and giving reasons why they like a
school subject with Why do you like ____? – Because
I want to be ____. -Whole class/
-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 -Listen to the T's
the correct picture (1 for picture b). Play the instruction
recording again for pupils to check their answer.
-Play the recording for pupils to listen and number -Individual
the rest of the boxes. work
-Set a time limit for pupils to swap books with their
partners and check their
answers before checking as a class. Correct their Whole class/
answers, where necessary.
Play the recording again for pupils to double-check
Goal: To listen to and understand four
communicative contexts in which pupils give reasons
why they like the school subject, and number the - Listen to the T's
correct pictures. instruction
-Have pupils look at Picture 1. Ask them what the
girl and the boy are doing in the picture. Elicit the
missing words from the Exchange 1 (Why, painter).
Repeat the same procedure with Picture 2. Whole class/ Individual
-Set a time limit for pupils to do the task work
individually.
-Get pupils to swap books with their partners and Group work
check the answers before checking as a class. Correct
their answers, where necessary.
Extension: If time allows, invite a few pairs to stand Pair work
up and read the sentences aloud.
Activity 6. Let’s play. Whispering game 8 minutes Listen to the teacher
Goal: To complete two dialogues about their
favourite subjects and the reasons why pupils like Group 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
question about a favourite subject or the reason for Group work
liking a subject. Whole class
-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 - Listen to the T's
necessary. As long as the teacher finishes with all the instruction.
lines, he/she says aloud: Go! The first player of each
line begins to whisper the message to the second -play in group
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
paper to hand in for checking. If the message is Whole class/ Individual
correct, the team gets one point and the message is work
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 ask for and give reasons for
liking a subject.
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
instruction
-Have pupils look at the letters ke, listen to the
recording and repeat the letters until they feel -Individual
confident. Correct the pronunciation where work
necessary.
-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 Whole class/
necessary. -Pair work
-Get pupils to point at the sentence I like English, -Listen and repeat
listen to the recording and repeat it several times.
- Listen to the T's
Then invite a few pupils to stand up, listen to and
instruction
repeat the sentence.
-Repeat Steps 1 to 3 for the letters te, the word and Repeat
the sentence in line 2. Go around the classroom and Individual
correct the pronunciation where necessary. work
letters, saying the words, and reading the sentences Listen to the teacher
in pairs or groups.
Goal: To identify the target words like and write
while listening.
-Tell pupils that they are going to listen to the Whole class/ 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 to. Play the Group work
correct options.
Pair work
the answers together as a class. Write the correct
answers on the board. Listen to the teacher
their answers. Group work
listen to and repeat the sentences.
Activity 3. Let’s chant. 8 minutes Group work
Goal: To say the chant with the correct Whole class
-Have pupils scan the first stanza of the chant, and
elicit the word ending with ke (like). Check pupils’ Pair work
comprehension of the first stanza of the chant.
-Play the recording. Get pupils to listen to and repeat
the first stanza, line by line. Show them how to chant
and clap their hands. Whole class/ Individual
-Play the recording of the first stanza again for work
pupils to do choral and individual repetition.
-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
into two groups to take turns chanting and clapping
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/
Activity 4. Read and complete. 5 minutes 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/
around the classroom and offer help where do the task independently
necessary.
-Get pupils to swap books with their partners and
-Invite some pupils to stand up and read the instruction
paragraph aloud.
Individual
work
Goal: To read, understand and complete a paragraph
about their favourite subjects. Listen to the teacher
-Tell pupils what they are going to do. Then get Whole class/ Individual
them to read the incomplete paragraph. Elicit what work
the paragraph is about (someone’s favourite subject
and the reason why he / she likes it). Remind them to
pay attention to the context (the words before and Listen and repeat
after the blanks) in the sentences before completing
them with appropriate information. Group work
-Get pupils to fill the first gap with their name as an
example.
-Set a time limit for pupils to complete the Pair work
-Get pupils to swap books with their partners and Listen to the teacher
check the answers in pairs or groups before inviting a
few pupils to stand up and read their writing aloud. Individual work
completed texts in front of the class. Whole class
Goal: To do a survey on their classmates’ favourite
subjects and the reasons why they like these subjects Pair work
and present them to the class
-Get pupils to work in groups to show their surveys
on their classmates’ favourite subjects and the -play in group
reasons why they like these subjects which they have
prepared at home as homework. They will tell the
class about their avourite subjects and the reasons
why they like them.
-Invite a pupil to the front of the class to model the
presentation. Observe and offer help with the Listen to the T's
presentation language where necessary. Put the key instruction.
presentation language on the board e.g. Look at Bill. work in groups of five
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
when they present the project before an audience. Whole class/ Individual
-Set a time limit for pupils to present the project in work
their groups Each pupil shows his / her survey to the
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
for the presenters.
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:
Activity 1. Look, listen and repeat. 5 minutes -Listen to the T's
Goal: To understand and correctly repeat the instruction
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). -Listen and repeat
Whole class/
-Pair work
-Play the recording again for pupils to listen to and - Listen to the T's
repeat individually and / or in chorus sentence by instruction
sentence.
Individual
-Invite a few pairs to the front of the classroom to work
Draw their attention to the question Is your sports Listen to the teacher
day in May too? and the answer No, it isn't. It's in Whole class/ Individual
April. Tell pupils that they are used to ask and work
answer questions about sports days.
Goal: To correctly say the words and use Is your
sports day in ______? – Yes, it is. / No, it isn’t. It’s in
Group work
______. to ask and answer questions about a sports
day.
-Have pupils look at the pictures and elicit the Pair work
names of the months in the pictures. Have the class
repeat the words a few times. Check
comprehension. Listen to the teacher
Group work
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
repeat after the recording Is your sports day in
May? – Yes, it is. 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.
Whole class
answering the question Is your sports day in - Practice in front of class
______? – Yes, it is. / No, it isn't. It's in ______.
using speech bubbles and Pictures a, b, c and d.
questions and answers in front of the 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.
-Draw pupils’ attention to the picture. Have them - Listen to the T's
say the names of the months in the picture. Ask instruction.
Input).
answers in pairs, using picture cues. Make sure -play game in group
perform well. Whole class/ Individual
work
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.
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
home button to go back to the first slide, then click on
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.
-Individual
-Play the recording for Character 1. Ask pupils to work
listen and draw a line to match the character (Mary)
with the month (Picture b). Play the recording again -Listen and repeat
for pupils to do the task. Play the recording a third
time to give pupils another listening opportunity if
Whole class/
needed.
-Pair work
-Repeat Step 2 for Characters 2 and 3. Go around
- Listen to the T's
-Get pupils to swap books with a partner, then check instruction
on the board. Individual
Play the recording again for pupils to listen and work
double-check their answers.
sentence by sentence, for the class to listen and work
Key: 1. b 2. c 3. A Listen and repeat
Goal: To complete four target sentence patterns in Group work
four exchanges with the help of picture cues.
-Have pupils look at the pictures and identify the
Pair work
months.
-Have pupils look at the four gapped exchanges.
sentences.
-Model Exchange 1. Have pupils look at the Group work
exchange. Ask them what words are missing in the
answer (it is). Then have them look at the picture and
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
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
pronunciation is good. Whole class
Key: 1. it is 2. August 3. Is; May 4. in; No, it
isn’t Pair work
Goal: To sing the song Our sports day with the
correct pronunciation, rhythm and melody
-Draw pupils’ attention to the title and lyrics of the - Listen to the T's
song. Encourage them to point at the pictures to instruction.
-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
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 -play in group
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 Whole class/ Individual
the performers. work
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
girls).
- Each team takes turns to choose a number and
- The team that has more points is the winner.
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/
sentences in two communicative contexts focusing -Listen to the T's
on asking and answering questions about when a instruction
sports day is.
-Have pupils look at Pictures a and b and identify -Individual
the characters in the pictures. work
for them to listen.
-Play the recording again, sentence by sentence, for Whole class/
pupils to listen and repeat individually and in chorus. -Pair work
Correct their pronunciation where necessary. Repeat -Listen and repeat
the same procedure with Picture b. - Listen to the T's
-Invite a few pairs to the front of the classroom to instruction
Repeat
Draw pupils’ attention to the question When's your
Individual
sports day? and the answer It's in October. Tell
work
pupils that they are used to ask and answer questions
about when a sports day is Listen to the teacher
Goal: To 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.
-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 Whole class/ Individual
the other three pictures. Have pupils repeat the words work
a few times.
and repeat after the recording (When's your sports
day?). Point at Picture a and have pupils listen to and
repeat after the recording (It's in September.). Repeat Group work
the same procedure with the other three pictures.
-Have pairs practise asking and answering the Pair work
question When was your sports day? – It's in ______.
questions and answers in front of the class. Listen to the teacher
Goal: To enhance the correct use of When's your Group work
sports day? – It's in _____. to ask and answer
questions about when a sports day is in a freer
context. Pair work
say the names of the months in the picture. Ask
questions to help them identify the context (see - Listen to the T's
Input). instruction.
-Elicit the missing words in the second speech
bubble and write them on the board. Get pupils to
say the completed sentences. -play in group
practise asking the questions and giving their Whole class/ Individual
answers in pairs, using picture cues. Make sure work
Game:
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
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.
2.New Lesson: work
answer questions about when a sports day is and tick
the correct pictures.
-Draw pupils’ attention to Pictures 1a and 1b. Elicit
-Listen to the T's
the month in each picture. Play the recording of the
instruction
first exchange for pupils to listen. Play 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 Pictures 2a and 2b and the second
exchange.
-Get pupils to swap books with a partner, then check Whole class/
board for pupils to correct their answers.
their answers.
pronunciation where necessary
Key: 1. b 2. A
Goal: To complete two gapped dialogues with the
help of picture cues. Whole class/ Individual
-Have pupils look at the pictures. Have them work
identify the event and the month in each picture.
-Have pupils look at the two incomplete dialogues.
sentences.
Group 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 Pair work
gap and guess what is missing (the month). Have
them look at the picture and identify the month. Ask Listen to the teacher
them to complete the dialogue.
-Repeat the same procedure with Dialogue 2. Draw Group work
pupils’ attention to three gaps in the dialogue.
Have pupils complete the dialogues individually
and nominate a few pairs to read them aloud. Correct Group work
their pronunciation where necessary, praise the
readers, and get the class to clap or cheer if their Whole class
Key: 1. Yes; November 2. Is; When’s; December
Goal: To review vocabulary for months by playing
- Listen to the T's
the game Who’s faster?
instruction.
-Tell pupils that they are going to play the game
Who’s faster? in groups. Explain how the game is
played: each group makes sentences using month
words and reads
them aloud to the class.
-play in group
-Write three month words on the board (e.g.
January, March, August) and a sentence as an
example: Our sports day is in March.
-Divide the class into groups of five. Ask groups to
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 Whole class/ Individual
August, then read the sentences aloud to the class. work
The group that makes correct sentences faster wins.
Continue the game with other sets of month words
if time allows.
: Football game (ppt)
- Pupils from each team choose a number (or throw
sticky balls on the grid to choose the number), then
have pupils answer the question. Pupils get points
according to each question.
- After 9 numbers, the team with the most points is
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.
Activity 1. Listen and repeat. 5 minutes instruction
Goal: To correctly repeat the sounds of the letter y
in isolation, in the word February (/i/) as in the -Individual
sentence Our sports day is in February, and the word work
July (/aɪ/), as in the My birthday is in July.
-Draw pupils’ attention to the letter y, the word
February and the sentence Our sports day is in Whole class/
February. Play the recording and encourage them to -Pair work
point at the letters / word / sentence while listening. -Listen and repeat
listen and repeat. Do this several times until pupils - Listen to the T's
feel confident. Correct their pronunciation where instruction
necessary and praise them when their pronunciation
is good. Repeat
Individual
-Repeat Steps 1 and 2 for the letter y in the second work
line.
-Let pupils work in pairs or groups to pronounce the Listen to the teacher
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. Whole class/ Individual
-Draw pupils’ attention to the gapped sentences and work
three answer options. Explain what pupils have to do.
recording again for pupils to listen and circle the Group work
correct options.
-Tell pupils to swap books with a partner, then Pair work
check the answers together as a class. Write the
correct answers on the board.
double-check their answers. Group work
listen to and repeat the completed sentences.
Key: 1. a 2. B
-Draw pupils’ attention to the lyrics of the chant. Group work
Check their comprehension. Whole class
-Play the recording all the way through.
Encourage pupils to listen carefully to the rhythm Pair work
and pronunciation. Draw pupils’ attention to the
sounds of the letter y in the words January,
- Listen to the T's
February and July in the chant.
instruction.
-Play the recording, line by line, for pupils to
listen and repeat. Correct their pronunciation when
necessary.
-Play the recording all the way through for pupils -play in group
to chant along. Encourage them to clap while
chanting.
to take turns listening to and repeating the chant
- Divide the class into two or three teams
work
- 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
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:
-Listen to the T's
instruction
minutes
Goal: To read and show understanding of a text by -Individual
deciding if the statements are true or false. work
-Draw pupils’ attention to the text and read it
together as a class. Check comprehension. - tick the appropriate box
-Draw pupils’ attention to the four statements
below the text and four boxes to tick True or False. Whole class/
Have pupils pay attention to the sentences about do the task independently
sports day and what the boys, the girls do on sports
day in the text. Give pupils time to tick the correct
boxes. - Listen to the T's
instruction
-Tell pupils to swap books with a partner, then
check answers together as a class. Write the correct Individual
answers on the board. work
-Tell pupils to return the books to their partners. Ask
pupils to look at the board and check their answers Listen to the teacher
again. If time allows, ask them to read the text aloud Whole class/ Individual
in front of the class. work
Key: 1. T 2. F 3. T 4. F
Listen and repeat
Goal: To read, understand and complete the gapped
text about a sports day.
Group work
-Tell the class the goal of this activity: Pupils are to
read the gapped text and fill in the gaps. Check their
comprehension. Pair work
-Write the first gapped sentence on the board: Our
school sports day is in ___. Read the sentence as a Listen to the teacher
class. When you reach the gap, point at it and
encourage pupils to say the answer. Give pupils time Individual work
to write the answer.
-Repeat Step 2 for the other gapped sentences.
Whole class
-If time allows, invite a few pupils to read the
sentences they have completed in front of the class.
The class observes and praises their work. Pair work
-Tell pupils the goal of this activity. Explain that
they are going to show sports day posters that they -play in group
have made at home and tell the class about their
sports day.

shows his / her poster and tells the group about
sports day, e.g. Our sports day is in October. I cycle. Listen to the T's
My friends play badminton. Go around the classroom instruction.
and offer help if necessary (such as when pupils
need some more vocabulary to talk about their sports
days). work in groups of five
-Invite some pupils to show their work and talk
about their sports days. Have pupils stick their
posters on the walls of the classroom as a display. Whole class/ Individual
Game: Lucky number (Super Mario theme) work
- 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.
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:
saying the chant on page 66.
- 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
-Listen to the T's
sentences in two communicative contexts in which
instruction
pupils ask and answer questions about if someone
was somewhere in the past. Listen to the recording
-Have pupils look at Pictures a and b and identify -Individual
the characters in the pictures. work
-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 in chorus sentence by sentence. - Listen to the T's
Individual
Draw pupils’ attention to the question Were you in work
the countryside last weekend? and the answers Yes, I
was. and No, I wasn’t. I was at the zoo. Tell pupils Listen to the teacher
that they are the question and the answers about if Whole class/ Individual
someone was somewhere in the past. work
Goal: To correctly say the phrases and use Were you
_____ last weekend? – Yes, I was. / No, I wasn’t. to Listen and repeat
ask and answer questions about if someone was
somewhere in the past. Group work
-Have pupils look at pictures a, b, c and d and
identify the characters and the locations. Pair work
recording and repeat the phrase (at the zoo). Repeat Listen to the teacher
Have the class repeat the phrases a few times.
Group work
-Point at the first bubble and Picture a and have
pupils listen and repeat after the recording (Were
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 Whole class
few times.
-Have pairs practise asking and answering the - Practice in front of class
question Were you _______ last weekend? – Yes, I
was. / No, I wasn’t.
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 - Listen to the T's
in the past in a freer context. instruction.
-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 -play game in group
somewhere in the past. Go around the classroom to
offer support where necessary.
-Invite a few pairs to the front of the class to ask and
answer questions about if someone was somewhere
in the past, using the picture cues. Praise pupils if
they perform well.
Play Game (ppt)
- Divide the class into 3 teams. Whole class/ Individual
work
- Pupils answer correctly get some points.
3.Wrap up:
(- Use the phrases at the campsite, at the zoo, in
the countryside, on the beach in relation to the
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.
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 -Individual
recording again for them to tick the correct picture. work
-Repeat Steps 1 and 2 for Pictures 2a and 2b.
-Listen and repeat
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, -Pair work
repeat individually and in chorus. Correct their - Listen to the T's
pronunciation where necessary instruction
Goal: To complete two gapped sentences and two Individual
gapped exchanges with the help of picture cues. work
Have pupils look at the pictures. Get them to
identify the characters and places in the pictures. Listen to the teacher
-Have pupils look at the gapped sentences. Draw work
their attention to the missing words in the gapped
sentences.
Listen and repeat
-Model Sentence 1. Have pupils look at the first
sentence. Ask them what words are missing (the
campsite). Then have pupils complete the sentence Group work
(I was at the campsite yesterday.). Repeat the same
procedure with Sentence 2 and Exchanges 3 and 4.
-Have pupils complete the gapped sentences Pair work
individually and ask two pupils to read them aloud.
Goal: To sing the song Were you on the beach
yesterday? with the correct pronunciation, rhythm
and melody. Group work
song. Encourage them to point at the places to
reinforce their understanding. Group work
-Play the recording all the way through for pupils to Whole class
carefully to the pronunciation and the melody.
-Play the recording, line by line, for pupils to listen Pair work
necessary.
-Play the recording all the way through for pupils to - Listen to the T's
sing along. instruction.
along with the recording.
-play in group
class to perform while the rest of the class sings and /
or claps along
Play Game (ppt)
work
- Pupils from each team take turns choose a letter and
answer a question.
- Pupils answer correctly and get some points.
3.Wrap up:
(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
the characters, places and activities.
-Individual
for them to familiarize themselves with the
characters’ voices. Play the recording again, sentence
the same procedure with Picture b. Correct their Whole class/
pronunciation where necessary. -Pair work
-Listen and repeat
repeat in chorus sentence by sentence. - Listen to the T's
listen and repeat the sentences in the recording.
Draw pupils’ attention to the question Where were Repeat
you last summer? and the answer I was in Tokyo. Individual
Tell pupils that they are the question and answer work
about where someone was in the past.
Goal: To 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.
places in the pictures. Have the class repeat the
words a few times.
-Have pupils point at Picture a, listen to the Whole class/ Individual
recording and repeat the word (London). Repeat the work
same procedure with the other three pictures. Have
the class repeat the words a few times.
-Point at the first bubble and Picture a, then have
pupils listen and repeat after the recording (Where
were you last summer? – I was in London.). Repeat Group work
-Have pairs practise asking and answering the Pair work
question Where were you last summer? – I was in
______.
Activity 3. Let’s talk. 8 minutes 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 Group work
freer context.
-Draw pupils’ attention to the pictures. Ask Whole class
Pair work
Input).
answer questions about where someone was in the - Listen to the T's
past. Go around the classroom to offer support where instruction.
necessary.
-play in group
-Have pairs practise asking and answering questions
about where someone was in the previous summer.
Go around the classroom to observe and provide Whole class/ Individual
help. work
perform their conversations. Praise pupils if they
perform well.
Game (ppt)
the question.
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:
- Spend a few minutes revising the previous lesson

