Ga 4

WEEK 1
Class Lesson Time Date of teaching

4A3 1 Afternoon 04/09/2023
4A4 1 Afternoon
4A1 1 Morning 05/09/2023
4A2 1 Morning
LÀM QUEN VỚI CHƯƠNG TRÌNH VÀ SÁCH GIÁO KHAO
TIẾNG ANH 4 VÀ CÁC TÀI LIỆU BỔ TRỢ LIÊN QUAN TRÊN MẠNG
__________________________________________
4A3 2 Afternoon 04/09/2023
4A4 2 Afternoon
4A1 2 Morning 05/09/2023
4A2 2 Morning
STARTER – A. HELLO AGAIN
I. OBJECTIVES
By the end of the lesson, students will be able to achieve the following issues.
1. Knowledge:
- Vocabulary: hello, hi
- Sentence patterns: How are you? – I am fine, thank you.
This is Mary. – Nice to meet you.
2. Attitudes: Kindness, diligence, honesty
3. Competences:
- General competences: Decision making, teamwork, problem-solving,
integrity, communication, planning and organization.
- Specific competence: Review the words and sentences to greet.
II. TEACHING AIDS
1. Teacher: Teacher’s book and speaker, cassette, computer, projector
2. Students: Student's book, workbook, small boards.
III. PROCEDURE
Teacher’s activities Students’ activities
1. Activity 1. Let’s sing
“Hello. How are you?”
a. Goal: To review the words and sentences to
greet.
b. Input: The song and audio
c. Outcome: Pupils can listen to and identify
words and sentences to greet.
d. Procedure:
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- Ask pupils to listen to the song. - Listen to the song.

- Ask pupils to read the song in chorus. - Read the song in chorus.
- Ask pupils to listen and sing along. - Sing along the audio
- Ask pupils to listen, sing and do action.
- Invite some of them to come to the board to - Listen, sing and do action.
role play, the rest of the pupils will sing. - Some of pupils to come to
the board to role play
2. Activity 2. Listen and tick.
a. Goal: To listen, understand and tick the
correct person
b. Input: picture and audio
c. Outcome: Pupils can listen to and identify the
person by ticking the correct boxes.
d. Procedure:
- Tell pupils to listen and tick the correct box
under each person while listening. Play the - Listen to the teacher
recording and tick the box under the correct
person.
- Play the recording two times for pupils to - Do the task individual
listen and tick.
- Get pupils to swap books with a partner. Play
the recording again to check answers together - Swap books with a partner,
as a class. then check answers together
- Give them the right answers
Key: a,b,c,f
3. Activity 3: Let’s play. “Spelling bee”
a. Goal: To review the words by playing the
game “spelling bee”
b. Input: The words: friend, hello, meet, nice…
c. Outcome: Pupils can review the words by
playing the game “spelling bee”
d. Procedure:
- Tell pupils that they are going to play a game - Look at the board and listen
“spelling bee” to the teacher
- Devide class in to three teams
- Help pupils how to play the game.
- When the game is over, the player who has - Play in groups
the most points is the winner. Encourage the
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class to cheer whenever a player gets a point.

4A3 1 Morning 06/09/2023
4A4 1 Morning
4A1 3 Morning 06/09/2023
4A2 3 Morning
STARTER – B. CLASSROOM ACTIVITIES
I. OBJECTIVES
1. Knowledge:
+ Vocabulary: The words about classroom activities
+ Sentence patterns: Sit down, please!
2. Attitudes: Kindness, diligence, honesty, responsibility, leadership
3. Competences:
+ General competences: Motivation, adaptability, problem-solving, integrity,
communication, planning and organization.
+ Specific competence: Identify the words about classroom activities
II. TEACHING AIDS
III. PROCEDURE
1. Activity 1. Let’s chant
a. Goal: To say the chant with the correct
rhythm and pronunciation.
b. Input: The lyrics and recording of the chant.
c. Outcome: Pupils can say the chant with
correct rhythm and pronunciation.
d. Procedure:
- Play the recording all the way through for - Listen to the audio
pupils to listen to the whole chant.
- Play the recording, line by line, for pupils to - Listen and repeat
listen and repeat. Correct their pronunciation
where necessary.
- Play the recording all the way through for - Listen, chant and clap along.
pupils to chant and clap along while chanting.
- Divide the class into two or more groups to - Practice in groups
take the chant while the rest of the class claps
along.
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2. Activity 2: Listen and number.

a. Goal: To identify the classroom activities
b. Input: The picture and audio
c. Outcome: Pupils can identify the classroom
activities by listen and number
d. Procedure:
- Ask ss to look at the pictures and answer the - Answer the questions
questions: + Elicit the names of the
+ How many pupils are in each picture? characters and what they are
+ Who are they? doing in each picture.
+ What are they doing?
- Play the recording two times for pupils to - Listen and number
listen and number.
- Get pupils to swap books with a partner. Play - swap books with a partner to
the recording again to check answers together check answers together.
as a class. - Listen to the teacher.
- Give them the right answers 1.a 2.c 3. d 4. b
3. Activity 3. Listen and act out.

a. Goal: To identify and practice the classroom
activities.
b. Input: The words about classroom activities
c. Outcome: Pupils can identify and practice the
classroom activities.
d. Procedure:
- Listen to the teacher and do
- Ask pupils to listen and act out.
action
- Give pupils time to do the task in groups. Go - Do the task in groups
around the classroom to offer support where
necessary. - Some groups to stand up and
- Invite some groups to stand up and act out. act out.
_____________________________________________________
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4A3 2 Morning 06/09/2023
4A4 2 Morning
4A1 4 Morning 06/09/2023
4A2 4 Morning
STARTER – C. OUTDOOR ACTIVITIES
I. OBJECTIVES
1. Knowledge:
- Vocabulary: The words about outdoor activities
- Sentence patterns: What are they doing? – They’re swimming.
2. Competences:
- General competences: Teamwork, work standards, reliability, motivation,
adaptability, integrity, communication, …
- Specific competence:
+ Review the words about outdoor activities
+ Review the sentences to talk about the outdoor activities.
II. TEACHING AIDS
III. PROCEDURE
1. Activity 1. Let’s play
a. Goal: To review the words and sentences
about outdoor activities by playing the Miming
game.
b. Input: What are they doing?
They’re swimming.
c. Outcome: Pupils can review the words and
sentences about outdoor activities by playing
the Miming game.
d. Procedure:
- Tell pupils that they are going to play the - Look at the board and listen
Miming game. to the teacher
- Devide class in to three teams
- Help pupils how to play the game.
- When the game is over, the player who has
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the most points is the winner. Encourage the - Play in groups

class to cheer whenever a player gets a point.
2. Activity 2. Folow the lines and say.
a. Goal: To review the words and sentences
about outdoor activities
b. Input: Picture cues
sentences about outdoor activities
d. Procedure:
- Ask pupil to look at the pictures. Tell them
about the activity. Show the class how to do the - Listen to the teacher
task, do the first picture for example:
T: What is Minh doing?
Ss: He is swimming.
- Give pupils time to do the task in pairs. Go - Do the task in pairs.
around the classroom to offer support.
- Invite a few pupils to the front of the
- A few pupils to the front of
classroom to perform the task.
the classroom to perform the
task.
3. Activity 3. Read and act out.
a. Goal: To review the words and about outdoor
activities and act out.
b. Input: Three pictures and three words about
outdoor activities.
about outdoor activities and act out.
d. Procedure:
- Ask pupils look at the words and listen to the - Listen to the audio and
audio and repeat. repeat.
- Ask pupils listen to the audio and do action. - Listen to the audio and do
action
- Ask pupils to work in groups of 4 (one read - Do the task in groups
the word and others do action)
- Some groups act out in front
- Invite some groups act out in front of the
class. of the class.
_______________________________________________________
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WEEK 2
4A3 1 Afternoon 11/09/2023
4A4 1 Afternoon
4A1 1 Morning 12/09/2023
4A2 1 Morning
UNIT 1: MY FRIENDS
Lesson 1 (1, 2, 3)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: America, Australia, Britain, Viet Nam
- Sentence patterns: Where are you from? – I’m from _____.
2. Attitudes: Kindness, honesty, responsibility
3. Competences:
+ General competences: Teamwork, reliability, motivation
+ Specific competences: - Listen to and demonstrate understanding of simple
communicative contexts in relation to the topic “My friends”.
II. TEACHING AIDS
1. Teacher: Teacher’s book and speaker, cassette….
III. PROCEDURE
1. Activity 1. Warm up
- Spend a few minutes revising the previous
lesson by having pupils sing the song on page 7
and clap hands or do actions.
- Ask pupils to sing the song. - Sing the song in chorus
- Invite some of them to come to the board to - Sing the song in groups
role play, the rest of the pupils will sing.
2. Activity 2. Look, listen and repeat.

a. Aim: To understand and correctly repeat the
sentences in two communicative contexts
(pictures) in which pupils ask and answer
questions about where someone is from.
b. Content: - Pictures a and b
- The conversation
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c. Outcome: Pupils can understand and

correctly repeat the sentences in two
communicative contexts (pictures) in which
pupils ask and answer questions about where
someone is from.
d. Procedure:
- Ask Ss to look at the pictures and answer the
- Look at the pictures and
questions:
answer the questions:
+ How many pupils are in the pictures?
+ There are four. They are
+ Who are they?
Minh, Mary, Lucy and Ben.
+ What they are talking about?
+ They are greeting.
- Give feedback
- Draw pupils’ attention to the question Where
- Listen to the teacher
are you from? and the answer I’m from
America. Explain that they are used to ask and
answer questions about where someone is from.
- Play the recording for pupils to listen and
- Listen and repeat in chorus
repeat in chorus, sentence by sentence.
- Have pupils to practice reading then invite a
- Practice the dialogue in
few pairs to the front of the class to read the
pairs.
conversations a and b. Correct their
pronunciation where necessary.
3. Activity 3. Listen, point and say.
a. Aim: To correctly say the words and use of
Where are you from? – I’m from_____. to ask
and answer questions about where someone is
from.
b. Content: Where are you from?
– I’m from_____.
c. Outcome: Pupils can correctly say the words
and use of Where are you from? – _____. to ask
from.
d. Procedure:
- Present the words: America, Australia, - Look at the board and take
Britain, Viet Nam notes:
- Present sentence patterns: America, Australia, Britain,
Where are you from? Viet Nam
– I’m from (Britain). Where are you from?
Are used to ask and answer questions about – I’m from (Britain).
where someone is from
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- Give pupils time to work in pairs and take - Work in pairs then practice
turns to act out the role of each character in in pairs in front of class
picture a, b, c and d.
4. Activity 4: Let’s talk

a. Aim: To enhance the correct use of Where
are you from? – I’m from_____. to ask and
answer questions about where someone is from
in a freer context.
b. Content: Where are you from?
– I’m from ……….
c. Outcome: Pupils can enhance the correct use
of Where are you from? – I’m from_____. to
ask and answer questions about where someone
is from in a freer context.
d. Procedure:
- Review sentence patterns: - Listen to the teacher
Where are you from? – I’m from_____. to ask
from.
- Give an example by practicing with a student - One student practice with
- Have Ss talk together teacher
- Invite a few pairs to come to the front of the - Work in pairs
classroom to practice. Give feedback - practice in pairs in front of
(pronunciation/sentence pattern). class
________________________________________

4A3 2 Afternoon 11/09/2023
4A4 2 Afternoon
4A1 2 Morning 12/09/2023
4A2 2 Morning
UNIT 1: MY FRIENDS
Lesson 1 (4, 5, 6)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: (Review) America, Australia, Britain, Viet Nam
- Sentence patterns: (Review) Where are you from? – I’m from _____.
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3. Competences:
+ General competences: - teamwork, motivation, adaptability communication
+ Specific competences: + Use Where are you from? – I’m from_____. to
ask and answer questions about where someone is from.
+ Listen to and demonstrate understanding of simple communicative
contexts in relation to the topic “My friends”
+ Read and write about where someone comes from.
II. TEACHING AIDS
1. Teacher: Teacher’s book, speaker, cassette
III. PROCEDURE
- Ask pupils to look at the pictures and - Practice in pairs
introduce where is some one from.
2. Activity 2. Listen and number.

a. Goal: To listen, understand and number the
correct pictures
b. Input: 4 pictures and audio
c. Outcome: Pupils can listen, understand and
number the correct pictures
d. Procedure:
- Ask ss to look at the pictures a, b, c, d and - Answer the questions
answer the questions: + Elicit the names of the
+ Who is he/she? characters in each picture.
+ Where is he/she from? + He/She is form……..
- Review sentences
Where are you from? – I’m from_____.
to ask and answer questions about where
someone is from.
- Play the recording two times for pupils to - Listen and nunber
listen and number.
- Get pupils to swap books with a partner. Play - Swap books with a partner
the recording again to check answers together to check answers together.
as a class.
- Give them the right answers 1.b 2.d 3. c 4. a - Listen to the teacher.
3. Activity 3. Look, complete and read.

a. Goal: To complete the gapped sentences and
read them aloud with the help of the picture
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cues
b. Input: Four picture cues and four incomplete
sentences
c. Outcome: Pupils can complete the gapped
sentences and read the completed sentences
aloud.
d. Procedure:
- Get pupils to look at the pictures and identify - look at the pictures and
the characters and where they are from. identify the characters and
where they are from.
- Model with picture 1, complete the gap: I’m - Listen to the teacher
Minh. I’m from Viet Nam.
- Have pupils complete the sentences - Complete the sentences
individually and ask a few pupils to stand up individually then read them
and read them aloud then give feedback. aloud
Key: 1. Viet Nam 2. from America
3. Where; Britain 4. from; from Australia
4. Activity 4: Let’s sing
a. Goal: To sing the song I’m from … with the
correct pronunciation and melody.
b. Input: The lyrics and the recording of the
song I’m from …
c. Outcome: Pupils can sing the song I’m from
… with the correct pronunciation and melody.
d. Procedure:
- Ask Ss to look at the picture and read the song - Read in chorus
in chorus.
- Play the recording for pupils to listen to the - Listen to the song
whole song.
- Play the recording line by line for pupils to - Listen and sing along
listen, repeat. Correct their pronunciation where
necessary.
- Give pupils time to practice singing and doing - Work in pairs
actions in pairs.
- Invite some groups to the front of the - Sing in front of class
classroom to perform the song.
Guides for homework
- Learn new song by heart.
- Practice asking and answering aboout where someone comes from.
- Prepare Lesson 2 (1, 2, 3) page 12.
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________________________________________________

4A3 1 Morning 13/09/2023
4A4 1 Morning
4A1 3 Morning 13/09/2023
4A2 3 Morning
UNIT 1: MY FRIENDS
Lesson 2 (1, 2, 3)
I. OBJECTIVES
By the end of the lesson, students will be able to achieve the following
issues.
1. Knowledge:
- Vocabulary: Japan, Malaysia, Singapore, Thailand
- Sentence patterns: Where’s he / she from? – He’s / She’s from _____.
2. Attitudes:
- General competences: Kindness, honesty, responsibility
- Specific competences: - Ask and answer questions about where someone
comes from
3. Competences: Teamwork, reliability, motivation, leadership
II. TEACHING AIDS
1. Teacher: Teacher’s book, cassette and speaker
III. PROCEDURE
Sing the song “I’m from …”

a. Goal: To understand and correctly repeat the
(pictures) in which pupils ask and answer
questions about where someone is from.
b. Input: Two pictures and two context
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communicative contexts (pictures) in which

pupils ask and answer questions about where
someone is from.
d. Procedure:
- Ask ss to look at the pictures and answer the - Look at the pictures and
questions: answer the questions:
+ How many pupils are there in the pictures? + There are six.
+ Who are they? + They are Linh, Lucy, Minh,
+ What they are talking about? Ben and their new friends.
+ They are talking about
where someone is from.
- Play the recording for pupils to listen and - Listen and repeat in chorus
- Have pupils to practice reading then invite a - Practice the dialogue in
few pairs to the front of the class to read the pairs.

a. Goal: To 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.
b. Input: Picture cures and audio
and use Japan, Malaysia, Singapore, Thailand
someone is from.
d. Procedure:
- Present the words: Japan, Malaysia, - Look at the board and take
Singapore, Thailand notes: Japan, Malaysia,
- Ask pupils to listen and repeat the words Singapore, Thailand
- Present sentence patterns: Where’s he / she from?
Where’s he / she from? - He’s / She’s from…….
– He’s / She’s from (Singapore) - listen and repeat the words

a. Goal: To enhance the correct use of Where’s
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he / she from? – He/She is from….. to ask and

answer questions about where someone is from
in a freer context.
b. Input: Where’s he / she from?
- He’s / She’s from…….
of Where’s he / she from?- He/She is from….
someone is from in a freer context.
d. Procedure:
Where’s he / she from?
- He’s / She’s from…….
Guides for homework
- Learn the new words by heart.
- Practice using of Where’s he / she from?- He/She is from…. to ask and answer
questions about where someone is from
____________________________________________________
4A3 2 Morning 13/09/2023
4A4 2 Morning
4A1 4 Morning 13/09/2023
4A2 4 Morning
UNIT 1: MY FRIENDS
Lesson 2 (4, 5, 6)
I. OBJECTIVES
issues.
1. Knowledge:
- Vocabulary: (Review) Japan, Malaysia, Singapore, Thailand
- Sentence patterns: (Review): Where’s he / she from? – He’s / She’s from
_____.
2. Attitudes: Kindness, honesty, responsibility, leadership
3. Competences:
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- General competences: teamwork, motivation, adaptability, communication