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 -Listen to the T's
characters and the places. instruction
-Play the recording for pupils to listen. Play the -Individual
recording again for them to do the task by matching work
the characters to the correct places. Play the
recording a third time to give pupils another listening
opportunity.
Whole class/
-Check answers together as a class. Play the
recording again for pupils to double check their
answers.
Extension: If time allows, play the recording again,
repeat individually and in chorus. Correct their - Listen to the T's
pronunciation where necessary. instruction
Key: 1. d 2. c 3. a 4. B
identify the characters and the places in the pictures. Whole class/ Individual
work
-Have pupils look at the two gapped exchanges.
-Model Exchange 1. Have pupils look at the first
gap. Ask them what word is missing (London). Group 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, Pair work
it is.).
-Repeat the same procedure with Exchange 2. Listen to the teacher
Have pupils complete the gaps individually. Check
their answers as a class and ask a few pairs to read Group work
them aloud.
Goal: To review target words to make sentences Group work
about where someone was in the past by playing the
game Making sentences. Whole class
Making sentences in groups of four or five
-Nominate one pupil in each group as a leader. The
leader says a sentence and the other group members - Listen to the T's
have to stand in a line, holding the word cards to instruction.
make a sentence. For example: Where were you last
summer?
-Set a time limit for the groups to play the game.
-Invite two groups to the front of the class to play -play in group
the game.
Have the class give comments and announce the
winner. The group that makes the most correct
sentences will win. Whole class/ Individual
Game (ppt) work
3.Wrap up:
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.
- Ask pupils to open their books at page 32 and look -Whole class
2.New Lesson:
Goal: To correctly repeat the sounds of letters ere in
-Listen to the T's
isolation, in the word were (/ə/) as in the sentence
instruction
Were you on the beach last summer? and the word
where (/eə/) as in Where were you last weekend? -Individual
-Draw pupils’ attention to the letters ere, the word work
were and the sentence Were you on the beach last
summer? Play the recording and encourage them to
point to the letters, the word and the sentence
individually and in chorus while listening. Whole class/
-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 for the letters ere, the word
Individual
where and the sentence Where were you last
work
weekend?
-Have pupils work in pairs or groups, pronouncing Listen to the teacher
the sounds, saying the words and reading the
sentences until they feel confident.
Goal: To identify the target words where and were
while listening.
-Play the recording for pupils to listen. Play the work
recording again for them to listen and circle the
correct options.
-Tell pupils to swap books with a partner, then
check the answers together as a class. Write the
correct answers on the board. Group work
-Play the recording again for pupils to double-
check their answers. Pair work
listen to and repeat the sentences. Listen to the teacher
Goal: To read two texts and complete the sentences
Group work
about Mai’s and Tony’s summer holiday.
Check their comprehension. Group work
listen to the whole chant. Encourage them to listen
carefully to the rhythm and pronunciation. Draw
pupils’ attention to the sounds of the letter ere in the Pair work
words were and where.
- Listen to the T's
-Play the recording, line by line, for pupils to listen instruction.
necessary.
-play in group
chant. Encourage them to clap along while chanting.
to take turns listening and repeating the chant while
work
the rest of the class claps along.
Play Game (ppt)
the question.
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.
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 - tick the appropriate box
about their summer holidays).
-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. - Listen to the T's
instruction
-Get pupils to compare their answers with a partner,
then check answers together as a class. Individual
Goal: To read and complete a gapped paragraph
about where someone was on holiday in the previous Listen to the teacher
summer. Whole class/ Individual
-Tell pupils to read the gapped paragraph and fill in work
the gaps with the information about the place where
they were on holiday in the previous summer. Tell
Listen and repeat
pupils that the gaps in the text focus on the
descriptions of locations, people, food and their
feelings of their holidays. Check comprehension. Group work
-Have pupils look at and do the second gapped
sentence together as an example. Ask them to read Pair work
the sentence and elicit the location. Then have them
write the location in the gap.
-Give pupils time to complete the paragraph
independently. Go around the classroom and offer
Individual work
help if necessary.
check their answers. Whole class

completed paragraphs in front of the class. Pair work
Goal: To make a mind map of where pupils were on
holiday in the previous summer and use the notes to -play in group
make a presentation to the class.
-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.
Listen to the T's
-Have pupils work in groups of five. Each pupil instruction.
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. work in groups of five
-Invite a few pupils to look at the notes in their mind
maps and tell the class about them, e.g. Last summer, Whole class/ Individual
I was on holiday in Nha Trang. The beach was work
beautiful ...
-Have the rest of the class give comments and praise
pupils if they perform well.
Play Game (ppt)
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
2.New Lesson: instruction
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 -Listen and tick
summer holidays and tick the correct pictures.
Elicit the words or phrases to describe the pictures in Whole class/
each option (e.g. a school in a city, a school in the -Pair work
mountains, a school in a village). Elicit the questions
the speaker may ask (e.g. Where’s your school?).
- Listen to the T's
Play the recording for pupils to listen. Play it again
instruction
for them to do the task. Then play the recording a
third time for them to check their answers.
- Repeat Step 1 for the rest of the pictures: 2a, 2b Individual
and 2c; 3a, 3b and 3c; 4a, 4b and 4c, and 5a, 5b and work
5c.
- Get pupils to swap books with a partner to check Whole class/ Individual
their answers before checking as a class. Write the work
-Play the recording for pupils to listen and double-
check the answers. Listen and repeat
Extension: If time allows, play the recording, Group work