- Specific competences: Listen to and understand two communicative
contexts in which pupils talk about where someone comes from.
II. TEACHING AIDS
1. Teacher: Teacher’s book, computer, cassette and speaker.....
2. Students: Student's book, workbook...
III. PROCEDURE

1. Activity 1. Let’s play
a. Goal: To revise the target vocabulary items
through the game Find someone who is from …
b. Input: - A picture showing how to play the
game
- Sets of flash cards, each of which consists of
five flash cards with target vocabulary items
(e.g. Australia, Thailand, Japan, Britain,
Malaysia)
c. Outcome: Pupils can revise the target
vocabulary items learnt in Lessons 1 and 2 - Listen to the teacher
through the game Find someone who is from …
d. Procedure:
- Ask Ss to look at the picture and Tell pupils
about the activity.
- Review the sentences: - Two groups of three to the
Where’s he / she from? front of the classroom to
– He’s / She’s from _____. model the two contexts.
- Invite two groups of four to the front of the
classroom to model the two contexts. - Work in groups
- Give pupils time to play the game. Move
around the classroom to offer support
where necessary.
a. Goal: To correctly two gapped sentences and
two gapped exchanges with the help of picture
cues.
b. Input: Four picture cues, two gapped
sentences and two gapped exchanges to
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complete
c. Outcome: Pupils can complete the four
gapped exchanges with the help of picture cues.
d. Procedure:
- Show Ss how to do the task bying model with - Listen to the teacher
sentence 1. Have pupils read sentence 1 in
chorus.
individually and Tell pupils to swap books with individually then check
a partner, then check answers together as a
answers together as a class.
class. Write the correct answers on the board
for pupils to correct their answers.
Key: 1. Japan 2. from Singapore 3. Where’s;
from Thailand 4. he from; He’s from
- Invite some pairs of pupils to stand up and - Practice in pairs
read aloud the matched exchanges.
4. Activity 4: Listen and tick.
correct pictures
tick the correct picture.
d. Procedure:
- Ask ss to look at the pictures and answer the
questions:?
- Answer the questions
+ Who is she/he?
+ Elicit the names of the
+ Where is he/she from?
characters in each picture.
- Review sentences
+ They are from….
Where’s he / she from?
– He’s / She’s from _____.
- Play the recording two times for pupils to
listen and tick. - Listen and tick
the recording again to check answers together - Swap books with a partner
as a class. to check answers together.
- Give them the right answers - Listen to the teacher.
Key: 1. a 2. a
Guides for homework
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- Practice using of Where’s he / she from?- He/She is from…. to ask and answer
questions about where someone is from
______________________________________________
WEEK 3
4A3 1 Afternoon 18/09/2023
4A4 1 Afternoon
4A1 1 Morning 19/09/2023
4A2 1 Morning
UNIT 1: MY FRIENDS
Lesson 3 (1, 2, 3)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: America, Australia
- Sentence patterns: I’m from America. and She’s from Australia.
- Phonics: The sounds of the letters a and ia
3. Competences:
- General competences: Teamwork, reliability, motivation
- Specific competences: Correctly repeat 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.
II. TEACHING AIDS
III. PROCEDURE
Sing the song “Where are you from”
2. Activity 2. Listen and repeat.

a. Goal: To correctly repeat the sounds of the
letters a and ia in isolation, the words America
and Australia, and the sentences I’m from
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America. and She’s from Australia. with

correct pronunciation and intonation.
b. Input:
a ia
America Australia
I’m from America. She’s from
Australia.
c. Outcome: Pupils are able to correctly repeat
the sounds of the letters a and ia in isolation,
the words America and Australia, and the
sentences I’m from America. and She’s from
Australia. with correct pronunciation and
intonation.
d. Procedure:
- Focus pupils’ attention to
letter a - Look at the board and listen
sound /ə/ to the teacher
word America
Sentence I’m from America..
repeat. Do this several times until pupils feel
confident. Correct their pronunciation where - Listen and repeat in chorus
necessary.
- Repeat the procedure of Step 1 for
letter ia
sound / iə /
word Australia
sentence She’s from Australia.
3. Activity 3. Listen, and circle

a. Goal: To identify the target words America
and Australia while listening.
b. Input: Two gapped sentences with answer
options and audio script
c. Outcome: Pupils can identify the words
America and Australia while listening.
d. Procedure:
- Have pupils how to gap-fill options. Check
their comprehension and give feedback.
- Play the recording for Ss to listen and circle
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the correct options. Play the recording again for

pupils to check their answers.
- Listen and circle
- Tell pupils to swap books with a partner, then
check the answers together as a class. Write the
correct answers on the board. Play the
recording for pupils to check their answers - Work in pairs to check their
again. answers.
Key: 1. a 2. b
4. Activity 4: Let’s chant

d. Procedure:
- Play the recording all the way through for
pupils to listen to the whole chant. - Listen to the audio
- Draw pupils’ attention to the sounds of the
letters h and b and the words America and - Listen to the teacher
Australia.
- Play the recording, line by line, for pupils to
listen and repeat. Correct their pronunciation - Listen and repeat
where necessary.
pupils to chant and clap along while chanting. - Listen, chant and clap along.
along.
Guides for homework
- Learn the letters a, ia, the sounds / ə /, /iə / and the chant by heart.
_____________________________________________
4A3 2 Afternoon 18/09/2023
4A4 2 Afternoon
4A1 2 Morning 19/09/2023
4A2 2 Morning
20
UNIT 1: MY FRIENDS
Lesson 3 (4, 5, 6)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: friend, friendly
- Sentence patterns: (Review) Minh is from Viet Nam.
2. Attitudes: Critical thinking, Communication and collaboration
3. Competences:
- Specific competences: Read and write about where someone comes from.
II. TEACHING AIDS
1. Teacher: Teacher’s book and speaker, Computer, projector, cassette
III. PROCEDURE
Review the chant with some missing words.
Step 1: Read the chant out loud. - chant in chorus
Step 2: Cover some words, one by one. Let the
pupils remember what they are.
Step 3: Say the chant with the lyrics.
Step 4: Say the chant without the lyrics.
2. Activity 2. Read and tick True or False.

a. Goal: To read and show understanding the
sentences by deciding if the statements are true
or false.
b. Input: - A short text about Minh and his two
new friends Tony and Laura
- Four sentences with True and False boxes
under the text
c. Outcome: Pupils can read and show
understanding of the sentences by deciding if
the statements are true or falsee.
d. Procedure:
- Do Sentence 1 as an example. 1. True - Look at the board and listen
- Give pupils time to do the task. Go around the to the teacher
classroom to offer support where necessary.
- Tell pupils to swap books with a partner, then - Do the task individual
check answers together as a class. Write the
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correct answers on the board for pupils to

correct their answers. - Swap books with a partner,
Key: 1. True 2. True 3. False 4. False then check answers together
3. Activity 3. Let’s write

a. Goal: To complete a gapped text about
themselves and their friends.
b. Input: A short gapped text.
c. Outcome: Pupils can complete a gapped text
about themselves and their friends.
d. Procedure:
- Tell the class the goal of the activity and - Listen to the teacher
explain that they should read the gapped text
and fill in the 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. Check comprehension.
- Give pupils time to do the task. - Do the task individual
- Get pupils to swap books with a partner, then - Swap books with a partner,
check the answers together as a class. then check answers together
- Write the correct answers on the board for
pupils to correct their answers.
4. Activity 4: Project
a. Goal: To make a pupil card for pupils to use,
and use their work to practice talking to their
classmates.
b. Input: – A sample of a pupil card with the
following information to complete: Name, Age,
Country
c. Outcome: Pupils can make their pupil cards
and use them to practise talking with their
classmates.
d. Procedure:
- Tell pupils about the activity.
- Put pupils into groups to rehearse their pupil
card presentation. Go around the classroom to - Work in groups to make the
offer support where necessary. cards.
- Invite a few pupils from different groups to - a few pupils from different
22
show and talk about their pupil cards in front of groups to show and talk about
the classroom. their pupil cards in front of
the classroom.
3. Guides for homework
- Make pupil cards
- Prepare Unit 2 (1,2,3) page 16.
____________________________________________________
4A3 1 Morning 20/09/2023
4A4 1 Morning
4A1 3 Morning 20/09/2023
4A2 3 Morning
UNIT 2: TIME AND DAILY ROUTINES
Lesson 1 (1, 2, 3)
I. OBJECTIVES
issues.
1. Knowledge:
- Vocabulary: o’clock, A.M, P.M
- Sentence patterns: What time is it? – It’s ...
2. Attitudes: Critical thinking, Oral communication, Self-control &
independent learning, Communication and collaboration
3. Competences:
- General competences: teamwork, reliability, motivation, communication
and initiative.
+ Use the word “at, fifteen, forty-five, o’clock, thirty” in relation to 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.
II. TEACHING AIDS
1. Teacher: Teacher’s book and speaker, Computer, projector, cassette…
III. PROCEDURE
Sing the song What time is it? Link:
https://www.youtube.com/watch? - Sing the song in chorus
v=0Yq_rztquuU-
- Ask pupils to sing the song and do action.
23

focusing on asking and telling the time.
b. Input: context a and b
c. Outcome: To understand and correctly repeat
the sentences in two communicative contexts
about time and daily routines.
d. Procedure:
+ How many pupils are in the pictures? + There are three.
+ Who are they?
+ What they are talking about? + They are Mrs Hoa, Ben, and
Linh.
+ They are talking about the

time.
repeat in chorus, sentence by sentence. - Listen and repeat in chorus
- Have pupils to practice reading then Invite a
few pairs to the front of the class to read the - Practice the dialogue in
conversations a and b. Correct their group.