sentence by sentence, for pupils to listen to and
repeat some exchanges individually and/ or in
chorus. Correct their pronunciation where necessary. Pair work
Goal: To ask and answer questions using picture Listen to the teacher
cues or personal information.
-Draw pupils’ attention to the first question. Get the
Group work
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
questions. Group work
-Give pupils time to take it in turns to role-play the Whole class
four exchanges. Go around the classroom to offer
support where necessary. - Practice in front of class
-Invite a few pairs of pupils to stand up and take it in - Listen to the T's
turns to role-play the target exchanges. instruction.
Play Game (ppt)
- Divide the class into 3 teams. -play game in group
- Pupils from each team take turns choose a letter and work
answer a question.
3.Wrap up:
(- 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
instruction
-Give pupils time to do the task individually. Go
around the classroom to offer support. Listen to the recording
-Get pupils to swap books with a partner, then check -Individual
answers together as a class. Write the correct answers work
on the board.
-Listen and repeat
Extension: Invite a few pairs of pupils to stand up
and read the matched exchanges aloud.
Pupils can read and match four pairs of target Whole class/
sentence patterns. -Pair work
Key: 1. b 2. d 3. a 4. C
Activity 4. Read and complete. 10 minutes - Listen to the T's
Goal: To read a gapped letter on familiar topics and instruction
show understanding of it by choosing the correct
words to fill the gaps. Individual
Step 1: Tell pupils the goal of the activity and work
explain that they should read a letter and choose the
words in the box to complete. Check Listen to the teacher
comprehension. Whole class/ Individual
work
-Do Sentence 1 as an example. Point at the first
sentence and read aloud as a class. Elicit the
missing word and give feedback. Complete the Listen and repeat
sentence and get pupils to read the completed
sentence in chorus. Group work
independently. Go around the classroom and offer Pair work
help if necessary.
Group work
where necessary
Activity 5. Let’s write. 10 minutes Group work
Goal: To use the target language to complete a Whole class
gapped letter about their school.
-Tell the class the goal of the activity and explain - Practice in front of class
that they should read the gapped letter and fill in the
gaps with their own information. Check
comprehension. - Listen to the T's
-Have pupils do the first gapped sentence together as instruction.
an example. Ask them to read the first sentence and
elicit suitable answers (e.g. the city, the mountains, -play game in group
the town, the village). Then have them fill in the gap.
help if necessary.
Extension: Invite one or two pupils to read their Whole class/ Individual
completed letters in front of the class. work
Play game (ppt)
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 you Listen to the recording
see in the countryside? -Individual
work
-Read text 1 aloud. Ask pupils to match text 1 to
Picture a or b. Continue with text 2. -Listen and repeat
-Get pupils to swap books with a partner, then
check answers together as a class. Write the correct Whole class/
-Have pupils underline the features of the city in text -Pair work
1 and the features of the countryside in text 2.
- Listen to the T's
Extension: Invite a few pairs of pupils to stand up instruction
and read the texts aloud.
Key: 1. b 2. A Individual
Activity 2. Write a for countryside or b for city. work
10 minutes
Goal: To distinguish the features of the city and the
countryside.
work
-Draw pupils’ attention to the words and phrases.
Tell them about this activity. Check comprehension.
-Do Question 1 together. Read the phrase in
Question 1 aloud and elicit the answer (city). Have Group work
pupils write down the answer.
-Give pupils time to do the task individually. Go Pair work
-Get pupils to swap books with a partner, then check Listen to the teacher
on the board. Group work
Key: 1. b 2. b 3. a 4. a 5. b 6. b 7. b 8.
A
Activity 3. Board game. Roll a dice. Listen and
answer. 10 minutes Group work
Goal: To revise the target vocabulary and sentence
Whole class
patterns by playing Board game.
-Lead the game for the whole class. Divide the - Practice in front of class
class into four groups. Determine which group goes
first, second, third and fourth.
-Each group rolls the dice in turn. A member of - Listen to the T's
each group moves the group’s counter forward by instruction.
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
gives a correct answer, their counter stays on the -play game in group
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
spaces, the instructions must be followed. Check
comprehension.
work
Play game (ppt)
- Pupils from each team take turns choose a letter and
answer a question.
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 -Listen to the T's
about where Mary lives. instruction
-Draw pupils’ attention to the pictures and elicit the
names of the streets or roads, and the house numbers. Listen to the recording
Remind them to look at the street or road names, the -Individual
house numbers and tick or cross in the boxes while work
they listen. -Listen and repeat
listen. Play the recording again for them to do the
task by ticking or crossing the correct pictures. Then Whole class/
play it a third time for pupils to check and complete -Pair work
the activity.
- Listen to the T's
instruction
answers, if necessary.
Extension: If time allows, play the recording, Individual
sentence by sentence, for pupils to listen and repeat work
individually and in chorus. Correct their
pronunciation where necessary. Listen to the teacher
Goal: To correctly say the phrases and use Where do work
you live? – I live _____. to ask and answer questions
about where someone lives.
-Model Exchange 1. Have pupils read the exchange
and guess the missing word in the answer. Then draw Listen to the teacher
pupils’ attention to the picture and elicit the number
to fill in the gap (35). Group work
their answers before checking as a class. Nominate a Group work
pupil to write the answers on the board. Give further Whole class
support to those pupils who find it difficult to do the
task. - Practice in front of class
-Invite four pairs of pupils to act out four completed
exchanges in front of the class. Correct their - Listen to the T's
pronunciation where necessary. instruction.
Activity 6. Let’s play. 8 minutes -play game in group
Goal: To enhance the correct use of Where do you
live? – I live _____. to ask and answer questions
about where someone lives in a freer context.
-Invite two or three teams of four pupils to the front. Whole class/ Individual
Each team makes a line. work
-Show a sentence to the last pupil of each team. Ask
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
on the board. If it is correct, the team gets one star.
-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
will learn in this lesson. -Whole class/
communicative contexts in which the characters talk
about where they live and tick or cross the correct -Listen to the T's
pictures. instruction
the characters and predict Listen to the recording
what they are talking about (e.g. Bill’s house, Minh’s -Individual
house, the street, the road). work
for them to listen and check -Listen and repeat
the prediction. Play the recording again, sentence by
sentence, for pupils to listen and repeat after each Whole class/
character. Correct their pronunciation where -Pair work
necessary. Repeat the same procedure with Picture b.
and act out the exchanges. - Listen to the T's
-Draw pupils’ attention to the question What’s the instruction
street like? and the answer It’s a busy street. Explain
that they are used to ask and answer about what a Individual
place is like. work
work
identify the places in the pictures. Have pupils
describe what they can see in each picture. Listen and repeat
the phrases in chorus and individually until they feel Group work
confident. Use the flash cards for a busy street, a
quiet village, a noisy road and a big city to practise
the phrases. Pair work
elicit the missing words and phrases in the question Listen to the teacher
and answer by pointing at Picture a. Play the
recording for
Group work
pupils to repeat the sentences in both bubbles a few
times. Repeat Step 3 with Pictures b, c and d.
-Let pupils point at the pictures and say the
sentences in pairs. Go around the classroom to offer Group work
help if necessary.
Whole class
Extension: Invite a few pairs to act out the exchanges
in front of the class
Activity 3. Let’s talk. 8 minutes Pair work
Goal: To practise the target vocabulary and sentence
patterns by playing the game Whispering.
-Ask pupils to look at the pictures and elicit the - Listen to the T's
phrase to describe the place in each picture. instruction.
pointing at the picture and asking What’s the _____
like? and answering about what the place is like. -play in group
Pupils can use Whole class/ Individual
the pictures or part of a picture to ask questions. For work
example, they can point at a street in the city and ask
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
Pupils take turns opening one piece of the picture,
and whoever has the first correct answer will get one
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
Unit 11, Lesson 2, Activity 4. -Whole class/
answer questions about what a place is like and tick -Listen to the T's
the correct pictures. instruction
questions to elicit the words and phrases to describe -Individual
the pictures. Remind them to look at each pair of work
pictures to compare.
listen. Play again for them to do the task by choosing Whole class/
the places the speakers are talking about. Then play -Pair work
the recording a third time for them to check and -Listen and repeat
complete the activity.
-Get pupils to swap books with a partner to check - Listen to the T's
their answers before checking as a class. Correct the instruction
Extension: If time allows, play the recording, Repeat
sentence by sentence, for pupils to listen and repeat Individual
individually and in chorus. Correct their work
-Model the first gapped sentence. Have pupils read
the sentence and guess the missing words. Then Whole class/ Individual
draw pupils’ attention to the picture and elicit the work
house number
to complete the answer.
-Give pupils a time limit to read the gapped Group work
sentences, look at the pictures and fill in the gaps
independently. Go around the classroom and give Pair work
further support to pupils who find it difficult to do
the task.
-Get pupils to swap books with a partner and check Listen to the teacher
pupil to write the answers on the board. Group work
Extension: Invite two pairs of pupils to act out the
completed exchanges in front of the class.
Goal: To sing the song My house with the correct Group work
pronunciation, rhythm and melody. Whole class
-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. Pair work
Explain that the first verse is about a house in a
town. Have pupils listen to the first verse, drawing - Listen to the T's
their attention to the instruction.
pronunciation, rhythm and melody. Then let them
listen to and practise singing it, line by line, while -play in group
making gestures for small, quiet and big
-Repeat Steps 1 and 2 for the second verse. Explain
that it is about a house in a city. Check
work
-Ask pupils to listen to and sing the whole song
while making gestures. Go around the classroom
and offer help if necessary.
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. -Whole class
2.New Lesson:
Goal: To correctly repeat the sounds of the letters i
and ee in isolation, in the words big and street, and in -Listen to the T's
the sentences They live in a big village. and They instruction
live in Green Street. with the correct pronunciation
and intonation. -Individual
-Have pupils point at the letter i, the word big, and work
the sentence They live in a big village. Play the
recording for them to listen and repeat in chorus and
individually until they feel confident. Correct their Whole class/
pronunciation when 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 for the letters, the word and instruction
the sentence in the second line. Go around the
classroom and correct their pronunciation if Repeat
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 big and street
while listening
have to listen to the recording and circle the correct Whole class/ Individual
options. Check comprehension. wor
-Get pupils to read the options and guess the
sentences they may hear in the recording.
Group work
-Play the recording for pupils to listen to. Play the
recording again for them to do the task by circling
the correct options. Play a third time for them to Pair work
double-check their answers. Get pupils to swap
books with a partner and check their answers before
checking as a class. Listen to the teacher
-Invite a few pupils to read aloud all the options in
front of the class. Go around the classroom and Group work
correct their pronunciation if necessary.
pronunciation and rhythm. Group work
-Have pupils look at the pictures and tell what they
can see in the pictures and predict what the pupils Whole class
can do. Play the recording and have pupils check the
Pair work
prediction.
draw their attention to the sounds of the letters i and - Listen to the T's
ee, the words with the sounds such as live, in, Little, instruction.
Bee, -play in group
Green, and Street. Check comprehension.
-Play the recording of the first verse for pupils to be
familiar with the chant. Play the recording again, line
by line, for pupils to listen and repeat. Draw their Whole class/ Individual
attention to work
the rhythm and pronunciation. Encourage them to
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
live, in, big,
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.
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
-Tell pupils the goal of the activity and explain that
they should read the text and circle the correct -Individual
options to complete the gapped sentences. Check work
comprehension.
-Do Sentence 1 as an example. First, have pupils
read Sentence 1 and decide what information they
need to find in the text. Then, have them read the text Whole class/
carefully and find the information about the flat do the task independently
where the writer lives to decide if option a or b is
correct. Circle the correct option.
-Set a time limit for pupils to do the task - Listen to the T's
independently. Go around the classroom and offer instruction
help if necessary.
Individual
check their answers before checking as a class. work
Extension: Invite one or two pupils to read the text in Listen to the teacher
front of the class. Correct their pronunciation where Whole class/ Individual
necessary work
Key: 1. b 2. a 3. b 4. A
Goal: To use the target language to complete a
Group work
gapped text about the place where pupils live.
that they should read the gapped text and fill in the Pair work
gaps in the text focus on the place pupils live in.
Check comprehension. Listen to the teacher
-Have pupils do the first gapped sentence together as
an example. Ask them to read the first sentence and Individual work
elicit the words (e.g. house, flat). Then have them
write it in the gap. Whole class
help if necessary. Pair work
-Get pupils to swap their books with a partner, check
and read their friend’s writing.
Extension: Invite one or two pupils to read their -play in group
completed texts in front of the class. Check
Goal: To draw a picture of the place where they live
and present it to the class, using thetarget language.
-Tell pupils the goal of the activity. Explain the Listen to the T's
project again that pupils are introducing their home. instruction.
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 work in groups of five
sentences about where they live. Ask pupils to show
their completed pictures that they have prepared at
home and present them to the class. Whole class/ Individual
-Use Mary’s presentation as an example. Act as work
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.”
-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
presentation about their beautiful homes. Praise
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:
sentences in two communicative contexts in which Listen to the recording
pupils ask and answer the questions about the job of -Individual
a family member. work
the characters in the pictures. Ask Who is he / she? -Listen and repeat
and Where is he / she?
-Ask pupils to look at Picture a. Play the recording Whole class/
for them to listen. Play the recording again, sentence -Pair work
pronunciation where necessary. - Listen to the T's
-Play the recording again, sentence by sentence, for instruction
pupils to listen, point at the sentences and repeat in
chorus and individually. Correct their pronunciation Individual
where necessary. work
-Draw pupils’ attention to the question What does he
do? and the answer He’s a policeman. Explain that
they are used to ask and answer questions about jobs.
work
Extension: Invite a few pairs of pupils to act out the
conversations in front of the class.
Goal: To correctly say the words and use What does
he / she do? – He’s / She’s _____. to ask and answer Group work
questions about jobs.
identify the jobs of the people in the pictures. Pair work
the phrases under the pictures in chorus and Listen to the teacher
Group work
elicit the missing words in the answer by pointing at
Picture a. Play the recording for pupils to repeat the
sentences in both bubbles a few times.
-Repeat Step 3 with Pictures b, c and d. Then let Group work
Whole class
pairs. Go around the classroom to offer help if
necessary. - Practice in front of class
and answer questions about the jobs of the people in
the pictures.
Activity 3. Let’s talk. 8 minutes - Listen to the T's
Goal: To enhance the correct use of What does he / instruction.
she do? – He's / She's _____. to ask and answer
questions about jobs in a freer context. -play game in group
questions to help them identify the jobs of the people
in the pictures (see Input).
completed sentence. Whole class/ Individual
-Put pupils into pairs to practise the exchanges. Go work
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
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/
Activity 4. Listen and tick or cross. 5 minutes 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.
-Get pupils to swap books with a partner to 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
in chorus. Correct their pronunciation where instruction
necessary.
Individual
Key: a. x b.v c.V d.x
work
Goial: To complete four gapped exchanges with the Listen to the teacher
-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 woman’s
job that can be used to fill in the gap (e.g. office Listen and repeat
worker).
-Give pupils time to do the task independently. Go Group work
Pair work
pupil to write the answers on the board. Give further
support to those pupils who find it difficult to do the Listen to the teacher
task.
-Invite four pairs of pupils to act out four completed Group work
Key: 1. office worker 2. an actor 3. do; a policeman
4. What; She’s a farmer. Group work
Goal: To sing the song My lovely family with the
-Draw pupils’ attention to the title and lyrics of the Pair work
Explain that the first verse is about a family’s jobs. - Listen to the T's
Have pupils listen to the first verse, drawing their instruction.
attention to the pronunciation, rhythm and melody.
Then let them listen to and practise singing it line by -play in group
line while clapping their hands.
-Repeat Steps 1 and 2 with the second verse.
Explain that it is about the jobs of another family. Whole class/ Individual
Check comprehension and give feedback. work
-Ask pupils to listen to and . Go around the
classroom and offer help if needed.
Karaoke competition: “Beo dat may troi” version
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.
Listen to the techer
invite a few pupils to the front of the class to sing the Whole class/ Individual
song My lovely family. The class may sing along and work
clap hands.
2.New Lesson:
sentences in two communicative contexts in which -Whole class/
pupils ask and answer questions about the place of Individual
work of a family member. work
the characters. Check comprehension. -Listen to the T's
-Ask pupils to look at Picture a. Play the recording instruction
for them to listen and familiarise themselves with the
characters’ voices. Play the recording again, sentence -Individual
by sentence, for pupils to listen and repeat. Correct work
their pronunciation where necessary. Repeat the
same procedure with Picture b.
and act out the exchanges. Listen to the teacher
-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
questions about where someone works. Whole class/ Individual
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. Group work
place of work of the woman. Play the recording for
pupils to listen to and repeat the phrase in chorus and Pair work
-Draw pupils’ attention to the speech bubbles and Listen to the teacher
elicit the missing phrase in the answer. Play the
recording for pupils to repeat the sentences in both
bubbles a few times. Remind pupils to point at the Group wor
relevant picture when they are repeating.
-Repeat Steps 1 and 2 with Pictures b, c and d. Go - Listen to the T's
around the classroom and offer help if necessary. instruction.
-Invite a few pairs to point at the pictures and say
the questions and answers in front of the class. -play in group
Goal: To enhance the correct use of Where does he /
she work? – He / She works _____. to ask and Whole class/ Individual
answer questions about places of work in a freer
context. work
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.
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.
answer questions about jobs and workplaces of
family members and tick the correct pictures.
-Ask pupils to look at Pictures 1a and 1b and
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 -Listen to the T's
women. Check comprehension. instruction
listen to. Then play the recording again for them to -Individual
tick the correct pictures. work
-Repeat Steps 1 and 2 with Pictures 2a and 2b.
check their answers before checking as a class. Whole class/
Correct the answers if needed. Play the recording a
third time for pupils to double-check their answers.
Key: 1.b 2.b
sentence by sentence, for the class to listen to and
repeat the dialogues individually and in chorus. - Listen to the T's
Correct pronunciation where necessary. instruction
identify the characters and places in the pictures.
-Have pupils look at the two gapped exchanges. Whole class/ Individual
Draw their attention to the missing words in the work
gap. Ask them what word is missing (She's). Then
have them complete the sentence (She is a nurse.).
Get them to guess the missing word in the second Group work
answer and complete the answer (hospital).
-Repeat the same procedure with Exchange 2. Set a
time limit for pupils to complete the gaps Pair work
individually. Go around the classroom and give
further support to pupils who find it difficult to do Listen to the teacher
the task.
Get pupils to swap books, then check the answers as
Group work
a class. Invite a few pairs to read the completed
exchanges aloud.
Key: 1. She’s; hospital 2. a worker; work; at a
factory Group work
Whole class
completed exchanges in front of the class.
Activity 6. Let’s play. Guessing game 8 minutes
Goal: To practise using the target vocabulary and
sentence patterns by playing the game Guessing
game.
- Listen to the T's
instruction.
Explain that they have to listen to the teacher’s
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
more quickly gets one point / star. The group with -play in group
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. Whole class/ Individual
Whispering game work
-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
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
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
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
-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:
Activity 1. Listen and repeat. 5 minutes -Listen to the T's
Goal: To correctly repeat the sounds of the letters ar instruction
and ur in isolation, in the words farmer and nurse,
and in the sentences My father is a farmer. and My -Individual
mother is a nurse with correct pronunciation and work
intonation.
-Have pupils point at the letters ar, the word farmer,
and the sentence My father is a farmer. Play the Whole class/
recording for them to listen and repeat in chorus and -Pair work
individually until they feel confident. Correct their -Listen and repeat
-Invite a few pupils to listen to and repeat the sound, - Listen to the T's
the word and the sentence in front of the class. Praise instruction
them when their pronunciation is good.
Repeat
-Repeat Steps 1 and 2 with the letters, the word and
Individual
the sentence in the second line. Go around the
work
Goal: To identify the target words farmer and nurse Whole class/ Individual
have to listen to the recording
and circle the correct options. Check comprehension.
-Get pupils to read the gapped sentences and guess Group work
which option can be chosen to fill in each gap.
listen and circle the correct options. Get pupils to Pair work
swap books with a partner and check their answers
before checking as a class. Play the recording again Listen to the teacher
-Invite a few pupils to stand up, listen to and repeat
the completed sentences in front of the class. Correct Group work
Key: 1. b 2. C
-Have pupils read the first verse of the chant and Pair work
draw their attention to the sounds of the letters ar and
ur, the words farmer, farm, nurse and nursing and - Listen to the T's
the sentences My father is a farmer. He works on a instruction.
farm. My mother is a nurse. and She works at a
nursing home. Check comprehension.
-Play the recording of the first verse. Play the -play in group
recording again, line by line, for pupils to listen and
repeat. Correct their pronunciation where necessary.
Draw their attention to the rhythm and pronunciation.
Encourage them to clap while chanting. Whole class/ Individual
-Repeat Steps 1 and 2 with the second verse of the work
chant. Draw pupils’ attention to the sounds of the
letters ur and ar, the words nurse, nursing, farmer
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.
chant and clap their hands.
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:
front of the class to take turns saying the two verses
of the chant and clapping their hands. -Whole class/
Goal: To read and show understanding of the text
by filling in the gaps in the table.
-Tell pupils the goal of the activity and explain that -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).
help if necessary.
Correct the answers where necessary. instruction
Individual
work
where necessary.
Goal: To use the target language to complete a Whole class/ Individual
gapped text about pupils’ family members. work
gaps with their own information. Explain that the Listen and repeat
gaps in the text focus on the jobs and workplaces of
their family members. Check comprehension. Group work
Pair work
their mothers’ jobs. Then have them write the jobs
down.
-Give pupils time to complete the text Listen to the teacher
help if necessary. Individual work
Extension: Invite one or two pupils to read their Whole class
Activity 6. Project. 8 minutes Pair work
Goal: To collect photos or draw pictures of family
members at home and present them to the class by
using the target language. -play in group
have to show the photos / pictures that they have Listen to the T's
prepared at home and present them to the class. instruction.
-Have pupils work in groups of three. Each pupil
shows their photo / picture and tells the group about work in groups of five
it, e.g. This is a photo of my family. This is my
mother. She’s a nurse. She works at a hospital. This
is my father. He’s a farmer. He works on a farm. Go Whole class/ Individual
around the classroom and offer help if necessary. work
-Invite a few pupils to show their photos and tell the
class about them. Praise pupils when they do the task
well.
singing along with TPR
say some jobs, using TPR technique to guide pupils
how to sing with TPR
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:
sentences in two communicative contexts focusing Listen to the recording
on asking and answering questions about someone’s -Individual
appearance. work
the characters and other details (e.g. Who are they? -Listen and repeat
Where are they? Is the boy tall or short?).
for them to listen to the whole conversation several -Pair work
times.
- Listen to the T's
instruction
the same procedure with Picture b. Individual
-Invite a few pairs to the front of the class to listen to work
and repeat the sentences in the recording. Check their
pronunciation, give corrections and feedback where
necessary.
Draw pupils’ attention to the question What does he
look like? and the answer He’s tall. Tell pupils that Listen to the teacher
they are used to ask and answer about someone’s Whole class/ Individual
appearance work
Goal: To correctly say the words and use What does
Listen and repeat
he / she look like? – He’s / She’s _____. to ask and
answer questions about someone’s appearance. Group work
recording and repeat the word tall. Repeat the same
procedure with Pictures b, c and d. Have the class Pair work
repeat the words a few times.
-Point at the question pattern What does he / she Listen to the teacher
look like? Read it aloud and have pupils repeat it
several times. Repeat the same procedure with the Group work
answer pattern He’s / She’s _____.
repeat after the recording What does he look like? – Group work
He’s tall. Repeat the same procedure with Pictures
b, c and d. Whole class
-Divide the class into two groups to take turns - Practice in front of class
repeating the question and the answer using Picture
a until they feel confident. Repeat the same
procedure with Pictures b, c and d.
Put pupils in pairs and have pairs practise asking
and answering questions What does he / she look
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.
Activity 3. Let’s talk. 8 minutes - Listen to the T's
she look like? – He’s / She’s _____. to ask and
answer questions about someone’s appearance in a
freer context.
-Draw pupils’ attention to the picture. Ask questions -play game in group
to help them identify the characters in the picture.
Read the questions aloud and ask pupils to repeat
them. Ask pupils to look at the second bubble and
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
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 Whole class/ Individual
and feedback where necessary. work
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.
the winner.
3.Wrap up:
(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 Listen to the recording
2.New Lesson: -Individual
communicative contexts in which characters ask and -Listen and repeat
answer questions about a family member’s
appearance, and tick the correct pictures.
-Draw pupils’ attention to the pictures 1a and 1b. Whole class/
Ask questions to help pupils identify the characters, -Pair work
eg. How many pictures are there? What can you see
in each picture? What is the difference between two - Listen to the T's
pictures? Check their comprehension. instruction
-Play the recording for pupils to listen. Then play the
recording again for them to tick the correct picture. Individual
work
-Repeat the same procedure with Pictures 2a and 2b.
Extension: If there is enough time, play the Listen to the teacher
recording, sentence by sentence, for the class to Whole class/ Individual
listen and repeat individually and in chorus. Give work
corrections and feedback where necessary.
Goal: To complete the target sentence patterns in
four exchanges about appearance with the help of
Group work
picture cues.
appearance of the people (e.g. tall, short, big, slim). Pair work
-Ask pupils to look at the incomplete exchanges.
sentences.
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.
Whole class
-Get pupils to complete the exchanges individually.
Check their answers as a class, then ask a few pairs
to read them aloud. Pair work
Key: 1. tall 2. short 3. look; big 4. What; She’s slim.
Goal: To sing the song What do your parents look clap to reinforce the
like? with the correct pronunciation, rhythm and activity.
melody.
-Have pupils read the lyrics to familiarise - Listen to the T's
themselves with the language. Check comprehension instruction.
and give feedback.
-Have pupils listen to the whole song, drawing their
attention to the pronunciation and the melody.
-Play the recording of the song once or twice for -play in group
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
song while doing actions or clapping their hands. Whole class/ Individual
work
activity.
play the Get the Candies game (PPT)
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 -Individual
appearance, using the verb has. work
by sentence, for pupils to listen and repeat -Listen and repeat
pronunciation where necessary. Repeat the same - Listen to the T's
procedure with Picture b. instruction
-Play the recording again for pupils to listen to and Repeat
repeat the sentences in the recording. Individual
-Invite a few pairs to the front of the class to listen to work
and repeat the sentences in the recording. Give
corrections and feedback where necessary. Listen to the teacher