a. Goal: To correctly say the phrases and use
What time is it? – It’s _____. to ask and tell the
time.
b. Input: – Picture cues:
- Audio script:
c. Outcome: Pupils can correctly say the
phrases and use What time is it? – It’s _____. to
ask and tell the time.
d. Procedure:
- Present sentence patterns and new words: - Look at the board and take
What time is it? – It’s _____. notes
- Give the meaning of a.m. and p.m., and when What time is it? – It’s _____.
to say o’clock in telling the time - Work in pairs then practice
- Give pupils time to work in pairs and take
24

a. Goal: To enhance the correct use of What
time is it? – _____. to ask and tell the time in a
freer context.
b. Input: What time is it? – It’s _____.
7:00 AM, 8:15 AM, 2:30 PM and 4:45 PM
of What time is it? – _____. to ask and tell the
time in a freer context.
d. Procedure:
- Review sentence patterns:
What time is it? – It’s _____. - Listen to the teacher
Guides for homework

- Learn new words and sentences by heart.
- Practice Asking and answering questions about time and daily routines.
- Prepare Leeson 1 (4, 5, 6) page 17.
_________________________________________________
4A3 2 Morning 20/09/2023
4A4 2 Morning
4A1 4 Morning 20/09/2023
4A2 4 Morning
Lesson 1 (4, 5, 6)
I. OBJECTIVES
By the end of the lesson, student will be able to achieve the following issues.
1. Knowledge:
- Vocabulary: (Review) o’clock, A.M, P.M
- Sentence patterns: (Review) What time is it? – It’s ...
3. Competences:
25

contexts in relation to the topic "Time and daily routines"
+ Read and write about Time and daily routines
II. TEACHING AIDS
1.Teacher: Teacher’s book and speaker, cassette
III. PROCEDURE
Sing the song What time is it? Link: - Sing the song in chorus
https://www.youtube.com/watch?
v=0Yq_rztquuU-
- Ask pupils to sing the song and do action.
correct pictures
tick the correct
d. Procedure:
questions: + There are four.
+ How many clocks are in each picture?
+ Elicit the time in each
+ What time is it?
picture.
- Review sentences: What time is it?
– It’s ...
- Play the recording two times for pupils to - Listen and tick
listen and tick.
- Give them the right answers 1.b 2.b

cues
26
b. Input: Four picture cues and four gapped

exchanges to complete
aloud
d. Procedure:
- look at the pictures and
- Get pupils to look at the pictures and identify identify the the time on the
the time on the four clocks. four clocks.
- Model with sentence 1, complete the gap: It’s - Listen to the teacher
ten o’clock
- Have pupils complete the sentences
individually and ask a few pupils to stand up - Complete the sentences
and read them aloud then give feedback. individually then read them
Key:1. ten 2. is it 3. What time; thirty 4. What aloud
time; four forty-five
4. Activity 4: Let’s play

a. Goal: To review telling the time by playing
the game Which clock says ...?
b. Input: A picture shows two pupils playing
the game. Minh says It’s three fifteen. Mary
finds the clock showing the time, points at it
and says It’s clock E!
c. Outcome: Pupils can review telling the time
by playing the game Which clock says ...?
d. Procedure:
- Tell pupils that they are going to play a game
that involves finding and saying which clock
shows the time told by another player. Group - Play the game in groups
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 3:15, for the other player to find the
clock which shows the correct time by saying
its letter. If it is correct, he or she will get one
point. Every player has eight times to try.
After the first round, the time teller will
become the clock finder. All the clocks on the
27
board are kept for later use. When the game is

over, the player who has the most points is the
winner. Encourage the class to cheer
whenever a player gets a point.
Guides for homework
- Practice asking and answering about Time and daily routines.
__________________________________________
WEEK 4
4A3 1 Afternoon 25/09/2023
4A4 1 Afternoon
4A1 1 Morning 26/09/2023
4A2 1 Morning
Lesson 2 (1, 2, 3)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: get up, go to bed, go to school and have breakfast
- Sentence patterns: What time do you get up? – I get up at six o’clock.
3. Competences:
- General competences: Teamwork, reliability, motivation, leadership
- Specific competence: use sentence pattern What time do you_____?
- I_____ at ______. to ask and answer about someone’s daily routines
II. TEACHING AIDS
III. PROCEDURE
Sing the song What time is it? Link:
https://www.youtube.com/watch? - Sing the song in chorus
v=0Yq_rztquuU- - Sing the song in groups
- Ask pupils to sing the song.
- Invite some of them to come to the board to
28

focusing on asking and answering questions
about the characters’ daily routines.
b. Input:
– Context a and b
communicative contexts focusing on asking and
answering questions about the characters’ daily
routines.
d. Procedure:
+ How many pupils are there in the pictures? + There are two.
+ Who are they? + They are Minh and Mary.
+ What they are talking about? + They are talking about the
daily routines.
- Have pupils to practice reading then Invite a - Practice the dialogue in
few pairs to the front of the class to read the group.

What time do you _____? – I _____ at _____.
to ask and answer questions about daily
routines.
b. Input: – Picture cues; Audio script:
phrases and use What time do you_____? -
I_______ at________. to ask and answer
questions about daily rountines.
d. Procedure:
- Present sentence patterns: - Look at the board and take
What time do you get up? notes
– I get up at six o’clock. What time do you get up?
(These are questions and answers about daily – I get up at six o’clock.
29
routines.) get up, go to bed, go to school

- Present new words: get up, go to bed, go to and have breakfast
school and have breakfast
picture a and b.

time do you _____? – _____. to ask and answer
questions about pupils’ daily routines in a freer
context.
b. Input: What time do you_____? - I_______
at________.
of What time do you _____? – _____. to ask
and answer questions about their daily routines
in a freer context.
d. Procedure:
What time do you_____? - I_______
at________.
(pronunciation/sentence pattern). class.
Guides for homework

- Learn new words by heart.
- Practice using of What time do you_____? - I_______ at________.(To ask and
answer questions about daily routines.)
- Prepare parts 4, 5, 6 page 17.
______________________________________________________
4A3 2 Afternoon 25/09/2023
4A4 2 Afternoon
4A1 2 Morning 26/09/2023
4A2 2 Morning
30
Lesson 2 (4, 5, 6)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: (Review) get up, go to bed, go to school and have breakfast
- Sentence patterns: (Review): What time do you get up? – I get up at six
o’clock.
3. Competences:
- Use What time do you_____? - I_____ at ______. to ask and answer
questions about daily routines;
- Listen to and demonstrate understanding of simple communicative
contexts in relation to the topic " daily routines";
- Read and write about daily routines.
II. TEACHING AIDS
III. PROCEDURE
- Invite a few pairs to the front of the class to
take turns asking and answering questions - Work in pairs
about their daily routines with What time do
you ____? – I ____ at ____.

correct pictures
number the correct picture.
d. Procedure:
questions: - Answer the questions
+ What can you see in the pictures? + I can see the times and
- Review sentences activities.
What time do you ____? – I ____ at ____.
31
listen and number.
- Get pupils to swap books with a partner. Play - swap books with a partner to
the recording again to check answers together check answers together.
Key: 1. d 2. c 3. a 4. b

a. Goal: To complete four gapped dialogues
with the help of picture cues.
b. Input: Four picture cues with four gapped
dialogues to complete
c. Outcome: Pupils can complete four gapped
dialogues with the help of picture cues.
d. Procedure:
- Show Ss how to do the task bying model with
sentence 1. Have pupils read sentence 1 in - Listen to the teacher
chorus.
- Complete the sentences
individually and Tell pupils to swap books with
a partner, then check answers together as a individually then check
class. Write the correct answers on the board answers together as a class.
for pupils to correct their answers.
Key: 1. six o’clock
2. six thirty
3. What time; six forty-five
4. go to bed; go to bed; nine fifteen
- Invite some pairs of pupils to stand up and
- Practice in pairs

a. Goal: To sing the song What time do you ...?
with the correct pronunciation and melody.
song What time do you ...?
32
c. Outcome: Pupils can sing the song How old

are you? with the correct pronunciation and
melody.
d. Procedure:
- Ask Ss to look at the picture and read the song - read in chorus
in chorus.
- Play the recording for pupils to listen to the
- Listen to the song
whole song.
necessary.
- Give pupils time to practice singing and doing
actions in pairs. - Work in pairs
- Invite some groups to the front of the
- Sing in front of class
Guides for homework