look like? and the answer He has a round face. Tell
about someone’s appearance.
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. Whole class/ Individual
-Have pupils point at Picture a, listen to the work
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 Group work
same procedure with the answer He / She has
_____.
Pair work
repeat after the recording What does he look like? –
He has short hair. Repeat the same procedure with Listen to the teacher
Pictures b, c and d.
Group work
-Divide the class into two groups to take turns
a until they feel confident. Repeat the same
procedure with Pictures b, c and d. Group work
Have pairs of pupils practise asking and answering Whole class
questions using the picture cues. Invite a few pairs to
answers in front of the class. Check their Pair work
necessary.
Goal: To enhance the correct use of What does he / - Listen to the T's
she look like? – He / She has _____. to ask and instruction.
answer questions about someone’s appearance in a
freer context.
-play in group
Ask pupils to look at the second bubble and identify
what answers should be. Give a sample answer, e.g.
He has short hair. Get pupils to repeat the question
-Have pairs of pupils practise asking and answering work
the question about the appearance of each character
in the picture. Go around the classroom to observe
and provide help.
questions in front of the class. Give corrections and
play the Angry Bird game (PPT)
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 -Listen to the techer
appearance (e.g. My father has short hair. My Whole class/ Individual
mother has a round face.) and asks pupils to write work
to check each other’s 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. -Listen to the T's
instruction
-Play the recording of the first exchange. Tell pupils
that they will need to listen for appearance (e.g. short -Individual
hair, long hair, a round face, big eyes). Ask pupils work
What does she look like? Help pupils find out the key
word for the appearance from the exchange (e.g. a
round face). Then ask pupils in which picture a
person with a round face appears (Picture d). Tell Whole class/
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
their books with a partner and check the answers.
Correct answers and give feedback if necessary. - Listen to the T's
Extension: If there is enough time, play the instruction
recording, sentence by sentence, for the class to
listen and repeat individually and in chorus. Correct
their pronunciation and give feedback.
Goal: To complete the target sentence patterns in Whole class/ Individual
two exchanges about appearance with the help of work
picture cues.
identify the appearance of the characters in the
pictures.
-Have pupils look at the two gapped exchanges. Group work
question and answers.
Pair work
gap. Ask them what word is missing (big). Then
have them complete the answer (He's big). Get them Listen to the teacher
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
individually, then compare their answers in pairs. Group work
Monitor and offer help where necessary.
Whole class
Check pupils’ answers as a class and ask some pairs
to read aloud the completed exchanges.
Key: 1. big / short, face 2. look like, long hair
Goal: To review vocabulary about family members - Listen to the T's
and appearance by playing the game Tic-tac-toe. instruction.
Tic-tac-toe. Two pupils play at a time. One pupil is
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 -play in group
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 Whole class/ Individual
game several times if there is enough time. work
play the Doraemon game (PPT)
pupils answer correctly, they get the points (dorayaki)
for that question.
the winner.
3.Wrap up:
“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
-Listen to the T's
in the sentences My sister has long hair. and My
instruction
brother has round eyes. With the correct
pronunciation and intonation. -Individual
-Ask pupils to look at Pictures a and b and identify work
for them to listen. Play the recording again, sentence Whole class/
by 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
-Play the recording again for pupils to listen to and instruction
repeat the sentences in the recording.
Repeat
-Invite a few pairs to the front of the class to listen to Individual
and repeat the sentences in the recording. Give work
corrections and feedback where necessary.
look like? and the answer He has a round face. Tell
about someone’s appearance.
Goal: To identify the target words long and round
while listening.
recording and repeat the phrase short hair several Whole class/ Individual
times. Repeat the same procedure with Pictures b, c work
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
same procedure with the answer He / She has
_____. Group work
repeat after the recording What does he look like? –
Pair work
He has short hair. Repeat the same procedure with
Pictures b, c and d.
-Divide the class into two groups to take turns Listen to the teacher
a until they feel confident. Repeat the same Group work
Have pairs of pupils practise asking and answering
questions using the picture cues. Invite a few pairs to Group work
Whole class
answers in front of the class. Check their
necessary. Pair work
Goal: To say the chant with the correct rhythm and - Listen to the T's
pronunciation. instruction.
Ask pupils to look at the second bubble and identify
what answers should be. Give a sample answer, e.g. -play in group
He has short hair. Get pupils to repeat the question
the question about the appearance of each character
in the picture. Go around the classroom to observe
and provide help.
-Invite a few pairs to practise asking and answering work
play the Angry Bird game (PPT)
answer correctly, the teacher clicks on the brick of
that number to find out the scores.
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
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
Goal: To read a text and complete four gapped
sentences about appearance. - tick the appropriate box
-Have pupils look at the pictures. Elicit the questions
to ask for the appearance of the character in each
picture and give feedback. Whole class/
-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
Individual
round face). Then ask pupils in which picture a
work
person with a round face appears (Picture d). Tell
pupils to write “1” next to Picture d. Listen to the teacher
-Play the recording of the other exchanges and let Whole class/ Individual
pupils write down their answers. Have pupils swap work
their books with a partner and check the answers.
Correct answers and give feedback if necessary.
Listen and repeat
Extension: If there is enough time, play the
recording, sentence by sentence, for the class to Group work
their pronunciation and give feedback.
Key: 1. d 2. a 3. c 4. B Pair work
Goal: To complete a gapped paragraph with Listen to the teacher
personal information about family members.
Individual work
identify the appearance of the characters in the
pictures.
-Have pupils look at the two gapped exchanges. Whole class
question and answers. Pair work
gap. Ask them what word is missing (big). Then
have them complete the answer (He's big). Get them -play in group
to guess the missing word in the second gap (face)
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
individually, then compare their answers in pairs.
Monitor and offer help where necessary. Listen to the T's
Check pupils’ answers as a class and ask some pairs instruction.
to read aloud the completed exchanges.
work in groups of five
Goal: To carry out a survey on the appearance of
pupils’ family members and present it to the class.
Tic-tac-toe. Two pupils play at a time. One pupil is
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 Play in group
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) Whole class/ Individual
work
pupils answer correctly, they get the points (dorayaki)
for that question.
the winner.
3.Wrap up:
“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
Activity 1. Listen and repeat. 5 minutes Listen to the recording
Goal: To correctly repeat the sounds of the letters l -Individual
and r in isolation, in the words long and round, and work
in the sentences My sister has long hair. and My
brother has round eyes. With the correct -Listen and repeat
-Have pupils look at the letter l, listen to the
recording and repeat the letter until they feel
necessary. Whole class/
-Have pupils point at the word long, listen to the -Pair work
recording and repeat the word until they feel
confident. Monitor the activity and offer help. - Listen to the T's
-Get pupils to point at the sentence My sister has instruction
long hair., listen to the recording and repeat it several
times. Then get a few pupils to listen to and repeat
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 Individual
pupils read the incomplete sentences. Draw pupils' work
attention to the sounds of the letters l and r.
-Play the recording for pupils to listen to. Play the Listen to the teacher
recording again for them to listen and circle the Whole class/ Individual
correct options. work
-Tell pupils to swap their books with a partner then
check their answers in pairs or groups. Correct their Listen and repeat
answers if necessary. Write the correct answers on
the board. Group work
Extension: Invite a few pupils to read the completed
sentences in front of the class. Give corrections and
Key: 1. b 2. A
Goal: To say the chant with the correct rhythm and
pronunciation.
-Have pupils scan the first verse of the chant. Draw Group work
their attention to the word long and the sentence
He’s got long hair. Explain that He’s got is the short Whole class
form of He has got. Check pupils’ comprehension.
-Play the recording and ask pupils to listen to and
repeat the first verse line by line. Show them how to
chant and clap their hands.
- Listen to the T's
-Play the recording of the whole verse again for instruction.
pupils to do choral and individual repetition. Give
corrections and feedback where necessary. -play game in group
chant. Draw pupils’ attention to the word round and
the sentence She’s got a round face.
chant. Encourage them to clap along while chanting.
Play Slap the board.
- Divide pupils into 2-3 teams.
work
- Each team sends one representative to the board.
Teacher draws two boxes and writes l and r in each
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:
(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.
Activity 4. Read and complete. 5 minutes instruction
Goal: To read a text and complete four gapped Listen to the recording
sentences about appearance. -Individual
-Have pupils look at the picture and guess what the work
text is about. Draw their attention to the characters in
the picture. -Listen and repeat
-Have pupils look at four incomplete sentences
below the text. Pay attention to the sentences about Whole class/
appearance. -Pair work
-Ask pupils to read through the text to find the
information and complete four sentences. Set a time
- Listen to the T's
limit for them to do the task individually. Go around
instruction
the classroom and offer help where necessary.
-Have pupils swap their books with a partner and Individual
check the answers. work
Key: 1. big 2. very tall 3. long hair 4. a round face Listen to the teacher
and big eyes Whole class/ Individual
Goal: To complete a gapped paragraph with
personal information about family members.
-Have pupils read through the paragraph to get the Listen and repeat
general idea. Then, ask pupils to think about their
own families. Group work
-Draw pupils’ attention to the first gap and ask
them what the missing word might be. Have pupils Pair work
suggest answers then write about their own family
members.
-Repeat the same procedure with the other gaps.
Give pupils enough time to write the answers.
Group work
-Have some pupils read their completed paragraphs
aloud. Give corrections and feedback where
necessary.
Activity 6. Project. 8 minutes Group work
Goal: To carry out a survey on the appearance of Whole class
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 Pair work
their family members’ appearance.
-Have pupils hold up their completed surveys. - Listen to the T's
Revise some words and sentence patterns that pupils instruction.
can use for their presentations. Give pupils some
time to practise their presentations by themselves sing the whole song while
and within groups. Go around the classroom to clapping their hands
monitor and offer support.
-Select a few pupils to give their presentations in clap to reinforce the
front of the class. Have the rest of the class give activity.
comments and praise pupils if they perform well.
Play Slap the board. -play in group
- Have pupils bring their family photo and describe
their family to their friends in pairs or in groups.
- Have pupils present their survey, using family
work
photos as a support.
3.Wrap up:
(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 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 -Individual
time of the day in the pictures. work
for them to listen.
-Play the recording again, sentence by sentence, for Whole class/
pupils to listen and repeat individually and in chorus. -Pair work
Correct their pronunciation where necessary. Repeat -Listen and repeat
- Listen to the T's
-Invite a few pairs to stand up to listen to and repeat instruction
Draw pupils’ attention to the pictures. Tell them Repeat
that the question When do you watch TV? and the Individual
answer I watch TV in the evening. are used to ask and work
answer
Goal: To correctly say the phrases and use When do
you watch TV? – I watch TV _____. to ask and
answer questions about when someone watches TV.
-Have pupils look at the pictures. Elicit the time of Whole class/ Individual
the day from pupils (looking at the clock and the work
sun in the pictures).
recording and repeat the phrase in the morning.
Have the class point at the time of the day and Group work
repeat a few times.
-Point at the first bubble and have pupils listen to Pair work
and repeat after the recording (When do you watch
TV?). Point at Picture a and have pupils listen to
and repeat after the recording (When do you watch Listen to the teacher
TV? – I watch TV in the morning.). Repeat the same
procedure with Pictures b, c and d. Group work
-Set a time limit for pupils to work in pairs to
practise asking and answering the question When do
you watch TV? – I watch TV_____. Group work
Invite a few pairs to the front of the class to take Whole class
turns pointing at the pictures and saying the
Goal: To 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 - Listen to the T's
context. instruction.
Read the question aloud, and ask pupils to repeat it. sing the whole song while
Ask them to look at the second bubble to identify clapping their hands
what the answer should be. Draw pupils’ attention to
the clocks, the moon for the answers I watch TV in clap to reinforce t
the morning / at noon / in the afternoon / in the
evening. Get pupils to repeat the questions and
answers several times. -play in group
the different pictures in this section, ask and answer
the question When do you watch TV? – _____. Go
around the classroom to observe and offer help
work
where necessary.
answering questions about when someone watches
TV in front of the class.
Play Game (ppt)
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
pronunciation, rhythm and melody.
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 -Listen to the T's
looking at the clocks and the sun or moon. instruction
listen to. Play the recording again for them to do the -Individual
task by putting a tick or cross in the box. Play the work
recording a third time, for them to double-check their
answers. Praise pupils if they have the correct
answer. Whole class/
-Repeat Step 2 with the rest of the dialogues.
-Set a time limit for pupils to swap books with a
partner, and have them check their answers before
Key: 1. 🗶 2. ✔ 3. 🗶 4. 🗶 Whole class/ Individual

Goal: To complete four gapped exchanges about
when someone does an activity with the help of
picture cues.
activities and time of the day. Group work
Pair work
-Ask pupils to read Exchange 1. Draw their attention
to the missing word (evening). Have them complete
the answer. Follow the same procedure with Picture
2, 3 and 4.
-Set a time limit for pupils to complete the Group work
exchanges individually, then invite a few pairs to
take turns playing the roles of the characters.
Key: 1. evening 2. afternoon 3. listen to music; Group work
noon
4. When; morning Whole class
Goal: To sing the song When do you watch TV and
read books? with the correct pronunciation, rhythm
and melody.
-Have pupils read the lyrics to familiarise - Listen to the T's
themselves with the questions and answers. instruction.
Encourage them to identify two activities (watch TV;
read books) and time of the day in the pictures.
Check comprehension and give feedback.
-Have pupils listen to the whole song, drawing their -play in group
attention to the pronunciation and tune.
pupils to listen and repeat, line after line, and do
related actions, e.g. using a finger to trace the words Whole class/ Individual
or clapping their hands. work
-When pupils feel confident and are familiar with
the melody, ask them to sing the whole song while
doing actions or clapping hands.
activity.
Play Game (ppt)
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:
on asking and answering questions about what daily
activity someone does. -Individual
- Ask pupils to look at Pictures a and b, and identify work
what activities Linh does on Sundays.
for them to listen. Whole class/
-Play the recording again, sentence by sentence, for -Pair work
pupils to listen and repeat individually and in chorus. -Listen and repeat
- Listen to the T's
instruction
-Invite a few pairs to listen to and repeat the
sentences in the recording. Repeat
Individual
Draw pupils’ attention to the questions and answers
work
in Pictures a and b. Tell them that they are used to
ask and answer questions about what daily activity Listen to the teacher
someone does
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.
-Have pupils point at Picture a, listen to the Whole class/ Individual
recording and repeat the phrase (wash the clothes) a work
few times. Repeat the same procedure with the other
three pictures.
-Point at the first speech bubble and have pupils
listen and repeat after the recording (What do you
do in the morning?). Point at Picture a and have Group work
pupils listen to and repeat the question and answer
(What do you do in the morning? – I wash the Pair work
clothes.). Have the class repeat the exchange a few
times. Repeat the same procedure with the other
three pictures. Listen to the teacher
the pictures, and practice asking and answering Group work
What do you do in the morning? – I _____.
turns pointing at the pictures, and asking and Group work
answering What do you do in the morning? – I Whole class
_____.
Goal: To enhance the correct use of What do you do Pair work
in the morning / afternoon / evening? – I _____. to
ask and answer questions about what activity - Listen to the T's
someone does in the morning / afternoon / evening in instruction.
a freer context.
-Have pupils look at the pictures and explain that
each picture shows the members of a family doing
the housework together (as mentioned in Input). Get -play in group
pupils to look at the first speech bubble. Ask them to
repeat the question a few times: What do you do in
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
answering in chorus.
-Set a time limit for pairs of pupils to practise asking
and answering What do you do in the morning /
afternoon / evening? – I _____. Go around the Whole class/ Individual
classroom to offer help where necessary. work
-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
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
communicative contexts in which pupils ask and -Individual
answer questions about what activities they do at a work
specific time of the day and number the correct
pictures. - tick the appropriate box
-Have pupils look at four pictures. Elicit the activity
that the girl is doing in each picture.
Whole class/
-Play the recording of the first exchange for pupils do the task independently
to listen and tell them to identify the picture to
number. Play the recording again for them to do the
task. Tell them that they will need to pay attention to - Listen to the T's
the activity that the girl is doing. It is Picture c (wash instruction
the clothes). They should write 1 in the box at the
right-bottom of Picture c. Individual
work
-Play the recording of the other exchanges and have
pupils number the pictures. Listen to the teacher
-Get pupils to swap books with their partners and Whole class/ Individual
check their answers before checking as a class. work
Extension: If time allows, play the recording, Listen and repeat
repeat individually and in chorus. Correct their Group work
Pair work
-Get pupils to look at Exchange 1 and the picture. Listen to the teacher
Ask them what the character does in the pictures.
Elicit the missing words in the question and answer Individual work
from the picture cue and sentence. Complete the
answer (clothes) and question (What). Repeat the
same procedure with Exchange 2. Whole class
individually. Pair work
check their answers before checking as a class. -play in group
Correct their answers where necessary.
Extension: If time allows, invite a few pairs to stand
up to take turns reading out the completed exchanges
in this section.
Goal: To review asking and answering questions Listen to the T's
about what activity someone does at a specific time instruction.
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 work in groups of five
the ...? Ask one player from each team to come to
the front of the class and whisper the answer to the
question he / she wants to revise to the two players.
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 Whole class/ Individual
game continues until the time is up. The team with work
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)
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:
-Listen to the T's
Goal: To correctly repeat the sounds of the letters tch
instruction
and sh in isolation, in the words watch and wash, and
in the sentences When do you watch TV? and I wash -Individual
my clothes in the evening. with the correct work
- Have pupils look at the letters tch, listen to the
recording and repeat the letters until they feel
Whole class/
-Pair work
necessary.
-Listen and repeat
-Have pupils point at the word watch, listen to the
recording and repeat the word until they feel - Listen to the T's
confident. Monitor the activity and offer help where instruction
necessary.
Repeat
-Get pupils to point at the sentence When do you Individual
watch TV?, listen to the recording and repeat it work
several times. Then invite a few pupils to stand up,
listen to and repeat the sentence. Listen to the teacher
-Repeat Steps 1 to 3 with the letters sh. Go around
the classroom and correct their pronunciation where
necessary.
in pairs or groups.
Goal: To identify the target words watch and wash Whole class/ Individual
-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
sound, and wash ends with the sh sound. Check
Group work
their comprehension.
recording again for them to do the task by circling Pair work
the correct options. Then get pupils to swap books
with their partners to check their answers before Listen to the teacher
checking as a class. Correct the answers where
-Invite a few pupils to stand up and read the
completed questions. Remind the class how to stress
the target questions.
Goal: To say the chant with the correct rhythm and Whole class
pronunciation.
-Have pupils scan the first verse of the chant, and
Pair work
elicit the words ending with tch (watch). Check
pupils’ comprehension of the chant.
- Listen to the T's
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
to do choral and individual repetition. -play in group
chant. Go around the classroom and offer help where
necessary.
Extension: If there is enough time, divide the class
hands. Each of the groups should sing one verse of Whole class/ Individual
the chant. Then invite some groups to the front of the work
class to chant and clap their hands.
Play Game (ppt)
the question
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. - tick the appropriate box
-Repeat Step 1 with Phrases 2 and 3. Set a time limit
for pupils to do the activity independently. Go
around the classroom and offer help where Whole class/
necessary. do the task independently

instruction
-Invite some pupils to stand up and read the
paragraph aloud. Individual
Goal: To complete a paragraph about pupils’
activities on Sundays. Listen to the teacher
-Tell pupils what they are going to do. Then get Whole class/ Individual
them to read the incomplete paragraph. Ask them work
what the paragraph is about (the housework that you
do on Sundays). Remind them to pay attention to
Listen and repeat
the words before and after the blanks before they
complete the sentences with the appropriate
information. Group work
-Get pupils to fill the first gap as an example.