- Practice asking and answering questions about daily routines.
- Learn the song by heart.
________________________________________________________
4A3 1 Morning 27/09/2023
4A4 1 Morning
4A1 3 Morning 27/09/2023
4A2 3 Morning
Lesson 3 (1, 2, 3)
I. OBJECTIVES
issues.
1. Knowledge:
- Vocabulary: get, bed
- Sentence patterns: “What time do you get up?” and “What time do you go
to bed?”
- Phonics: The sounds of the letters t and d
3. Competences:
33
- Listening: - Correctly repeat the sounds of the letters t and d in isolation, in
the words get and bed, and in the sentences What time do you get up? and What
time do you go to bed? with the correct pronunciation and intonation.
- Identify the target words get and bed while listening.
II. TEACHING AIDS
III. PROCEDURE
Sing the song What time do you go to school?

letters t and d in isolation, in the words get
and bed, and in the sentences What time do
you get up? and What time do you go to bed?
with correct pronunciation and intonation.
b. Input:
t d
get bed
What time do you get What time do you go
up? to bed?
c. Outcome: Pupils can correctly repeat the
sounds of the letters t and d in isolation, in the
words get and bed, and in the sentences What
time do you get up? and What time do you go
to bed? with correct pronunciation and
intonation.
d. Procedure:
- Focus pupils’ attention to - Look at the board and listen
letter t to the teacher
sound /t/
word get
Sentence What time do you get up?
repeat. Do this several times until pupils feel - Listen and repeat in chorus
34
confident. Correct their pronunciation where

necessary.
letters d
sound /d/
word bed
sentence What time do you go to bed?

a. Goal: To identify the target words read and
out while listening.
options and audio script
c. Outcome: Pupils can identify the words read
and out while listening.
d. Procedure:
- Have pupils how to gap-fill options. Check
their comprehension and give feedback. - Listen to the teacher
pupils to check their answers. - Listen and circle
- Tell pupils to swap books with a partner, then - Work in pairs to check their
check the answers together as a class. Write the answers.
recording for pupils to check their answers
again.
Key: 1. c 2. a

d. Procedure:
letters h and b and the words get and bed. - Listen to the teacher
35

where necessary.
- Divide the class into two or more groups to
take the chant while the rest of the class claps - Practice in groups
along.
- Learn the letters t, d, the sounds /t/, /d/ and the chant by heart.
_______________________________________________________

4A3 2 Morning 27/09/2023
4A4 2 Morning
4A1 4 Morning 27/09/2023
4A2 4 Morning
Lesson 3 (4, 5, 6)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: wash my face, clean my teeth
- Sentence patterns: I…….at………
3. Competences:
- Read and match four activities with right clock.
- Read, understand and complete an exchange with personal information
- Draw pictures of their daily routines and present them to the class at Project
time
II. TEACHING AIDS
1. Teacher: Teacher’s book and speaker, Computer, projector
III. PROCEDURE
36

Step 3: Say the chant with the lyrics.
Step 4: Say the chant without the lyrics.
2. Activity 2. Read and match.

a. Goal: To read and match the activities in a
paragraph with the clocks showing the
corresponding time.
b. Input: The paragraph, the sentences referring - Look at the board and listen
to activities in the text and the clocks showing
to the teacher
the corresponding time
c. Outcome: Pupils can read and match the
activities in a paragraph with the clocks
showing the corresponding time.
d. Procedure: - Do the task individual
- Have pupils read the paragraph, the sentences,
and the time on the clocks. Tell them to scan - Swap books with a partner,
the paragraph for the appropriate time for the then check answers together
activities. Model Sentence 1 (clock d).
- Introduce the words: wash my face, clean my
teeth
- Give pupils time to do the task. Go around the
correct their answers.
Key: 1. d 2. c 3. b 4. a

a. Goal: To complete a paragraph about pupils’
- Listen to the teacher and
daily routines.
answer
b. Input: An incomplete paragraph with four
gaps to fill in
c. Outcome: Pupils can complete a paragraph
37
about their daily routines.

d. Procedure: - Do the task individual
- Tell pupils what they are going to do. Then - Swap books with a partner,
get them to read the incomplete paragraph. Ask then check answers together
them what the paragraph is about (daily
routines). Remind them to pay attention to the
contexts of the sentences before completing
them with the appropriate information.
- Give pupils time to do the task.
- Get pupils to swap books with a partner, then
check the answers together as a class.
- Write the correct answers on the board for
a. Goal: To draw pictures of their daily routines
at home and present them to the class by using
the target language.
b. Input: A picture showing Ben presenting - Work in groups to make the
some pictures about his daily routine to his cards.
classmates
c. Outcome: Pupils can draw pictures of their
daily routines at home and present them to the - a few pupils from different
class by using the target language. groups to show and talk about
d. Procedure: their project
- Put pupils into groups to rehearse their pupil
card presentation. Go around the classroom to
offer support where necessary.
- Invite a few pupils to the front of the class to
present the project. Encourage the class to
cheer to praise the good presenters.
Guides for homework
- Practice talking about the daily routines
- Prepare Unit 3 – Lesson 1 (1,2,3) page 22.
_____________________________________________________
WEEK 5
38

4A3 1 Afternoon 02/10/2023
4A4 1 Afternoon
4A1 1 Morning 03/10/2023
4A2 1 Morning
UNIT 3: MY WEEK
Lesson 1 (1, 2, 3)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: Friday, Monday, Saturday, Sunday, Thursday, Tuesday,
Wednesday
- Sentence patterns: What day is it today? – It’s Monday.
2. Attitudes: Critical thinking, Oral communication, Self-control &
independent learning, Communication and collaboration
3. Competences:
- General competences: teamwork, reliability, motivation, communication
and initiative.
- Use the words Friday, Monday, Saturday, Sunday, Thursday, Tuesday,
Wednesday in relation to the topic “My week”;
- Use What day is it today? – It’s _____. to ask and answer questions about
the days of the week;
II. TEACHING AIDS
1. Teacher: Teacher’s book, cassette speaker, Computer, projector…
III. PROCEDURE
Sing the song "Day of the week song"

sentences in two communicative contexts in
which pupils ask and answer questions about
the days of the week.
b. Input: Context a and b
39

answering questions about the days of the
week, using What day is it today? – It’s _____.
d. Procedure:
- Ask ss to look at the pictures and answer the - Look at the pictures a and b
questions: and identify the characters in
+ What can you see in the pictures? the pictures.
days of the week.
a. Goal: To use What day is it today? – It’s
_____. to ask and answer questions about the
days of the week;
b. Input: - Picture cues
- Audio script:
c. Outcome:
Pupils can correctly use What day is it today? –
It’s _____. to ask and answer questions about
the days of the week
d. Procedure:
- Look at the board and take
- Present sentence patterns:
notes
What day is it today? – It’s Monday.
- Vocabulary: Friday, Monday, Saturday,
What day is it today?
Sunday, Thursday, Tuesday, Wednesday
– It’s Monday.
- Vocabulary: Friday,
Monday, Saturday, Sunday,
- Give pupils time to work in pairs and take Thursday, Tuesday,
turns to act out the role of each character in Wednesday
picture a and b. - Work in pairs then practice
in pairs in front of class

40

day is it today? – It’s _____. to ask and answer
questions about the days of the week
b. Input: What day is it today? – It’s _____.
of What day is it today? – It’s _____. to ask and
answer questions about the days of the week
d. Procedure: - Listen to the teacher
What day is it today? – It’s _____. - One student practice with
- Give an example by practicing with a student teacher
- Work in pairs
- Have Ss talk together - practice in pairs in front of
- Invite a few pairs to come to the front of the class
classroom to practice. Give feedback
(pronunciation/sentence pattern).
Guides for homework
- Practice using of What day is it today? – It’s _____. to ask and answer questions
about the days of the week
_____________________________________________________________
4A3 2 Afternoon 02/10/2023
4A4 2 Afternoon
4A1 2 Morning 03/10/2023
4A2 2 Morning
UNIT 3: MY WEEK
Lesson 1 (4, 5, 6)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: (Review) Friday, Monday, Saturday, Sunday, Thursday,
Tuesday, Wednesday
- Sentence patterns: (Review) What day is it today? – It’s Monday.
3. Competences:
- Listen to and demonstrate understanding of simple communicative contexts
41
in relation to the topic “my week”;

Use What day is it today? – It’s _____. to ask and answer questions about
the days of the week
II. TEACHING AIDS
III. PROCEDURE
Sing the song "Day of the week song" - Sing the song in chorus
- Ask pupils to sing the song. - Sing the song in groups
- Invite some of them to come to the board to

correct pictures
tick the correct pictures
d. Procedure:
questions: - Answer the questions
+ How many pupils are in each picture? + Elicit the days of week
+ What day is it?
- Review sentences: What day is it today?
– It’s _____.
listen and circle.
as a class.
- Give them the right answers 1.b 2.a - Listen to the teacher.

cues
b. Input: 4 picture cues and 4 open dialogues
42
aloud.
d. Procedure:
the days of week. identify the days of week.
- Model with sentence 1, complete the gap: It’s
Monday. - Listen to the teacher
Key: 1. Monday 2. Friday
3. What day, it
4. Today, It’s Thursday
a. Goal: To revise target words about the days
of the week by playing the game Slap the
board.
b. Input: Some words of the target vocabulary
on the board: Monday, Tuesday, Wednesday,
Thursday, Friday (jumbled)
c. Outcome: Pupils can revise target words
about the days of the week by playing the game
Slap the board.
d. Procedure:
- Tell pupils how to play the game
- Invite a few pairs to the front of the class to - Listen to the teacher
play the game. Praise pupils if they perform - Play the game in pairs
well.
Guides for homework
- Practice about the days of week; Prepare Lesson 2 (1, 2, 3) page 24.
______________________________________________________________
4A3 1 Morning 04/10/2023
4A4 1 Morning
4A1 3 Morning 04/10/2023
4A2 3 Morning
UNIT 3: MY WEEK
Lesson 2 (1, 2, 3)
I. OBJECTIVES
43
issues.
1. Knowledge:
- Vocabulary: study at school, go to school, do housework, listen to music
- Sentence patterns: What do you do on Thursdays? - I study at school.
3. Competences:
+ General competences: Teamwork, reliability, motivation, leadership
- Use What do you do on Thursdays? - I ………….. to ask and answer
questions about what someone does on certain days of the week.
- Listen to and demonstrate understanding of simple communicative contexts
in relation to the topic “My week”;
- Ask and answer questions about what someone does on certain days of the
week.
II. TEACHING AIDS
III. PROCEDURE
Play the game: Slap the board
- The days of week - Play the game in pairs

about what someone does on certain days of the
week.
b. Input:
- Context a and b
answering questions about what someone does
on certain days of the week.
d. Procedure:
- Ask ss to look at the pictures and identify the - Look at Pictures a and b and
days and activities in each picture. identify the day and activities
44
in the pictures.
repeat in chorus, sentence by sentence. - Listen and repeat in chorus
conversations a and b. Correct their group.

What do you do on _____? – I _____. to ask
and answer questions about what someone
does on certain days of the week.
phrases and use What do you do on _____? – I
_____. to ask and answer questions about what
someone does on certain days of the week.
d. Procedure:
What do you do on Thursdays? - Look at the board and take
I study at school. notes
- Present new words: study at school, go to
school, do housework, listen to music

a. Goal: To enhance the correct use of What do
you do on _____? – I_____. to ask and answer
questions about what someone does on certain
days of the week in a freer context.
b. Input: – Picture cue and speech bubbles
of What do you do on _____? – I_____. to ask
and answer questions about what someone does
on certain days of the week in a freer context
d. Procedure:
45
What do you do on _____? - Listen to the teacher

– I_____.
- Give an example by practicing with a student
- One student practice with
classroom to practice. Give feedback - Practice in pairs in front of
Guides for homework

- Practice using of What do you do on _____? – I_____. to ask and answer
questions about what someone does on certain days of the week
___________________________________________________________
4A3 2 Morning 04/10/2023
4A4 2 Morning
4A1 4 Morning 04/10/2023
4A2 4 Morning
UNIT 3: MY WEEK
Lesson 2 (4, 5, 6)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: (Review) study at school, go to school, do housework, listen to
music
- Sentence patterns: (Review): What do you do on Thursdays? - I study at
school.
3. Competences:
+ Use What do you do on Thursdays? - I ………….. to ask and answer
questions about what someone does on certain days of the week.
contexts in relation to the topic "My week";
+ Read and write about what someone does on certain days of the week.
46
II. TEACHING AIDS

2. Student: Student's book, workbook, small boards.
III. PROCEDURE
- Get a few pairs to ask and answer questions
about what they do on certain days of the week. - Work in pairs

a. Goal: To 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.
c. Outcome: Pupils can 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.
d. Procedure:
questions: + Look at the pictures and
+ What can you see in the pictures? identified the days and
- Review sentences activities
What do you do on Thursdays?
I study at school.
listen and number.
Key: 1. c 2. d 3. b 4. a

47
b. Input: Four picture cues with four gapped

dialogues to complete
- Show Ss how to do the task bying model with
sentence 1 (Tuesday). Have pupils read - Complete the sentences
sentence 1 and b in chorus. individually then check
answers together as a class.
a partner, then check answers together as a
class. Write the correct answers on the board
for pupils to correct their answers 1. Is this
2. What day, Wednesday
3. I study at school. - Practice in pairs
4. What, I listen to music.
- Invite some pairs of pupils to stand up and

a. Goal: To sing the song What day is it today?
with the correct pronunciation and melody.
song
c. Outcome: Pupils can sing the song with the
d. Procedure: - read in chorus
- Ask Ss to look at the picture and read the song
in chorus.
whole song.
necessary.
actions in pairs.
48
Guides for homework

- Practice asking and answering questions about what someone does on certain
days of the week.
__________________________________________________________
WEEK 6
4A3 1 Afternoon 09/10/2023
4A4 1 Afternoon
4A1 1 Morning 10/10/2023
4A2 1 Morning
UNIT 3: MY WEEK
Lesson 3 (1, 2, 3)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: music, Sunday
- Sentence patterns: I listen to music on Sunday.
- Phonics: The sounds the sounds u
3. Competences:
+Listening: Repeat and pronounce the sounds u in isolation, the words
music and Sunday, and the sentences I listen to music on Saturdays. And I do
housework on Sundays. with the correct pronunciation and intonation.
+ Identify the target words and the sentences while listening.
+ Say the chant with the correct rhythm and pronunciation.
II. TEACHING AIDS
III. PROCEDURE
49

Sing the song: What day is it today?

a. Goal: To correctly repeat the sounds u in
isolation, the words music and Sunday, and
the sentences I listen to music on Saturdays.
And I do housework on Sundays. with the
b. Input:
u u
music Sunday
I listen to music on I do housework on
Saturdays. Sundays.
sounds u in isolation, the words music and
Sunday, and the sentences I listen to music on
Saturdays. And I do housework on Sundays.
with the correct pronunciation and intonation.
d. Procedure:
letter u to the teacher
sound /ju:/
word music
Sentence I listen to music on Saturdays.
necessary.
letters u
sound /ʌ/
word Sunday
sentence I do housework on Sundays.

a. Goal: To identify the target words music and
50
Sunday while listening.

b. Input: Two questions with three sentence
options for each question and audio script:
c. Outcome: Pupils can identify the target
words music and Sunday while listening.
d. Procedure:
- Have pupils how to do the task. Check their
comprehension and give feedback. - Listen to the teacher
the correct options. Play the recording again for - Listen and circle
again.
Key: 1. a 2. b

d. Procedure:
letters u and the words music and Sunday
- Play the recording, line by line, for pupils to - Listen to the teacher
where necessary. - Listen and repeat
- Divide the class into two or more groups to - Listen, chant and clap along.
along. - Practice in groups
Guides for homework
- Learn the The sounds u and the chant by heart.
_______________________________________________________________
51

4A3 1 Afternoon 09/10/2023
4A4 1 Afternoon
4A1 1 Morning 10/10/2023
4A2 1 Morning
UNIT 3: MY WEEK
Lesson 3 (4, 5, 6)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: (review) Friday, Monday, Saturday, Sunday, Thursday,
Tuesday, Wednesday; do housework, go to school, listen to music, and study at
school
- Sentence patterns: (review) What day is it today? – It’s _____.
What do you do on ___? – I ____on _____.
3. Competences:
+ Read and write about the days of the week and what someone does on a
day of the week;
+ Take notes of weekend activities at home and present them to the class
at Project time.
II. TEACHING AIDS
III. PROCEDURE
Step 3: Say the chant and do action with the
lyrics.
Step 4: Say the chant and do action without the
lyrics.
2. Activity 2. Read and complete.

a. Goal: To read and show understanding of a
52
text and complete a table about Nam’s week.