Pair work
and offer help where necessary. Listen to the teacher
check their answers in pairs or groups. Individual work
Goal: To draw pictures or take notes of what daily Whole class
activities pupils do on Sundays and present the
results to the class, using the target language.
- Tell pupils the goal of the activity. Explain that Pair work
they have to look at the pictures or notes they have
prepared at home and present the results to the class.
-play in group

looks at their pictures or notes and tells the group
Listen to the T's
about what daily activities he / she does on Sundays.
instruction.
-Invite a few pupils to look at their pictures or notes
and tell the class about them, e.g. I do the housework work in groups of five
on Sundays. In the morning, ...
-Have the rest of class applaud if pupils perform Whole class/ Individual
well. work
Play Game (ppt)
answer the question
- 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:
Activity 1. Listen and number. 10 minutes
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 Whole class/
recording a third time to give pupils another listening do the task independently
opportunity if needed.
-Repeat Step 2 for the rest of the pictures. - Listen to the T's
instruction
answers as a class. Write the correct answers on the Individual
board. work
Play the recording for pupils to double-check their
answers. Listen to the teacher
necessary. Listen and repeat
Key: 1. c 2. a 3. d 4. B
Activity 2. Ask and answer. 10 minutes Group work
Goal: To ask and answer questions using picture
cues.
-Draw pupils’ attention to the first picture. Get Pair work
them to look at Mary’s thought bubble to identify
what the girl looks like. Check comprehension. Listen to the teacher
-Draw pupils’ attention to Nam’s question (What
does your sister look like?). Have pupils look at the Individual work
girl in Mary’s thought bubble to answer the
question.
Whole class
-Repeat Steps 1 and 2 with the rest of the pictures.
-Have pupils work in pairs to role-play the four Pair work
exchanges. Go around the classroom to monitor the
activity. -play in group
Extension: Invite some pairs of pupils to stand up
and take it in turns to role-play the target exchanges. Listen to the T's
play Review Game (PPT) instruction.
- Divide the class into 2 or 4 teams. work in groups of five
- T reminds pupils of 4 topics (Jobs, Appearance,
Daily activities, My family’s weekend) they will
review in this lesson.
- T calls 1 pupil from each team choose a topic and Whole class/ Individual
the points they want to get. Then, they answer the work
questions. If the pupil answers correctly, they will get
the chosen points for that question.
the winner.
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
-Draw pupils’ attention to the sentences. Tell them - tick the appropriate box
about this activity. Point at Sentence 1, elicit the
answer and give feedback. Draw a line to match
Sentence 1 with the letter d. Whole class/
-Give pupils time to do the task individually. Go do the task independently
-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.
Extension: Invite some pairs of pupils to stand up Individual
and read the matched exchanges aloud. work
Key: 1. d 2. a 3. e 4. c 5. b
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
-Draw pupils’ attention to the words in the box and

Listen and repeat
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 Group work
get pupils to read the completed sentence in chorus.
-Give pupils time to do the task individually. Go Pair work
necessary.
-Get pupils to swap books with a partner, then check Listen to the teacher
board. Individual work
Extension: Invite a few pupils to stand up and read
the completed paragraph aloud. Whole class
Pupils can read and complete the gapped paragraph.
Key: 1. factory 2. slim 3. works 4. pupil 5. watch
Activity 5: Let’s write 5 minutes Pair work
gapped paragraph using a picture cue.
-play in group
-Tell the class the goal of this activity: to read the
gapped text and fill in the gaps using the picture cue.
Listen to the T's
-Write the sentence with the first gap on the board: instruction.
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 work in groups of five
the answers.
-Repeat Step 2 for the other gaps.
-If time allows, invite a few pupils to read the Whole class/ Individual
paragraph they have completed in front of the class. work
play Review Game (PPT)
- Divide the class into 2 or 4 teams.
- T reminds pupils of 4 topics (Jobs, Appearance,
Daily activities, My family’s weekend) they will
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 -Listen to the T's
family member for a partner to draw. 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. - Listen to the T's
-Put pupils into pairs. Tell pupils that they should instruction
take it in turns to describe a family member for
Individual
their partner to draw. They have five minutes.
work
Remind them to call out “Swap!” when they
finish. Listen to the teacher
-When all the pupils have had a turn, tell them to Whole class/ Individual
swap their drawings with their partners. work
Activity 2. Tell the class about your partner’s
family member.
Goal: To correctly describe the appearance of Listen and repeat
someone’s family member.
-Draw pupils’ attention to the picture. Ask: What is Group work
the boy doing?. When pupils answer correctly,
confirm the answer: He is describing the girl’s Pair work
mum.
-Nominate a few pairs to come to the front of the
class and share their drawings and descriptions with Listen to the teacher
the class. This step could also be done in small
groups so that every pair has a chance to share. Individual work
-Draw pupils’ attention to Description 1 and read
it as a class. Explain any new words. Check Whole class
comprehension.
-Ask pupils to look at the pictures on the right and Pair work
elicit the answer. Get them to read the sentences in
Description 1 again and draw a line to match it to Listen to the T's instruction
the correct picture (Picture c)
-Repeat Steps 1 and 2 with the other three
descriptions. Go around the classroom to offer
support where necessary. -play in group
-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
What can you see in the picture? Whole class/ Individual
Key: 1. c 2. d 3. a 4. b work
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
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:
sentences in two communicative contexts in which Individual
the characters ask and answer questions about where work
a family member goes at the weekend.
-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 Listen to the recording
by sentence, for pupils to listen and repeat. Repeat work
pronunciation where necessary. -Listen and repeat
repeat in chorus sentence by sentence. Whole class/
-Invite a few pairs to the front of the class to listen to -Pair work
and repeat the sentences in the recording.
Draw pupils’ attention to the question Where does - Listen to the T's
she go on Saturdays? and the answer She goes to the instruction
shopping centre. Tell pupils that they are used to ask
and answer questions about where a family member Individual
goes at the weekend. work
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 Where
does he / she go on Saturdays?
Listen and repeat
– He / She goes to the _____. to ask and answer
questions about where a family member goes at the
Group work
weekend.
-Have pupils look at Pictures a, b, c and d and
identify the people and the places. Pair work
-Have pupils point at Picture a, listen to the Listen to the teacher