b. Input: A text and an incomplete table.
understanding of a text and complete a table
about Nam’s week
d. Procedure:
- Draw pupils’ attention to the words provided - Look at the board and listen
in the table and the four gaps about Nam’s
activities on some days of the week.
- Give pupils time to do the task. Go around the - Do the task individual
- Tell pupils to swap books with a partner, then - Swap books with a partner,
then check answers together
Key: 1. Go to school
1. Go to school
2. Do housework
3. Watch TV

a. Goal: To complete a paragraph about what
pupils do on certain days of the week by
writing the target words in the gaps.
b. Input: A writing frame with four blanks to
complete.
c. Outcome: Pupils can complete a paragraph
about what they do on certain days of the week
by writing the target words in the gaps.
d. Procedure:
Write the first incomplete sentence on the
board: answer
1. (Name) Mai
- Get pupils to swap books with a partner, then - Swap books with a partner,
check the answers together as a class. then check answers together
- Invite a few pupils to read their completed - A few pupils to read their
texts in front of the class. completed texts in front of the
class.
53
a. Goal: To take notes of weekend activities at
home and present them to the class by using the
target language.
b. Input: A table for pupils to take note of what
they do on Saturdays and Sundays
c. Outcome: Pupils can take notes of weekend
activities at home and present them to the class
by using the target language
d. Procedure:
- Tell pupils the goal of the activity. Explain
that they have to look at the notes in their tables
they have prepared at home and present them to - Work in groups to do the
the class. task
- Have pupils work in groups of four. Each
pupil looks at his / her notes and tell the group
about what he / she does on Saturdays and
Sundays. - A few pupils from different
- Invite a few pupils to look at the notes in their
groups to say in front of the
tables and tell the class about them, e.g. I do
housework on Saturdays or I play football on classroom.
Sundays
Guides for homework
- Practice asking and answering questions about what someone does on the days of
the week
______________________________________________________
4A3 1 Morning 11/10/2023
4A4 1 Morning
4A1 3 Morning 11/10/2023
4A2 3 Morning
UNIT 4: MY BIRTHDAY PARTY
Lesson 1 (1, 2, 3 )
I. OBJECTIVES
issues.
1. Knowledge:
- Vocabulary: January, February, March, April, May, June, Junly, August,
54
September, October, November, December

- Sentence patterns: When’s your birthday? – It’s in May.
2. Attitudes: Kindness: help partners to complete learning tasks
Diligence: complete learning tasks
3. Competences: General competences: teamwork, reliability,
motivation, communication and initiative.
Specific competence:
+ Use When’s your birthday? – It’s in _____. to ask and answer questions
about someone’s birthday.
contexts about topic “My birthday party”
II. TEACHING AIDS
1. Teacher: Teacher’s book and speaker, cassette, computer, projector…
III. PROCEDURE
Sing the song Sing the song Happy birthday
about birthdays.
answering questions about birthdays.
d. Procedure:
questions: and answer the questions
+ How many people are in the pictures?
+ Who are they?
55

When’s your birthday? – It’s in _____. to ask
and answer questions about someone’s
birthday.
b. Input: - Picture cues:
c. Outcome:
Pupils can correctly say the words and use
When’s your birthday? – It’s in _____. to ask
and answer questions about someone’s birthday
d. Procedure:
When’s your birthday? – It’s in May. - Look at the board and take
- Vocabulary: February, March, April, May, notes
June, Junly, August, September, October,
November, December
- Give pupils time to work in pairs say the - Work in pairs then practice
questions and answers about parts of the body. in pairs in front of class

a. Goal: To 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.
b. Input: When’s your birthday? – It’s in _____.
of When’s your birthday? – It’s in _____. to
ask and answer questions about someone’s
birthday in a freer context
d. Procedure:
When’s your birthday? – It’s in _____.
teacher
- Have Ss talk together - Work in pairs
- Invite a few pairs to come to the front of the - practice in pairs in front of
classroom to practice. Give feedback class
56
- Practice asking and answering about someone’s birthday.

__________________________________________________
4A3 2 Morning 11/10/2023
4A4 2 Morning
4A1 4 Morning 11/10/2023
4A2 4 Morning
Lesson 1 (4, 5, 6)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: (Review) January, February, March, April, May, June, Junly,
August, September, October, November, December
- Sentence patterns: (Review) When’s your birthday? – It’s in May.
3. Competences:
+ Listen to and understand four communicative contexts in which pupils ask
and answer questions about their birthdays and number the correct pictures.
+ Complete four target gapped exchanges with the help of picture cues.
II. TEACHING AIDS
1. Teacher: Teacher’s book, speaker, Computer, projector, …
III. PROCEDURE
- Get a few pupils to ask and answer questions - Practice in pairs.
about birthdays in front of the class. Have the
class give comments.
correct pictures
d. Procedure:
57
questions:
+ What can you see in each picture?
- Review sentences: When’s your birthday?
– It’s in……..
- Review the words: January, February, March,
April, May, June, Junly, August, September,
October, November, December
listen and number.
as a class.
- Give them the right answers 1.b 2.a 3. d 4.c - Listen to the teacher.
a. Goal: To complete four target sentence
patterns with the help of the picture cues.
b. Input: 4 picture cues and 4 open dialogues
c. Outcome: Pupils can complete four target
sentence patterns with the help of the picture
cues.
d. Procedure:
the the birthdays (months) in the pictures identify the the birthdays
- Model with sentence 1, complete the gap: (months) in the pictures
(March). - Listen to the teacher
Key: 1. March 2. May 3. birthday; February
4. When’s; in April
a. Goal: To sing the song When's your
birthday? with the correct pronunciation and
melody.
song Parts of the body
d. Procedure:
in chorus.
58
whole song.
necessary.
actions in pairs.
Guides for homework - Learn the song by heart; Prepare Lesson 2 (1, 2, 3) p. 30
_______________________________________________
WEEK 7
4A3 1 Afternoon 16/10/2023
4A4 1 Afternoon
4A1 1 Morning 17/10/2023
4A2 1 Morning
Lesson 2 (1, 2, 3)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: eat, drink, jam, juice, cheep, grapes, lemonade, water, some.
- Sentence patterns: What do you want to eat / drink?
– I want some jam./some juice.
3. Competences:
+ Use What do you want to eat / drink? – I want _____. to ask and answer
questions about what someone wants to eat / drink.
59
+ Understand and correctly repeat the sentences in two communicative contexts

focusing on what someone wants to eat / drink
II. TEACHING AIDS
1. Teacher: Teacher’s book, Computer, projector and speaker
III. PROCEDURE
Sing the song “When’s your birthday?”

focusing on what someone wants to eat / drink.
b. Input:
– Context a and b
communicative contexts about what someone
wants to eat / drink.
d. Procedure: - Look at Pictures a and b and
- Ask ss to look at the pictures and answer the answer the questions
questions:
+ How many pupils are there in the pictures?
+ Who are they?

What do you want to eat / drink? – I want
60
someone wants to eat / drink.

phrases and use What do you want to eat /
drink? – I want_____. to ask and answer
questions about what someone wants to eat /
drink.
d. Procedure:
What do you want to eat? notes
– I want some jam.
What do you want to drink?
– I want some juice.
- Present new words: eat, drink, jam, juice,
cheep, grapes, lemonade, water, some
- Give pupils time to work in pairs using the - Work in pairs then practice
pictures. in pairs in front of class
- Invite a few pairs to point at the pictures and
practice in front of the class.

a. 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 / drink in a freer context.
b. Input: – Picture cue and Speech bubbles
of What do you want to eat / drink? – I want
someone wants to eat / drink in a freer context.
What do you want to eat?
– I want ……………...
What do you want to drink? - One student practice with
– I want……………. teacher
- Give an example by practicing with a student - Work in pairs
- Have Ss talk together
- Practice in pairs in front of
- Invite a few pairs to come to the front of the class.
61

Guides for homework
- Practice using of What do you want to eat / drink? – I want _____. to ask and
answer questions about what someone wants to eat / drink.
_____________________________________________
4A3 2 Afternoon 16/10/2023
4A4 2 Afternoon
4A1 2 Morning 17/10/2023
4A2 2 Morning
Lesson 2 (4, 5, 6)
I. OBJECTIVES
issues.
1. Knowledge:
- Vocabulary: (Review) eat, drink, jam, juice, cheep, grapes, lemonade,
- Sentence patterns: (Review): What do you want to eat / drink?
– I want …………………….
3. Competences:
+ Listen to and understand two communicative contexts in which pupils ask
and answer questions about what they want to eat / drink and tick the correct
pictures.
- Complete two gapped dialogues with the help of picture cues.
II. TEACHING AIDS
1. Teacher: Teacher’s book and speaker
III. PROCEDURE
- Get a few pupils to ask and answer questions
about what someone wants to eat or drink in - Practice in pairs
front of the class.
62

a. Goal: To listen to and tick the correct
pictures
c. Outcome: Pupils can listen and tick the
correct pictures.
d. Procedure:
questions:
+ What can you see in the pictures?
- Review sentences
What do you want to eat / drink?
– I want……………..
- Listen and tick
listen and tick.
- Swap books with a partner
the recording again to check answers together
to check answers together.
as a class.
- Listen to the teacher.
Key: : 1. a 2. a
a. Goal: To complete two gapped dialogues
b. Input: Two picture cues and two incomplete
dialogues
c. Outcome: Pupils can complete two gapped
d. Procedure:
- Show Ss how to do the task bying model with - Listen to the teacher
dialogue 1 (What, grapes). Have pupils read
dialogue 1 in chorus.
- Have pupils complete the dialogue
for pupils to correct their answers: 1. What;
grapes 2. drink; chips
63

through playing the game Board race.
b. Input: Drinks and Food
vocabulary items through playing the game
Board race
- Guide Ss how to do the task. - Work in groups
- Give pupils time to play in groups. - Play in front of the class
- Invite a few groups to perform the game in
front of the class.
Guides for homework - Practice about what they want to eat / drink
- Prepare parts Lesson 3 (1, 2, 3) page 32.
________________________________________________