recording and repeat the word (sports centre). Point
at the bubbles and Picture a again and have pupils Group work
listen to and repeat after the recording (Where does
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 Whole class
answers a few times.
-Have pairs practise asking and answering the - Practice in front of class
questions Where does he / she go on Saturdays? –
He / She goes to the _____.
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.
Goal: To enhance the correct use of Where does he / -play game in group
she go on Saturdays? – He /She goes to the _____. to
ask and answer questions about where a family
member goes at the weekend in a freer context.
Input). Whole class/ Individual
-Put pupils into pairs and have them practise asking work
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
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 Listen to the recording
member goes at the weekend and tick the correct -Individual
pictures. work
-Draw pupils’ attention to Pictures 1a and 1b. Ask
questions to help them identify the characters and
places.
Whole class/
-Play the recording of the first dialogue for pupils to -Pair work
listen to. Play the recording again for them to listen
and do the task by ticking the correct picture.
- Listen to the T's
instruction
board. Play the recording again for pupils to double- work
sentence by sentence, for the class to listen and work
Key: 1. b 2. A Listen and repeat
Goal: To complete two gapped sentences and two Group work
gapped exchanges with the help of picture cues.
identify the places and characters in the pictures. Pair work
-Have pupils look at the gapped sentences. Draw
their attention to the missing words and phrases in Listen to the teacher
the sentences.
-Model Sentence 1. Have pupils look at the
Group work
sentence. Ask them what word is missing
(swimming pool). Then have pupils complete it (My
brother goes to the swimming pool on Saturdays.).
-Repeat the same procedure with Sentence 2 and Group work
Exchanges 3 and 4. Whole class
Have pupils complete the gapped sentences and
gapped exchanges individually and ask pupils to read Pair work
them aloud.
Key: 1. swimming pool
2. cinema
- Listen to the T's
3. goes; sports centre instruction.
4. Where; goes to the shopping centre
Activity 6. Let’s sing. 8 minutes sing the whole song while
Goal: To sing the song Where do they go on clapping their hands
Saturdays? with the correct pronunciation, rhythm
and melody. clap to reinforce the
-Draw pupils’ attention to the title and lyrics of the activity.
song.
Encourage them to point at the places in the pictures
to reinforce their understanding.
listen to the whole song.
Encourage them to listen carefully to the
pronunciation, rhythm and melody.
-play in group
necessary.
sing and clap along with the recording.
class to perform while the rest of the class sings and Whole class/ Individual
claps along. work
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.
the winner.
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 -Listen to the T's
on asking and answering questions about what a
family member does at the weekend. -Individual
-Have pupils look at Pictures a and b and identify work
the places, characters and their activities in the
pictures.
-Ask pupils to look at Picture a. Play the Whole class/
recording for them to listen. Play the recording -Pair work
again, sentence by sentence, for pupils to listen - Listen to the T's
and repeat. Repeat the same procedure with instruction
Picture b. Correct their pronunciation where
necessary. Repeat
-Play the recording again for pupils to listen and Individual
repeat in chorus sentence by sentence. work
-Invite a few pairs to the front of the class to Listen to the teacher
do there? and the answer He plays tennis. Tell pupils Whole class/ Individual
that they are used to asking and answering questions work
about what a family member does at the weekend.
Activity 2. Listen, point and say
Goal: To correctly say the phrases and use What
does he / she do on Sundays?
– He / She _____. to ask and answer questions about Group work
what a family member does at the weekend.
-Have pupils look at Pictures a, b, c and d and Pair work
elicit the activities of the people.
-Have pupils point at Picture a, listen to the Listen to the teacher
recording and repeat the phrase (cooks meals). Point
at the speech bubbles and Picture a again and have Group work
pupils listen to and repeat after the recording (What
does she do on Sundays? – She cooks meals.).
-Repeat the same procedure with the other three
Group work
pictures. Have the class repeat the questions and
answers a few times. Whole class
questions What does he / she do on Sundays? – He / Pair work
She ____. using picture cues.
Activity 3. Let’s talk - Listen to the T's
she do on Sundays? – He / She _____. to ask and
answer questions about what a family member does
at the weekend in a freer context. -play in group
Input).
-Put pupils into pairs and encourage them to ask
work
and answer questions about what a family member
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
well.
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 -Listen to the T's
does at the weekend and match the correct pictures. instruction
-Draw pupils’ attention to the pictures and the icons.
-Individual
Ask questions to help pupils identify the people in
work
the pictures and the icons.
recording again for them to listen and do the task by
Whole class/
matching the people to the activities. Play the
recording a third time to give pupils another listening
opportunity.
-Check answers as a class. Play the recording again
Key: 1. c 2. d 3. a 4. b
work
identify the people and their activities in the
pictures.
-Have pupils look at the two gapped exchanges.
Draw their attention to the missing words. Group work
gap. Ask them what word is missing (sports centre).
Pair work
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). Listen to the teacher
Repeat the same procedure with Exchange 2.
-Get pupils to swap books with a partner and check Group work
their answers before checking as a class. Ask a few
pairs to read the completed exchanges aloud.
Key: 1. sports centre; do; tennis 2. home; What;
cooks meals Group work
Activity 6. Let’s play. 8 minutes Whole class
Goal: To revise target words about family weekend
activities by playing Matching game
-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). - Listen to the T's
-The player turns over a pair of cards. If the cards instruction.
show an activity and a place that matches, the player
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. -play in group
The player who gets more points is the winner.
-Have pupils work in pairs. Invite one or two pairs
to the front of the class to play the game.
Extension: To make the game more challenging, ask
pupils to make sentences with the words on the cards Whole class/ Individual
they have, e.g. My father goes to the sports centre on work
Sundays. He plays tennis.
play the Build the city game (PPT)
- Divide the class into 2 teams, Pupils choose any
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
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
Goal: To correctly repeat the sounds of the letters g
and s in isolation, in the words go and television, and -Individual
in the sentences I go to the cinema on Saturdays. and work
We watch television on Sundays. with the correct
-Draw pupils’ attention to the letter g, the word go Whole class/
and the sentence I go to the cinema on Saturdays. -Pair work
Play the recording and encourage pupils to point at -Listen and repeat
the letter, the word and the sentence while listening
-Play the recording again and encourage pupils to - Listen to the T's
listen to and repeat the sound, the word and the instruction
sentence. Do this several times until pupils feel
Repeat
Individual
necessary.
work
-Repeat Steps 1 and 2 with the letter s, the word
television and the sentence We watch television on Listen to the teacher
Sundays.
Goal: To identify the target words go and television
while listening.
work
correct options.
-Tell pupils to swap books with a partner, then Group work
check the answers as a class. Write the correct
Pair work
Extension: Invite one or two pupils to stand up, Listen to the teacher
Key: 1. c 2. B Group work
pronunciation.
-Draw pupils’ attention to the lyrics of the chant. Group work
Check their comprehension. Whole class
- Play the recording all the way through for pupils to
listen to the whole chant. Encourage them to listen Pair work
pupils’ attention to the sounds of the letters g and s
in the words go and television. - Listen to the T's
instruction.
and repeat. Correct their pronunciation if necessary.
chant along. Encourage them to clap along while -play in group
chanting.
turns listening to and repeating the chant while the
rest of the class claps along. Whole class/ Individual
Play Slap the board. work
- Divide pupils into 2-3 teams.
- Each team sends one representative to the board.
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.
- 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
-Individual
Goal: To read a text and decide whether the
work
statements about Ben and his
family’s Sunday activities are true or false. - tick the appropriate box
-Draw pupils’ attention to the four statements,
focusing on the activities of each member of Ben’s Whole class/
family on Sunday. do the task independently
-Ask pupils to read the text individually first, then in
pairs to decide if the statements are true or false. - Listen to the T's
-Set a time limit for pupils to do the task. Go around instruction
the classroom and offer help where necessary.
-Select a few pupils to read their answers in front of Individual
the class. Get them to provide reasons for their work
answers. Then check answers as a class and give
explanations where necessary. Listen to the teacher
Key: 1. T 2. F 3. T 4. T Whole class/ Individual
Goal: To complete a text about what Mai’s family
members do at the weekend by writing the target
words in the gaps. Listen and repeat
-Ask pupils to read the gapped text and fill in the
gaps with information about Mai’s family members’ Group work
activities. Tell pupils that the gaps in the text focus
on Mai’s family members’ activities at the weekend. Pair work
an example. Ask them to read the sentence and elicit Listen to the teacher
Mai’s father’s activities. Then have them write an
answer, e.g. plays tennis, in the gap. Individual work
Whole class
help if necessary.
completed texts in front of the class
Activity 6. Project. 8 minutes -play in group
Goal: To make notes about where pupils’ family
members go and what they do at the weekend, and
present the results to the class, using the target
language.
have to look at the notes they have prepared at home
Listen to the T's
and present the results to the class.
instruction.
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. work in groups of five
-Invite a few pupils to look at their notes and tell the
class about them, e.g. On Sundays, my father goes to
the sports centre. He plays tennis.
-Have the rest of the class applaud if pupils perform Whole class/ Individual
well. work
Game: Whisper
- Teacher divides the class into groups of 4.
- 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
chooses the picture and sticks it on the board.
- 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:
sentences in two communicative contexts focusing work
on asking and answering questions about the weather
in the past.
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 -Individual
individually and in chorus. Correct their work
pronunciation where necessary. Repeat the same
procedure with Picture b. -Listen and repeat
listen to and repeat the sentences in the recording. Whole class/
-Draw pupils’ attention to the question What was the -Pair work
weather like in Sa Pa? and the answer It was sunny.
Tell pupils that they are used to ask and answer
questions about the weather in the past. - Listen to the T's
Activity 2. Listen, point and say. 10 minutes instruction
Goal: To correctly say the words and use What was
the weather like last weekend? – It was _____. to ask Individual
and answer questions about the weather in the past. work
weather in each picture.
-Have pupils point at Picture a (rainy weather),
work
listen to the recording and repeat the word (rainy).
Repeat the same procedure with the other three
pictures. Have pupils repeat the words a few times. Listen and repeat
-Point at the first bubble and have pupils listen to Group work
and repeat after the recording (What was the weather
like last weekend?). Point at Picture a and have
pupils listen to and repeat after the recording (It was Pair work
rainy.). Repeat the same procedure with the other
three pictures. Listen to the teacher
-Have some pairs of pupils practise asking and
answering the question What was the weather like
Group work
last weekend? – It was _____.
questions and answers in front of the class
Goal: To enhance the correct use of What was the
Whole class
weather like yesterday? – It was _____. to ask and
answer questions about the weather in a freer - Practice in front of class
context.
look at the weather icons and identify the weather in
each place. Check comprehension. - Listen to the T's
-Elicit the missing words in the second speech instruction.
bubble and write them on the board. Get pupils to say
the completed sentences. -play game in group
answers in pairs, using the picture cue. Make sure
pupils understand the structure and say it with the
-Invite some pairs of pupils to practise asking and
answering questions in front of the class. Praise them Whole class/ Individual
if they perform well. work
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.
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
and answer questions about the weather in the past.
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.
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. -Listen and repeat
answers as a class. Write the
correct answers on the board. Whole class/
-Play the recording again for pupils to double-check -Pair work
their answers.
- Listen to the T's
instruction
pronunciation where necessary. Individual
Key: 1. d 2. a 3. c 4. B work
Goal: To complete four gapped exchanges with the Listen to the teacher
-Have pupils look at the pictures. Get them to work
identify the weather icon in each picture.
-Ask pupils to look at the four incomplete
exchanges. Draw their attention to the missing words Listen and repeat
in the sentences.
exchange. Ask them what is missing in the answer.
Then have them look at the picture and identify the Pair work
weather icon. Ask them to complete the gap (What
was the weather like in Sa Pa last Sunday? – It was
cloudy.). Listen to the teacher
-Repeat the same procedure with Exchanges 2, 3 and
4. Draw pupils’ attention to two gaps in Exchanges 3 Group work
and 4.
Have pupils complete the exchanges individually
and nominate a few pairs to read them aloud. Correct
their pronunciation where necessary, praise the Group work
readers, and get the class to clap or cheer if their Whole class
Key: 1. cloudy 2. rainy 3. What was; windy 4.
weather; It was sunny Pair work
Goal: To sing the song What was the weather like
yesterday? with the correct pronunciation, rhythm
- Listen to the T's
and melody.
instruction.
song. Encourage them to sing the whole song while
point at the pictures to reinforce their understanding. clapping their hands
pupils to listen carefully to the pronunciation, rhythm clap to reinforce the
and melody. activity.
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 -play in group
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 Whole class/ Individual
the performers. work
Lucky number game (ppt)
- 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.
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?
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).
for them to listen. Play the recording again, sentence work
pronunciation where necessary. Whole class/
-Play the recording again for pupils to listen and -Pair work
repeat in chorus sentence by sentence.
-Invite a few pairs to the front of the classroom to - Listen to the T's
listen to and repeat the sentences in the recording. instruction
Draw their attention to the question Do you want to
go to the water park with me? and the answer Great! Repeat
Let’s go. Tell pupils that they are used to make Individual
suggestions to go somewhere and respond. work
Extension: Invite a few pairs of pupils to ask and
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 Whole class/ Individual
respond. work
names of the places. Have the Group work
class repeat the words a few times. Check
comprehension.
Pair work
recording and repeat the word (food
stall). Repeat the same procedure with the other three Listen to the teacher
pictures.
-Point at the speech bubbles and have pupils listen to Group work
and repeat after the recording (Do you want to go to
the food stall? – Great! Let’s go.). Draw pupils’
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 Whole class
answering the question Do you want to go to the Pair work
_____? – Great! Let’s go. / Sorry, I can’t. using
speech bubbles and Pictures a, b, c and d.
Goal: To enhance the correct use of Do you want to -play in group
go to the _____? – Great! Let’s go. / Sorry, I can’t.
to make suggestions to go somewhere and respond in
a freer context.
say the names of the places in
work
the picture. Ask questions to help them identify the
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.
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…..
Activity 4. Listen and match. 5 minutes Individual
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 -Listen to the T's
draw a line to match the character (Ben) to the instruction
correct place (Picture b). Play the recording again for
pupils to do the task. Play the recording a third time -Individual
to give pupils another listening opportunity if work
needed.
Go around the classroom to offer support where
necessary. Whole class/
board.
Play the recording again for pupils to double-check
their answers.
Key: 1. b 2. a - Listen to the T's
sentence by sentence, for the class to listen
and repeat individually and in chorus. Correct their
Goal: To complete two gapped exchanges with the work
-Have pupils look at the pictures. Ask them to
identify the weather in the pictures. Group work
-Get pupils to look at the two incomplete exchanges.
Pair work
sentences.
-Model Exchange 1. Have pupils look at the
exchange. Ask them what is missing in the first gap Listen to the teacher
(sunny). Then have them look at the picture and
identify the weather. Ask them to complete the gap Group work
(What’s the weather like today? – It’s sunny.).
Repeat the same procedure with the other gaps.
-Have pupils complete the exchanges individually Group work
and ask a few pairs of pupils to read them aloud. Whole class
Correct their pronunciation where necessary, praise
the readers, and get the class to clap or cheer if their
Key: 1. sunny; Great 2. water park; I can't
Activity 6. Let’s play. Whispering game 8 minutes - Listen to the T's
Goal: To revise the target vocabulary items and instruction.
structures by playing Slap the board game.
Set time for pupils to play the game. -play in group
-Put five flashcards or write the names of five places
on the board. Divide the class into four teams. Ask
one representative of each team to come to the front. Whole class/ Individual
-Say, for example I want to go to the bookshop. The work
pupil who is the quickest to slap the correct picture /
word gets one point for his / her team. Repeat the
same procedure with the other pictures / words on the
board.
-The team that gets the most points at the end of the
game wins.
Guess where?
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:
Activity 1. Listen and repeat. 5 minutes -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
instruction
-Draw pupils’ attention to the word 'sunny and the
sentence It’s 'sunny today. Play the recording and -Individual
encourage them to point at the word and sentence work
while listening. Explain to pupils what word stress is,
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 Whole class/
indicate word stress. -Pair work
listen to and repeat the word and the sentence. Do - Listen to the T's
this a few times until pupils feel confident. Correct instruction
their pronunciation where necessary and praise them
when their pronunciation is good. Repeat
-Let pupils work in pairs or groups to say the words Individual
'sunny and 'rainy, and read the sentences It’s 'sunny work
today. and I don’t like 'rainy weather. Invite a few
pupils to listen to the recording and say the language Listen to the teacher
in front of the class. If they perform well, praise
them.
work
Goal: To identify the target words sunny and rainy
while listening.
-Draw pupils’ attention to the incomplete sentences Group work
and answer options. Explain
what pupils have to do. Check comprehension. Pair work
correct options.
the answers as a class. Write the correct answers on
the board. Listen to the teacher
-Play the recording again so that pupils can double-
check their answers. Extension: Invite one or two Whole class
pupils to stand up, listen to and repeat the sentences.
Key: 1. c 2. A
Pair work
pronunciation. - Listen to the T's
-Draw pupils’ attention to the lyrics of the chant. instruction.
pupils to listen carefully to the rhythm and -play in group
pronunciation. Draw pupils’ attention to two-syllable
words with the stress on the first syllable in the
chant, e.g. sunny, cloudy, windy and rainy, and the Whole class/ Individual
sentences containing those words. work
necessary.
chant along. Encourage them to clap while chanting.
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:
front of the class to take turns saying the two verses -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 -Individual
and answer options. Explain what pupils have to do. work
Have them pay attention to the sentences about the
weather and the places the characters go to. Ask
pupils to read the text again and circle the correct
answers. Whole class/
-Tell pupils to swap books with a partner, then check do the task independently
board.
-Tell pupils to return the books to their partners. Ask - Listen to the T's
pupils to look at the board and check their answers instruction
again. If time allows, ask them to read the text aloud Individual
in front of the class. work
Key: 1. c 2. c 3. a 4. A
Goal: To complete a gapped paragraph about Whole class/ Individual
weather and suggestions to go somewhere. work
-Tell the class the goal of this activity: pupils read
the gapped text and fill in the gaps using appropriate
answers of their choice. Check comprehension. Listen and repeat
-Write the first gapped sentence on the board: My
father wants to go to the _____. Read the sentence as Group work
a class. When you reach the gap, point to it and
encourage pupils to give an appropriate answer. Give Pair work
pupils time to write the answer.
-Repeat Step 2 for the other gapped sentences.
-If time allows, invite a few pupils to read the Listen to the teacher
sentences they have completed in front of the class.
Activity 6. Project. 8 minutes Individual work
Goal: To make a weather chart and present it to the
class by using the target language.
-Tell pupils the goal of this activity. Explain that Whole class
they are going to show weather charts that they have
made at home and tell the class about the weather Pair work
last weekend and today in different places.
-Have pupils work in groups of five. Each pupil -play in group
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
Noi last weekend. It’s rainy in Ha Noi today. It was
Listen to the T's
sunny in Da Nang last weekend. It’s windy in Da
instruction.
Nang today. Go around the classroom and offer help
if necessary (e.g. when pupils need some more
vocabulary to talk about weather). work in groups of five
-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.
Game: Whole class/ Individual
Play the game Tongue twister work
'Whether the weather is warm, whether the weather
is hot, we have to put up with the weather, whether
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
competition to find out who can speak fastest.
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:
sentences in two communicative contexts (pictures) instruction
focusing on asking and answering questions to
identify some road signs Listen to the recording
-Ask pupils to look at Pictures a and b and identify -Individual
the characters and say what they can see in the work
pictures.
-Listen and repeat
-Have pupils look at Picture a and talk about the
meaning of these signs. Pupils can use Vietnamese,
then repeat their responses in English. Whole class/
-Pair work
-Play the recording and encourage pupils to point at
the characters while listening.
-Play the recording again, sentence by sentence, for - Listen to the T's
pupils to listen and repeat individually and in chorus. instruction
Draw their attention to the question What does it
say? and the answers It says ʽgoʼ. and It says ʽstopʼ. Listen to the teacher
Tell pupils that they are used to ask and answer Whole class/ Individual
questions to identify road signs. work
Extension: Invite a few pairs of pupils to act out the
conversations in front of the class. Listen and repeat
Goal: To correctly say the words and phrases and Group work
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 Pair work
identify the meaning of the road signs using
gestures. Listen to the teacher
the words and phrases under the pictures in chorus Group work
and individually until they feel confident. Use the
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 Whole class
Picture a. Play the recording for pupils to listen to
and repeat the sentences in both bubbles a few
times. Repeat the same procedure with Pictures b, c,
and d.
- Listen to the T's
-Let pupils practise asking and answering questions
instruction.
in pairs. Go around the classroom to offer help if
necessary.
and answer questions about the meaning of the road
signs in front of the class.
Goal: To enhance the correct use of What does it -play game in group
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.
-Put pupils into pairs to ask and answer questions to
identify the road signs. Go around the classroom to
offer support where necessary. Whole class/ Individual
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.
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
-Play the recording all the way through. Then play -Listen and repeat
the recording again for pupils to listen and tick or
cross the pictures.
Whole class/
-Get pupils to swap books with a partner and check -Pair work
sentence by sentence, for pupils to listen and repeat instruction
individually and in chorus. Correct their Individual
pronunciation where necessary. work
Key: 1. ✓ 2. x 3. ✓ 4. X
Goal: To complete four gapped exchanges with the Whole class/ Individual
help of picture cues. work
-Model gapped Exchange 1 as an example. Have
pupils read the exchange and guess the missing
word in the answer. Then draw pupils’ attention to Listen and repeat
the picture and
elicit the answer to fill in the gap (stop). Group work
around the classroom to offer help where necessary. Pair work
their answers before checking as a class. Nominate
a pupil to write the answers on the board. Give Listen to the teacher
further support to those pupils who find it difficult
to do the task. Group work
-Invite four pairs of pupils to act out four completed
Goal: To sing the song Cross the road with the
-Draw pupils’ attention to the title and lyrics of the Pair work
song. Encourage them to point at the picture to
-Have pupils read the first verse of the lyrics. - Listen to the T's
Explain that the first verse is about crossing the road. instruction.
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
doing actions for cross the road, stop, look, listen
and think and stop or clap their hands. Repeat the
-play in group
same procedure with the second verse. Check
-Ask pupils to listen to and sing the whole song Whole class/ Individual
while doing actions or clapping their hands. Go work
around the classroom and offer help where
necessary.
activity
play the Angry bird (PPT)
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
sentences in two communicative contexts (pictures) -Listen to the T's
focusing on asking for and giving directions. 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).
-Ask pupils to look at Picture a. Play the
recording for them to listen and check the Whole class/
prediction. Play the recording again, sentence by -Pair work
sentence, for pupils to listen and repeat -Listen and repeat
individually and in chorus. Correct their - Listen to the T's
pronunciation where necessary. Repeat the same instruction
procedure with Picture b.
-Invite a few pairs to the front of the classroom to Repeat
listen to and act out the conversations. Individual
Activity 2. Listen, point and say. work
Goal: To correctly say the phrases and use How can
I get to the _____? – _____. to ask for and give Listen to the teacher
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. Whole class/ Individual
-Draw pupils’ attention to the speech bubbles and work
elicit the missing words in the question and answer
by pointing at Picture a. Play the recording for
pupils to listen to and repeat the sentences in both
bubbles a few times. Repeat the same procedure
with Pictures b, c, and d. Group work
-Let pupils point at the pictures and say the
sentences in pairs. Go around the classroom to offer Pair work
Invite a few pairs to act out the exchanges in front
of the class. Listen to the teacher
Activity 3. Let’s talk.
Goal: To enhance the correct use of How can I get to Group work
the _____? – _____. to ask for and give directions in
a freer context
-Ask pupils to look at the picture and elicit the Group work
places on the map and the direction to each place.
Whole class
pointing at the picture and asking How can I get to
the _____? and giving directions. Pair work
: “Miming game” - Listen to the T's
instruction.
-Teacher divides the class into teams.
-One student in each team stands in front of the board
and faces his/her team. -play in group
- Teacher writes/shows a phrase (stop). Whole class/ Individual
- The rest students mime the action written on the work
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
3. Wrap up:
(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.
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. -Listen to the T's
instruction
the recording again for pupils to listen and choose the -Individual
places that the speakers are talking about. work
answers where necessary. Whole class/
Key: 1. a 2. B - Listen to the T's
Activity 5. Look, complete and read. 10 minutes instruction
-Model the first gapped dialogue. Have pupils read
the dialogue and guess the missing words. Then
draw pupils’ attention to the picture and elicit the
place and the direction to complete the sentences.
work
-Give pupils a time limit to read the gapped
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. Group work
Pair work
completed dialogues in front of the class. Check Listen to the teacher
Key: 1. The shopping centre; left 2. How; right Group work
Goal: To review the target vocabulary related to the
topic “In the city” by playing Memory game.
Group work
-Invite two or three teams of four pupils to the front
of the class. Each team makes a line. Whole class
-Stick four flashcards for turn left, turn right, turn
round and go straight on the board.
-Have pupils look at the flashcards to memorise. - Listen to the T's
Take a flashcard out quickly. Have the pupils at the instruction.
front of the lines can hand up to say what flashcard is
missing. If it is correct, the team gets one star. The
first pupil of each line goes to the end of the line.
The team gets most stars wins.
-play in group
-Play the game with other teams in the class
- Pupils from each team choose a number, then Whole class/ Individual
choose the correct answer. If the pupils answer work
correctly, they get the points for that question.
the winner.
3.Wrap up:
(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 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.
– Get pupils to open their books at page 50 and look -Whole class
at Unit 17, Lesson 3, Activity 1. Tell them 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 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 Whole class/
recording for them to listen and repeat in chorus and -Pair work
individually until they feel confident. Correct their -Listen and repeat
- Listen to the T's
-Invite a few pupils to listen to and repeat the word
instruction
and the sentence in front of the class. Praise them
when their pronunciation is good. Repeat
-Repeat Steps 1 and 2 for the word 'campsite and the Individual
sentence How can I get to the 'campsite?. Go around work
the classroom and correct their pronunciation when
-Let pupils work in pairs or groups, saying the words
and reading the sentences.
Goal: To identify the target words bookshop and
campsite while listening.
correct options. Check comprehension. Whole class/ Individual
-Get pupils to read the questions, the options and work
guess the option they may hear in the recording.
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 recording again Group work
-Invite a few pupils to read aloud all the two Pair work
completed questions in front of the class. Go around
the classroom and correct their pronunciation and
word stress if necessary.
Key: 1. c 2. A
pronunciation, word stress and rhythm.
-Have pupils look at the picture and tell the places Group work
they can see in the picture, and how to get there.
Whole class
draw their attention to the word bookshop. Check
comprehension. Pair work
recording again, line by line, for pupils to listen and - Listen to the T's
repeat. Draw their attention to the rhythm, word instruction.
stress and pronunciation. Encourage them to clap
and do actions while chanting.
-play in group
chant.
chant and clap their hands. Whole class/ Individual
Play “Show me the way” work
- Divide class into pairs.
- Give each pair a map and have them play in pairs.
One pupil chooses a place and sy “I want to go to the
___”, the other pupil gives instructions to go to that
place.
3.Wrap up:
(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
-Tell pupils the goal of the activity and explain that
-Individual
they should read the text and tick if the Sentences 1-
work
4 are true or false. Check comprehension.
-Do Statement 1 as an example. First, have pupils - tick the appropriate box
read Statement 1 and find what the statement is about
(It’s about the bakery) and where it is (in Nguyen
Whole class/
Hue Street). Then, find the information about the
bakery in the text. Read carefully to decide if the
statement is true or false.
-Set a time limit for pupils to do the task - Listen to the T's
independently. Go around the classroom and offer instruction
Individual
-Get pupils to swap their books with a partner and work
Correct the answers where necessary. Listen to the teacher
Key: 1. True 2. False 3. False 4. True Whole class/ Individual
Goal: To complete a gapped text about giving
directions.
-Tell the class the goal of the activity and explain Listen and repeat
gaps with their own information. Check Group work
comprehension.
-Have pupils do the first gapped sentence together Pair work
as an example. Ask them to read the first sentence
and elicit the words (e.g. books, cakes, pencils). Listen to the teacher
Then have them write it in the gap.
-Give pupils time to complete other gaps Individual work
Whole class
Pair work
-play in group
Goal: To draw a map and present it by giving
directions to three places with visual aids.
-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
different places. Draw a map, mark the directions
from their house to at least three places on the map, Listen to the T's
and prepare how to present it at home. Make a instruction.
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. work in groups of five
-Have pupils work in their groups. Each pupil shows
his / her map and gives the directions from their
house to three places. Go around the classroom and
offer help where necessary.
-Invite a few pupils to show the map and make a Whole class/ Individual
presentation in front of the class. Praise pupils when work
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).
3.Wrap up:
(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:
-Listen to the T's
on asking and answering questions about locations of Listen to the recording
some shops at the shopping centre. -Individual
work
-Ask pupils to look at Pictures a and b, and identify
-Listen and repeat
Encourage pupils to talk about details in the
backgrounds of the pictures. Whole class/
-Ask pupils to look at Picture a. Play the recording -Pair work
for them to listen to the conversation a few times.
pupils to listen and repeat individually and in chorus. - Listen to the T's
Correct their pronunciation where necessary. Repeat instruction
the same procedure with Picture b. Individual
Give corrections and feedback where necessary. Listen to the teacher
Draw pupils’ attention to the question Where’s the Whole class/ Individual
bakery, please? and the answer It’s near the gift work
shop. Tell pupils that they are used to ask and answer
questions about locations.
Goal: - To correctly say the words and use Where’s
the bookshop? – It’s _____. Group work
- To ask and answer questions about locations of a
bookshop. Pair work
recording and repeat the word near. Repeat the same
procedure with Pictures b, c and d. Have the class Listen to the teacher
repeat the words a few times and correct their
elicit the missing words in
the answer by pointing at Picture a. Play the
recording for pupils to listen to and repeat Group work
the sentences in both bubbles a few times (Where's Whole class
the bookshop? – It's near the bakery.).
Repeat the same procedure with Pictures b, c and d. - Practice in front of class
repeating the question and the
answer for Picture a until they feel confident. Repeat - Listen to the T's
the same procedure with Pictures b, instruction.
c and d.
questions using the pictures. Invite
a few pairs to point at the pictures and say the
Give corrections and feedback where necessary.
Activity 3. Let’s play. 8 minutes -play game in group
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
pupils to look at the second bubble and identify what
the answer should be. Give an example conversation: Whole class/ Individual
Where’s the bakery? – It’s near the bookshop. Get work
pupils to repeat the question and answer several
times.
about the locations of the shops in the picture. Go
around the classroom to observe and provide help.
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
game will be the winner. - Praise the winner, -Whole class/
encourage the other team. Individual
2.New Lesson: work
Goal: To listen to and understand two -Listen to the T's
answer questions about the locations of shops at the
shopping centre and tick the correct pictures. Listen to the recording
-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 Whole class/
talk about the differences between the two pictures. -Pair work
Play the recording of the first dialogue. Then play the
recording again for pupils to listen and tick the
correct picture. - Listen to the T's
-Repeat Step 2 with Pictures 2a and 2b. Have pupils instruction
swap their books with a partner and check the
answers. Correct the answers as a class. Extension: Individual
If there is enough time, play the recording, sentence work
by sentence, for pupils to listen and repeat
work
Key: 1. a 2. B
locations of shops in them. Listen and repeat
-Ask pupils to look at the incomplete exchanges.
Draw their attention to the missing words in the Group work
sentences.
Encourage pupils to guess the missing words.
-Model Exchange 1. Have them look at the picture Pair work
and identify the location. Have pupils look at the
exchange. Ask them what is missing in the answer Listen to the teacher
(near). Then have them complete the gap with the
word (near). Repeat the same procedure with Group work
Pictures 2, 3 and 4.
-Get pupils to complete the exchanges individually,
then ask a few pairs to read them aloud. Check their
answers, and give corrections and feedback where Group work
necessary.
Key: 1. near 2. between 3. bookshop; opposite 4. Whole class
Where’s; behind
Activity 3. Let’s play. 8 minutes Pair work
Goal: To complete four gapped exchanges about
locations with the help of picture cues.
-Have pupils read the lyrics to familiarise
themselves with the questions and answers. Check - Listen to the T's
comprehension and give feedback. -Have pupils instruction.
listen to the whole song, drawing their attention to
the pronunciation, the rhythm and the melody. -play in group
pupils to listen and repeat, line after line, and do
related actions. Whole class/ Individual
-When pupils feel confident and are familiar with work
song while doing actions or clapping their hands.
activity.
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/
Individual
2.New Lesson: work
Activity 1. Look, listen and repeat.
sentences in two communicative contexts focusing -Listen to the T's
on asking and answering questions about prices. instruction
-Ask pupils to look at Pictures a and b, and identify
-Individual
the characters in the pictures. Ask them to tell what
work
they can see in the backgrounds of the pictures.
for them to listen to the conversation a few times.
Whole class/
-Play the recording again, sentence by sentence, for -Pair work
pupils to listen and repeat individually and in -Listen and repeat
chorus. Correct their pronunciation where
necessary. Repeat the same procedure with Picture - Listen to the T's
b. instruction
Repeat
Individual
work
Draw pupils’ attention to the questions How much
is the T-shirt? and How much is the skirt?, and the Listen to the teacher
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 / Whole class/ Individual
twenty thousand dong. Repeat the same procedure work
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
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 Group work
and answer a few times. Repeat the same procedure
with Pictures b, c and d. Pair work
repeating the questions and the answers until they
feel confident.
questions and answers with the pictures. Then, invite Group work
questions and answers in front of the class. Give
corrections and feedback where necessary. Group work
Activity 3. Let’s talk.
Goal: To enhance the correct use of How much is Whole class
the _____? – It’s _____. to ask and answer questions
about prices in a freer context. Pair work
words or phrases used to describe prices.
-Elicit the missing words in the first bubble. Ask - Listen to the T's
pupils to look at the second bubble and identify instruction.
what the answer should be. Give an example
conversation, e.g. How much is the T-shirt? – It’s sing the whole song while
fifty thousand dong. Get pupils to repeat the clapping their hands
question and the answer several times.
-Have pairs practise asking and answering the clap to reinforce the
questions about the prices of the items in the activity.
picture. Go around the classroom to observe and
provide help. -play in group
questions in front of the class. Give corrections and Whole class/ Individual
feedback where necessary. work
play the Let’s go shopping game (PPT)
- 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
to buy that object.
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. -Listen to the T's
Ask them How many pictures are there? and What instruction
can you see in each picture?
-Individual
Draw pupils’ attention to the boxes in the corners of work
the pictures.
Check their comprehension.
-Play the recording of the first dialogue. Tell pupils Whole class/
that they will need to listen for the items and the
prices. Have pupils identify the correct picture and
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 - Listen to the T's
check the answers. Check answers as a class. instruction
Extension: If there is enough time, play the
recording, sentence by sentence, for the class to
their pronunciation where necessary. Whole class/ Individual
Goal: To complete two gapped dialogues about
prices with the help of picture cues.
-Have pupils look at the picture in Question 1 and
prompt them to ask and answer questions about the Group work
items and their prices.
-Give pupils one to two minutes to complete the Pair work
gaps in Dialogue 1, then have them compare their
answers in pairs. Monitor and help where necessary.
-Go through the answers with the class. Ask some
pairs to read the dialogue aloud. Group work
-Repeat the same procedure with Question 2.
Encourage pupils to make use of the picture cues to
fill the gaps.
Activity 3. Let’s play. 8 minutes Group work
Goal: To review the words for prices and items at Whole class
the shopping centre by playing the game Guess the
price!
- Listen to the T's
-Tell pupils that they are going to guess the prices
instruction.
of some items as quickly as possible. There will
be clues to help them guess.
-Put a picture card (for example, of a school bag) -play in group
on the board. Write a price range as a clue to help
pupils guess the price (e.g. 50.000đ – 60.000đ). Whole class/ Individual
Write the correct price on a piece of paper (e.g. work
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.
Ask the class to read the price.
-Play the game several times with different items.
1. Fun Game:
• 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:
Activity 1. Listen and number. 5 minutes -Listen to the T's
Goal: – To correctly repeat the two-syllable words instruction
be'hind and be'tween with the stress on the second
syllable in isolation and in the sentences The bakery -Individual
is be'hind the bookshop. and The bakery is be'tween work
the bookshop and the sports shop. with the correct
-Ask pupils to look at Pictures a and b, and identify Whole class/
the characters in the pictures. -Pair work
Encourage pupils to talk about details in the -Listen and repeat
backgrounds of the pictures.
-Ask pupils to look at Picture a. Play the recording - Listen to the T's
for them to listen to the conversation a few times. instruction
pupils to listen and repeat individually and in chorus. Repeat
-Invite a few pairs to the front of the classroom to Listen to the teacher
Draw pupils’ attention to the question Where’s the
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. Whole class/ Individual
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
Group work
elicit the missing words in
the answer by pointing at Picture a. Play the
recording for pupils to listen to and repeat Pair work
the sentences in both bubbles a few times (Where's
the bookshop? – It's near the bakery.).
repeating the question and the Group work
answer for Picture a until they feel confident. Repeat
the same procedure with Pictures b,
c and d. Group work
questions using the pictures. Invite Whole class
questions and answers in front of the class. Pair work
Goal: To say the chant about locations with the - Listen to the T's
correct pronunciation, word stress and rhythm. instruction.
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 -play in group
the answer should be. Give an example conversation:
Where’s the bakery? – It’s near the bookshop. Get Whole class/ Individual
pupils to repeat the question and answer several work
times.
about the locations of the shops in the picture. Go
around the classroom to observe and provide help.
Game: Lucky number
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:

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
work
-Ask pupils to read through the paragraph once or
twice. - tick the appropriate box
-Ask pupils to look at the first gap in the table and
encourage them to make a question for it (e.g. What
Whole class/
is at the bookshop?). Help pupils find out the
correct answer (book). Repeat the same procedure
with the other gaps. Allow pupils to do the activity
independently. Go around the classroom and offer - Listen to the T's
help where necessary. instruction
-Have pupils swap their books with a partner and
check the answers. Select a few pupils to read their Individual
answers in front of the class. Check their answers. work
Goal: To write a short paragraph about locations, Whole class/ Individual
items and prices at the shopping centre with the help work
of the suggested questions and an incomplete
paragraph. Listen and repeat
-Ask pupils to read the title, the given sentence and
the questions, then look at the picture to get ideas Group work
for their writing.
-First, have pupils read the guiding sentence. Then
ask them to look at the picture to write a sentence Pair work
about the location of the clothes shop. Next, let
them write the Listen to the teacher
answer to the question about the price of the skirt.
After that, let them write sentences about the gift Individual work
shop and the price of the pen.
-Set a time limit for pupils to write the paragraph
independently. Go around the classroom and offer Whole class
-Get pupils to swap books with their partners and Pair work
check their answers in pairs or groups before
Activity 3. Project. 8 minutes -play in group
Goal: To make a shopping list and talk about the
locations and prices of certain items in front of the
class.
-Explain that pupils are going
to talk about the shopping list that they have made
at home. Say that they need to talk about the items Listen to the T's
on the list and their prices. Encourage them to talk instruction.
about the shops where they can buy those items.
-Have pupils show their shopping lists to their
partner. Revise some words and sentence patterns work in groups of five
that pupils need for their presentations. Give pupils
some time to practise their presentations by
themselves and in groups. Go around the classroom
to monitor and offer support. Whole class/ Individual
-Select a few pupils to give their presentations in work
front of the class. Give corrections and feedback
where necessary.
answer the question. If the pupils answer correctly,
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
work
-Ask pupils to look at Pictures a and b and
identify the characters and the animals in the -Listen and repeat
pictures.
-Ask pupils to look at Picture a. Play the Whole class/
recording for them to listen and familiarise -Pair work
themselves with the pronunciation and stress of
the exchange.
- Listen to the T's
-Play the recording again, sentence by sentence,
instruction
for pupils to listen and repeat individually and in
chorus. Correct their pronunciation where Individual
necessary. Repeat the same procedure with work
Picture b. Listen to the teacher
-Invite a few pairs to stand up to listen to and Whole class/ Individual
repeat the sentences in the recording. work
Draw pupils’ attention to the pictures. Tell them
that the question What are these animals? and the
answers They’re giraffes. and They’re hippos. are Listen and repeat
used to ask and answer questions about animals
Activity 2. Listen, point and say Group work
Goal: To correctly say the words and use What are
these animals? – They’re _____. to ask and answer Pair work
questions about animals.
-Have pupils look at the pictures. Elicit the names
of the animals.
-Have pupils point to Picture a, listen to the Group work
recording and repeat the word (giraffes). Repeat the
same procedure with Pictures b, c and d. Have
pupils point at the animals and repeat their names a
few times. Group work
-Point to the first bubble and have pupils listen to Whole class
and repeat after the recording (What are these
animals?). Point to Picture a and have pupils listen - Practice in front of class
to and repeat after the recording (They’re giraffes.).
244 - Listen to the T's
-Set a time limit for pupils to work in pairs to instruction.
practise asking and answering the questions.
-play game in group
turns pointing at the pictures and saying the
Activity 3. Let’s talk
Goal: o enhance the correct use of What are these
animals? – They’re _____. to ask and answer
questions about animals in a freer context.
Read the question aloud, and have pupils repeat it. Whole class/ Individual
Ask them to look at the second bubble to identify work
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
answer questions about animals using What are
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
answer questions about animals and number the
correct pictures. Listen to the recording
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 -Listen and repeat
pay attention to the name of the animals and put the
number in the box in the right-bottom corner of the
correct picture. Play the recording again and have Whole class/
pupils check their answers. Praise pupils if they -Pair work
have the correct answer. Repeat the same procedure
with Exchanges 2, 3 and 4. - Listen to the T's
-Set a time limit for pupils to swap books with a instruction
partner and check their answers before checking as
a class. Individual
sentence by sentence, for the class to listen and Listen to the teacher
repeat individually and in chorus. Correct their Whole class/ Individual
pronunciation where necessary. work
Key: 1. d 2. a 3. b 4. C
Goal: To complete four exchanges about animals Listen and repeat
with the help of picture cues.
-Get pupils to look at the pictures and identify the Group work
animals.
-Ask pupils to look at each picture and read the Pair work
incomplete exchanges. Draw their attention to the
missing words in the sentences. Encourage pupils to Listen to the teacher
guess the missing words.
exchange. Ask them what is missing in the answer
(lions). Have them look at the picture and identify
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 Whole class
question and answer. Tell pupils to rely on the
context of the sentences to guess the missing words.
Pair work
Repeat the same procedure with Picture 4.
Set a time limit for pupils to complete the
exchanges individually, then invite a few pairs to
take turns playing the roles of the characters in this - Listen to the T's
section. instruction.
Goal: To sing the song Animals with the correct sing the whole song while
pronunciation, rhythm and melody. clapping their hands
-Draw pupil’s attention to the title and lyrics of the
song. Encourage them to point at the pictures to clap to reinforce the
reinforce their understanding. activity.
-Have pupils read the lyrics to familiarise
themselves with the questions and answers. Check
-Have pupils listen to the whole song, drawing
their attention to the pronunciation, rhythm and
-play in group
melody.
-Play the recording of the song again for pupils to
listen and repeat, line after line, and do related Whole class/ Individual
actions. work
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?”
- Put pupils into pairs.
- 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:
on asking for and giving reasons for liking animals
-Individual
-Ask pupils to look at the pictures and identify the work
characters and the animals.
-Have pupils look at Picture a. Play the recording
for them to familiarize themselves with the
Whole class/
pronunciation and stress of the exchange.
-Pair work
-Play the recording again, sentence by sentence, -Listen and repeat
for pupils to listen and repeat individually and in
chorus. Correct their pronunciation where - Listen to the T's
necessary. Repeat the instruction
same procedure with Picture b.
Repeat
-Invite a few pairs to stand up to listen to and
Individual
repeat the sentences in the recording.
work
Draw pupils’ attention to the question and answer in
Exchange b. Tell them that they are used to asking Listen to the teacher
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
work
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 Group 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 Pair work
few times. Repeat the same procedure with the other
pictures. Listen to the teacher
-Set a time limit for pupils to work in pairs, point to
the pictures, and practice asking and answering the Group work
question Why do you like _____? – Because they
_____.
Group work
turns pointing at the pictures and asking and
answering the question Why do you like _____? – Whole class
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.
-Have pupils look at the picture and elicit the names - Listen to the T's
of the animals and reasons for liking them. instruction.
-Get pupils to look at the first speech bubble. Point
sing the whole song while
at the peacocks and ask them to repeat the question
clapping their hands
(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 clap to reinforce the
to take turns asking and answering the question in activity.
chorus, pointing at each group of animals in the
picture.
-Set a time limit for pairs of pupils to practise asking -play in group
and answering the question Why do you do like
_____? – Because they _____. Go around the Whole class/ Individual
classroom to offer help where necessary. work
-Invite some pairs of pupils to the front of the
classroom to take turns asking for and giving reasons
for liking animals.
play the Piggy bank game (PPT)
- Pupils from each team choose a pig, ask and answer
the questions. If the pupils answer correctly, they get
the points for that question.
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.
- Praise the winner, encourage the other team. work
2.New Lesson:
Activity 1. Listen and circle 5 minutes
communicative contexts in which characters ask for
and give reasons for liking animals.
-Listen to the T's
-Have pupils look at the pictures and elicit the instruction
names of the animals. Draw pupils’ attention to
what the animals are doing. -Individual
-Play the recording of the first dialogue for pupils to work
listen to. Then play the recording again for them to
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 Whole class/
are running quickly.). Repeat the same procedure
with the second dialogue.
Correct the answers, where necessary.
- Listen to the T's
instruction
Key: 1. b 2. A
Activity 2. Look, complete and read 10 minutes
Goal: To complete two gapped dialogues about Whole class/ Individual
reasons for liking animals with the help of picture work
cues.
-Get pupils to look at Dialogue 1. Ask them the
names of the animals they see in the picture (lions)
and what they are doing. Elicit the missing words
from the picture cue and the context of the sentences.
Group work
-Repeat Step 1 for Dialogue 2. Elicit the reason why
B likes birds to fill in the gaps.
-Set a time limit for pupils to do the task Pair work
individually.
Extension: If time allows, invite a few pairs to stand Group work
up to take turns reading the roles of the speakers in
the completed exchanges.
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 Whole class
learnt in the previous lessons by playing a Guessing
animals game.
-Invite two teams, each team has three players, to
the front of the class. Give an example by describing
some physical features of animals for the players in - Listen to the T's
the teams to guess. One of the teams describes instruction.
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
the guessing team -play in group
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. Whole class/ Individual
-When the game is over, get some pairs of pupils to work
take turns asking and answering the question What
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.
- Then he/she names the animal. Next he/she will
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.
Goal: To correctly repeat the words 'loudly and
'quickly with the stress on the first syllable in -Individual
isolation and in the sentences These animals are work
roaring 'loudly. and Those animals are running
'quickly with the correct pronunciation and
intonation. Whole class/
-Draw pupils’ attention to the word 'loudly and the -Pair work
sentence These animals are roaring 'loudly. Play -Listen and repeat
the recording and encourage them to point at the - Listen to the T's
word and the sentence while listening. instruction
repeat. Do this several times until pupils feel Repeat
confident. Then invite a few pupils to stand up, Individual
listen to and repeat the word and the sentence. work
-Repeat Steps 1 and 2 for the word 'quickly and Listen to the teacher
the sentence Those animals are running 'quickly.
Go around the classroom and correct the
-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 work
while listening.
Have pupils read the incomplete sentences. Explain that they
have to listen to the recording and circle the
correct options to complete the sentences. Explain
that both loudly and quickly are stressed on the Group work
first syllable. Check comprehension.
-Play the recording and have pupils circle the
Pair work
correct options. Then get pupils to swap books
with their partners to check their answers before
checking as a class. Correct the answers where Listen to the teacher
necessary.
-Invite a few pupils to stand up and read the Group work
Answer key: 1. a 2. A
Group work
pronunciation, word stress and rhythm. Whole class
-Have pupils scan the first verse of the chant, and
elicit the word stressed on the first syllable (loudly). Pair work
Check pupils’ comprehension of the chant.
- Listen to the T's
repeat the first stanza, line by line. Show them how
to chant and clap their hands.
-Play the recording of the first stanza, again for -play in group
pupils to do choral and individual repetition.
-Repeat Steps 1, 2 and 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
their hands. Each of the groups should say one verse Whole class/ Individual
of the chant. Then invite some groups to the front of work
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
word correctly, they get to keep the word. If they
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 -Whole class/
- Play the recording and have pupils say the chant in Individual
chorus. work
2.New Lesson:
Activity 1. Read and answer. 5 minutes
Goal: To read and show understanding of a -Listen to the T's
paragraph by answering four questions about it. instruction
-Have pupils read the questions carefully. Tell
-Individual
them to read Question 1 and pay attention to
work
keywords such as Where and go. Then they should
scan the paragraph for relevant information. - tick the appropriate box
-Repeat
for Questions 2, 3 and 4. Set a time limit for pupils to
do the activity independently. Go around the Whole class/
classroom and offer help where necessary. do the task independently
check the answers before checking as a class. - Listen to the T's
-Invite some pairs to take turns asking and instruction
answering the questions.
Activity 2. Let’s write. 10 minutes Individual
Goal: To complete a gapped paragraph about a visit work
to the zoo, their favourite animals and the reasons
why they like these animals Listen to the teacher
-Tell pupils what they are going to do: complete a Whole class/ Individual
paragraph about a visit to the zoo. Remind them to work
pay attention to the context (the words before and
after the gaps) before completing the paragraph with Listen and repeat
appropriate words. -Have pupils fill in the first gap
as an example, using the animals they like. Group work
and offer help where necessary. Pair work
check their answers in pairs or groups before Listen to the teacher
checking as a class
Individual work
Goal: To collect or draw pictures of favourite
animals at home and present them to the class by
using the target language. Whole class
-Explain that each pupil has to show a simple
picture of their favourite animals (e.g. lions) which Pair work
they have prepared at home as homework. They will
tell the class about the animals in the picture and the
reasons why they like them. -play in group
-Have pupils work in groups of six. Each pupil
shows his / her picture to the group and describes
what the animals in his / her picture are, and tells
why he / she likes these animals. Listen to the T's
-Invite a few pupils to show their pictures and tell instruction.
the class about the animals and the reasons why they
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’ Whole class/ Individual
performance. 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
sentence, then read it aloud.
- 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
Activity 1. Look, listen and repeat. 5 minutes instruction
sentences in two communicative contexts focusing Listen to the recording
on asking and answering questions about what -Individual
someone is doing at a camp. work
-Have pupils look at Pictures a and b, and identify
the characters and their activities at the summer -Listen and repeat
camp.
by sentence, for pupils to listen and repeat
pronunciation where necessary. Repeat the same - Listen to the T's
procedure with Picture b. instruction
repeat in chorus sentence by sentence. Individual
Draw pupils’ attention to the question What’s he Listen to the teacher
doing? and the answer He’s building a campfire. Tell Whole class/ Individual
pupils that they are used to ask and answer questions work
about what someone is doing at a camp.
Goal: To correctly say the phrases and use What's he
/ she doing? – He's / She's _____. to ask and answer Group work
questions about what someone is doing at a camp.
activities of the characters. Pair work
recording and repeat the phrase (putting up a tent). Listen to the teacher
Point at the speech bubbles and Picture a again and
have pupils listen to and repeat after the recording
Group work
(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
Invite a few pairs to point at the pictures and say the - Practice in front of class
Goal: To enhance the correct use of What's he / she
doing? – He's / She's _____. to ask and answer - Listen to the T's
questions about what someone is doing at a camp in instruction.
a freer context.
-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
support where necessary.
-Invite a few pairs to the front of the class to ask and Whole class/ Individual
answer questions about what someone is doing at a work
camp using the picture cue. Praise pupils if they
perform well.
Spelling Game
Divide pupils into groups.
Find the V-ing form of the verbs
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:
Activity 4. Listen and match. 5 minutes -Whole class/
Goal: To listen to and understand four Individual
communicative contexts in which characters ask and 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. Listen to the recording
-Play the recording for pupils to listen to. Play the -Individual
work
recording again for them to do the task by matching
the characters to their activities. Play the recording a -Listen and repeat
third time to give pupils another listening
opportunity. Whole class/
-Check answers as a class. Play the recording again -Pair work
sentence by sentence, for the class to listen and - Listen to the T's
repeat individually and in chorus. Correct their instruction
Key: 1. c 2. d 3. a 4. B Individual
work
identify the characters and their activities in the
pictures.
-Have pupils look at the exchanges and guess the
missing words with the help of picture cues. Listen to the teacher
-Model Exchange 1. Have pupils look at the gap. Whole class
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 Pair work
2, 3 and 4.
-Have pupils complete the exchanges individually.
Check their answers as a class and ask a few pairs to
- Listen to the T's
read them aloud.
instruction.
Have pupils complete the exchanges individually.
Check their answers and ask a few pairs to read them sing the whole song while
aloud clapping their hands
Goal: Whispering game clap to reinforce the
To revise target words about what someone is doing activity.
at a camp by playing Whispering game.
-Tell pupils that they are going to play Whispering
game in groups of four or five. Write sentences from -play in group
the unit on small pieces of paper, e.g. He's building a
campfire; She's telling a story; She's putting up a
tent; He's taking a photo. Whole class/ Individual
-Give a piece of paper with a secret sentence to the
first player of two groups. work
-The first player of each group reads the secret
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
the sentence.
-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:
sentences in two communicative contexts focusing work
on asking and answering questions about what
people are doing at a camp.
the places, characters and their activities. instruction
by sentence, for pupils to listen and repeat in chorus. work
Repeat the same procedure with Picture b. Correct
-Play the recording again for pupils to listen and Whole class/
repeat in chorus, sentence by sentence. -Pair work
-Invite a few pairs to the front of the classroom to -Listen and repeat
Draw pupils’ attention to the question What are - Listen to the T's
they doing? and the answer They’re playing card instruction
games. Tell pupils that they are used to ask and
answer questions about what people are doing at a Repeat
camp. Individual
Goal: To correctly say the phrases and use What are Listen to the teacher
they doing? – They’re _____. to ask and answer
questions about what people are doing at a camp.
activities. Whole class/ Individual
recording and repeat the phrases (playing tug of war).
Point at the speech bubbles and Picture a again and Group work
have pupils listen to and repeat after the recording
(What are they doing? – They’re playing tug of Pair work
war.).
-Have pairs practise asking and answering the Listen to the teacher
question What are they doing? – They’re ____. using
the picture cues. Group work
-Invite a few pairs to point at the pictures and say
the questions and answers in front of the class.
Goal: To enhance the correct use of What are they Whole class
doing? – They’re _____. to ask and answer questions
about what people are doing at a camp in a freer
context. Pair work
questions to help them identify the
- Listen to the T's
context (see Input).
instruction.
-Elicit the missing words in the bubble and write
them on the board. Get pupils sing the whole song while
to say the completed sentences. clapping their hands
answer questions about what people are doing at the clap to reinforce the
camp, using What are they doing? – They’re _____. activity.
Go around the classroom to offer support where
necessary.
-Invite a few pairs to the front of the class to -play in group
Action game Whole class/ Individual
Round 1: Divide pupils into groups of 6, ask them to work
take turns draw to the air or act without saying a
word to show their guessing about their friends’
favourite activities for example singing, dancing,
playing a tug war, building a campfire, telling a
story, taking a photo. Round 2: each pupil takes turns
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 -Listen to the T's
their activities. instruction
listen to. Then play the recording again for pupils to -Individual
tick the correct picture. work
their answers as a class. Play Whole class/
the recording again for pupils to double-check their
answers.
Key: 1. b 2. A
help of picture cues. - Listen to the T's
-Have pupils look at the pictures. Get them to instruction
identify the places, characters and their activities in
the pictures.
-Model Exchange 1. Have pupils look at the gaps.
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 Whole class/ Individual
procedure with Exchange 2. work
-Have pupils complete the exchanges individually.
Check their answers, and then ask a few pairs to read Group work
them aloud.
Key: 1. campsite; doing 2. Where; What; playing tug
Pair work
of war
Goal: To sing the song What are they doing? with Listen to the teacher
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 characters and
their activities at the camp to reinforce their
understanding. Group work
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.
sing along. -play in group
along. Whole class/ Individual
Extension: Invite some groups to the front of the work
class to perform while the rest of the class sings and
claps along.
Guess who?
favourite activities,
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 -Listen to the T's
with the stress on the first syllable in isolation and in instruction
the sentences They 'visit their grandparents in
summer. and We 'email our friends at the weekend. -Individual
with the correct pronunciation and intonation. work
-Draw pupils’ attention to the word 'visit and the
sentence They 'visit their grandparents in summer.
Play the recording and encourage them to point at the Whole class/
word and the sentence while listening. -Pair work
listen to and repeat the word and the sentence. Do
this several times until pupils feel confident. Correct - Listen to the T's
their pronunciation where necessary. instruction
-Repeat Steps 1 and 2 for the word 'email and the
sentence We 'email our friends at the weekend. Repeat
-Have pupils work in pairs or groups, saying the Individual
words and reading the sentences until they feel work
confident. Listen to the teacher
Goal: To identify the target words like and write
while listening. 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.
listen to the sentences. Play the recording again for Group work
pupils to circle the correct options.
Pair work
the answers as a class. Write the correct answers on
the board.
-Play the recording again for pupils to double-check Listen to the teacher
their answers.
Extension: Invite one or two pupils to stand up, Group work
Key: 1. b 2. C
pronunciation, word stress and rhythm.
-Draw pupils’ attention to the lyrics of the chant. Pair work
Check their comprehension.
-Play the recording all the way through for pupils to - Listen to the T's
listen to the whole chant. Encourage them to listen instruction.
pupils’ attention to the word stress in the words visit
and email.
-play in group
-Play the recording, line by line for pupils to listen
necessary.
-Play the recording all the way through for pupils to Whole class/ Individual
chant along. Encourage them to clap along while work
chanting.
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
stressed syllable from the words learnt in the unit.
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
front of the class to take turns saying the two verses -Whole class/
of the chant and clapping their hands. Individual
2.New Lesson: work
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 - tick the appropriate box
pairs to decide if the statements are true or false.
-Set a time limit for pupils to do the task. Go around Whole class/
the classroom and offer help where necessary. do the task independently
-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
Activity 5. Let’s write. 10 minutes instruction
Goal: To complete a text about what pupils are doing
at a camp. Individual
-Ask pupils to read the gapped text and fill in the work
gaps with details about what pupils and their friends
are doing at a camp. Check comprehension.
work
what day it is today. Then have them write an
answer, e.g. Today is Sunday. Listen and repeat
independently. Go around the classroom and offer Group work
help if necessary.
check their answers in pairs before checking as a Pair work
class.
Extension: Invite a few pupils to read their Listen to the teacher
Individual work
Goal: To draw a simple picture of three or four
friends and their activities at a camp, and tell the
class about what the friends are doing. Whole class
-Explain that each pupil has to show a simple picture
of three or four friends and their activities at a camp
Pair work
which they have drawn at home. They will tell the
class about the activities of the friends in the picture.
-Have pupils work in groups of six. Each pupil
-play in group
shows his / her picture to the group and describes
what the characters in the picture are doing.
-Invite a few pupils to show their pictures and tell Listen to the T's
the class about the activities of their friends, e.g. instruction.
Look at this picture. They are my friends. They’re
dancing around the campfire. work in groups of five
-Have the rest of the class comment and praise their
classmates. Whole class/ Individual
singing along with TPR work
say some subjects, using TPR technique to guide
pupils how to sing with TPR
The rest can guess the name of the camping activities
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 - tick the appropriate box
each option (e.g. rainy, sunny, windy). Elicit the
questions the speaker may ask. (e.g. 1. What was the Whole class/
weather like yesterday?). Play the recording for do the task independently
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. - Listen to the T's
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
-Play the recording again for pupils to double-check work
their answers.
sentence by sentence, for pupils to listen to and Group work
repeat some exchanges individually and in chorus.
Correct their pronunciation where necessary. Pair work
Key: 1. b 2. a 3. b 4. c 5. B
Goal: To ask and answer questions using picture Listen to the teacher
cues.
-Draw pupils’ attention to the first question. Get the Individual work
class to read it in chorus. Elicit the answer and give
feedback. Then get pupils to role-play the exchange.
Whole class
Repeat the same procedure with the rest of the
questions.
-Give pupils time to take it in turns to role-play the Pair work
four exchanges. Go around the classroom to offer -play in group
support where necessary.
Extension: Invite pairs of pupils to stand up and take
it in turns to role-play the target exchanges. Listen to the T's
play Madagascar 3 Bomb Game (PPT) instruction.
- T ask pupils to choose a penguin and answer the work
question
If the answer is correct, they can get points or choose
the mystery box they want to explore.
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.
Activity 3.Read and match. 10 minutes work
Goal: To read and match pairs of target sentence
patterns - tick the appropriate box
-Draw pupils’ attention to the sentences. Tell them
about this activity. Point at Sentence 1, elicit the Whole class/
answer and give feedback. Draw a line to match do the task independently
Sentence 1 with the letter c.
-Give pupils time to do the task individually. Go
- Listen to the T's
instruction
board. work
Extension: Invite some pairs of pupils to stand up
and read the matched exchanges aloud. Listen to the teacher
Key: 1. c 2. a 3. b 4. e 5. D Whole class/ Individual
Goal: To read and show understanding of a text by
completing the gaps.
-Tell pupils the goal of the activity and explain that Group work
they should read the text and circle the correct options
to complete the gapped text. Check comprehension.
Pair 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 Listen to the teacher
correct option to complete the sentence. Circle the
correct option. Individual work
independently. Go around the classroom and offer Whole class
check their answers together before checking as a
class. Correct the answers where necessary.
Extension: Invite one or two pupils to read the text Pair work
where necessary.
Activity 5: Let’s write 5 minutes
gapped paragraph using a picture cue.

gaps with the information from a leaflet. Check
comprehension.
-Have pupils do the first gapped sentence together as -play in group
an example. Ask them to read the first sentence and
elicit phrases (singing and dancing). Then have them
write it in the gap.
-Give pupils time to complete the text Listen to the T's
independently. Go around the classroom and offer instruction.
-Get pupils to swap their books with their partner
and check their answers before checking as a class. Whole class/ Individual
Extension: Invite one or two pupils to read their work
: play Review Game (PPT)
- T reminds pupils of 5 topics (Weather, In the city,
At the shopping centre, The animal world, At summer
camp) they reviewed in this lesson.
- 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
-Individual
comprehension.
work
-Do Sentence 1 as an example. First, elicit the name
of the animal in the picture. Then ask them to choose - tick the appropriate box
its home.
-Get pupils to swap their books with a partner and - Listen to the T's
check their answers before checking as a class. instruction
Have pupils repeat the words nest, web, den, Individual
burrow. work
Activity 2. Complete. 10 minutes
Goal: To complete four sentences to introduce the
animals and their homes.
work
-Draw pupils’ attention to the pictures in 2. Tell
pupils the goal of the activity and explain that they
need to choose the animal homes in 2 to complete the
Group work
sentences in 3. Check comprehension.
-Do Sentence 1 as an example. Read the sentence
aloud and elicit the answer (den). Pair work

independently. Go around the classroom and offer Listen to the teacher
-Get pupils to swap their books with a partner and Individual work
Correct the answers where necessary. Whole class
Have pupils repeat the completed sentences.
Key: 1. den 2. nest 3. burrow 4. Web
Pair work
Activity 3. Board game. Roll a dice. Listen to a
question and answer it. 5 minutes
Goal: To review the target vocabulary and sentence
patterns by playing Board games.
-Teacher leads the game for the whole class. Divide
the class into four groups. Determine which group
goes first, second, third and fourth.
-play in group
-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,
they can stay in the box. Explain that there are some Listen to the T's
boxes like back to start, move ahead one space, miss instruction.
a turn, move ahead three spaces, go back one space.
Check comprehension. Whole class/ Individual
work
play Bibimbap Game (PPT)
- T reminds pupils of 5 topics (Weather, In the city,
At the shopping centre, The animal world, At summer
camp) they reviewed in this lesson.
- T/Pupil chooses a number, answers a question from
3.Wrap up:

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Week: 1 Date of planning: …………………..

Period: 2 Date of planning: …………………..

-Play the recording all the way through for pupils to

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: …………………..

Goal: To correctly say the words and use Where’s

-Draw pupils’ attention to the speech bubbles and

Period: 7 Date of planning: …………………..

Period :8 Date of planning: …………………..

- Flash cards/ pictures and posters (Unit 1)

Period :9 Date of planning: …………………..

- Flash cards/ pictures and posters (Unit 1)

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)

Activity 6. Let’s sing. 8 minutes Group work

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: …………………..

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)

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)

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

Activity 5. Look, complete and read. 10 minutes Whole class/ Individual

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

- Flash cards/ pictures and posters (Unit 4)

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

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: …………………..

- Flash cards/ pictures and posters (Unit 5)

Period :33 Date of planning: …………………..

By the end of the lesson, pupils will be able to:

- correctly use the following sentence patterns:

2. Skills: Listening and speaking. writing