4A3 1 Morning 18/10/2023
4A4 1 Morning
4A1 3 Morning 18/10/2023
4A2 3 Morning
Lesson 3 (1, 2, 3)
I. OBJECTIVES
issues.
1. Knowledge:
- Vocabulary: jam, water
- Sentence patterns: I like jam. I want some water.
- Phonics: The sounds of the letters j and w
3. Competences:
+Listening: Repeat and pronounce the sounds of the letters j and w in
isolation, jam and water, and in the sentences Touch your hair! and Touch your
ears!
64
+ Identify the target words ear and hair, and the sentences I like jam. I want
some water.
+ Read the chant with the correct rhythm and pronunciation.
II. TEACHING AIDS
III. PROCEDURE
Sing the song “When’s your birthday?”

a. Goal: To correctly repeat the sounds j and w
in isolation, the words jam and water, and the
sentences I like jam. I want some water.
with the correct pronunciation and intonation.
b. Input:
j w
jam water
I like jam. I want some water.
sound of the letters, the words and the
sentences with the correct pronunciation and
intonation.
d. Procedure:
letter j - Look at the board and listen
sound /dʒ/ to the teacher
word jam
Sentence I like jam.
necessary.
letters w
sound /w/
65
word water
sentence I want some water.

a. Goal: To identify the target words jam and
water while listening.
options
c. Outcome: Pupils can identify the words jam
and water while listening.
d. Procedure:
- Play the recording for Ss to listen and tick the
correct options. Play the recording again for
pupils to check their answers. - Listen and circle
check the answers together as a class. Write the
correct answers on the board. Play the - Work in pairs to check their
recording for pupils to check their answers answers.
again.
Key: 1. b 2. c

d. Procedure: - Listen to the audio
- Draw pupils’ attention to the sounds of the - Listen to the teacher
letters h and b and the words Hello and Bye.
where necessary.
66
pupils to chant and clap along while chanting. - Practice in groups

along.
Guides for homework
- Learn the The sounds j and w and the chant by heart.
________________________________________________
4A3 2 Morning 18/10/2023
4A4 2 Morning
4A1 4 Morning 18/10/2023
4A2 4 Morning

Lesson 3 (4, 5, 6)
I. OBJECTIVES
issues.
1. Knowledge:
+ Vocabulary: pen friend
+ Sentence patterns:
2. Attitudes: Diligence, secure and organized
3. Competences:
- General competences: Problem-solving, integrity, communication
+ 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.
II. TEACHING AIDS
III. PROCEDURE
67
Step 3: Say the chant and do action with the

lyrics.
2. Activity 2. Read and circle.
a. Goal: To read and understand a text (Bill’s
letter) and circle the correct answers.
b. Input: Four incomplete sentences, each with
three answer options
c. Outcome: Pupils can read and understand the
letter and circle the correct answers.
d. Procedure:
- Draw pupils’ attention to Bill’s letter and read
it together as a class. Check comprehension. - Look at the board and listen
- Ask pupils to read the letter again and circle to the teacher
the correct options.
a. Goal: To complete a gapped text using
pupils’ personal information.
b. Input: A short gapped text with the target
sentences to complete
c. Outcome: Pupils can complete a gapped text
with their own personal information.
d. Procedure:
Write the first incomplete sentence on the - Listen to the teacher and
board: answer
1. My name (Nam).
- Ask pupil to read the tect then write the
missing words. - Do the task individual
- Give pupils time to do the task. - Swap books with a partner,
- invite a few pupils to read the sentences they - A few pupils to read the
have completed aloud in front of the class. The sentences they have
class observes and praises their work. completed aloud in front of
68
4. Activity 4: Project the class.

a. Goal: To make birthday party invitations at
home and present them to the class by using the
target language
b. Input: A sample of a birthday party invitation
c. Outcome: Pupils can make birthday party
invitations at home and present them to the
class by using the target language
d. Procedure:
- Work in groups
- Have pupils work in groups of four to do the
task.
- Invite some groups to share their work in front - Some groups share their
of the class. work in front of the class.
Guides for homework: - Prepare Unit 5 – Lesson 1 (1,2,3) page 34.
_____________________________________________
WEEK 8
4A3 1 Afternoon 23/10/2023
4A4 1 Afternoon
4A1 1 Morning 24/10/2023
4A2 1 Morning
UNIT 5: THINGS WE CAN DO
Lesson 1 (1, 2, 3)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: fly a kite, ride a bike, ride a house, skip, play the piano, play the
guitar
- Sentence patterns: Can you ride a bike? – Yes, I can. / No, I can’t.
3. Competences:
69
- General competences: Teamwork, motivation, communication, planning

and organization
- Specific competence: Use Can you _____? – Yes, I can. / No, I can’t. to ask
and answer questions about someone’s abilities.
II. TEACHING AIDS
1. Teacher: Teacher’s book and speaker, Computer, projector…
III. PROCEDURE
Sing the song: Thing I can do - You tube - Sing and do actions in
https://www.youtube.com › watch chorus

a. Goal: Asking and answering about ask and
answer questions about someone’s abilities.
communicative contexts to ask and answer
about someone’s abilities.
d. Procedure:
- Ask pupils to look at the pictures and answer - Look at the pictures a and b
the questions: and answer
+ How many people are in the pictures?
+ Who are they?

a. Goal: To correctly say the words and use Can
you _____? – Yes, I can. / No, I can’t. to ask
b. Input: - Picture cues and speech bubbles
c. Outcome:
Pupils can ask and answer about someone’s
70
abilities.
d. Procedure:
Can you ride a bike? – Yes, I can. / No, I can’t note: Sentence patterns and
- Vocabulary: fly a kite, ride a bike, ride a vocabulary
house, skip, play the piano, play the guitar - Work in pairs then practice
- Give pupils time to work in pairs to ask and in pairs in front of class
answer about someone’s abilities.

a. Goal: To enhance the correct use Can you
_____? – Yes, I can. / No, I can’t. to ask and
answer questions about someone’s abilities.
b. Input: Picture cues and speech bubbles
Can you _____? – Yes, I can. / No, I can’t. to
abilities.
d. Procedure:
Can you _____? – Yes, I can. / No, I can’t.
teacher
Guides for homework
- Practice asking and answering about someone’s abilities.
_________________________________________________________
4A3 2 Afternoon 23/10/2023
4A4 2 Afternoon
4A1 2 Morning 24/10/2023
4A2 2 Morning
Lesson 1 (4, 5, 6)
I. OBJECTIVES
71
1. Knowledge:
- Vocabulary: (Review) fly a kite, ride a bike, ride a house, skip, play the piano,
play the guitar
- Sentence patterns: (Review) Can you ride a bike?
– Yes, I can. / No, I can’t.
3. Competences:
+ Read and complete four gapped exchanges with the help of picture cues.
II. TEACHING AIDS
III. PROCEDURE
- Ask some groups to practice asking and - Practice in pairs.
answering about their abilities.
correct pictures
d. Procedure:
questions: + Elicit the abilities in each
+ What can they do? picture.
- Review sentences: Can you ride a bike?
– Yes, I can. / No, I can’t.
- Review the words: fly a kite, ride a bike, ride - Listen to the teacher
a house, skip, play the piano, play the guitar
listen and number.
as a class.
72

1. b 2. b
a. Goal: To read and match the target sentence
patterns with pictures.
exchanges to complete.
exchanges with the help of picture cues
d. Procedure:
- Get pupils to look at the question 1 and guess - Look at the pictures and
the missing words in the answer. (Yes, I can.) identify the activity in the
- Give pupils time to do the task independently. picture
- Get pupils to swap books with a partner and - Listen to the teacher
check their answers before checking as a class. - Complete the sentences
individually then read them
- Invite four pairs of pupils to act out four
aloud
complete exchanges in front of the class.
Correct their pronunciation where necessary.
Key: 1. Yes, I can 2. No, I can’t
3. ride a horse; Yes 4. play the guitar; No
a. Goal: To practise the target vocabulary and
sentence patterns by playing the game Can
you ...?
b. Input: A picture cue
c. Outcome: Pupils can practise the target
vocabulary and sentence patterns by playing the
game Can you …?
d. Procedure:
- Invite two groups to the front of the class to
demonstrate how to play the game.
play the game for example
- Give pupils time to play in groups.
- Work in groups
- Invite a few groups to perform the game in
- A few groups to perform the
front of the class.
game in front of the class.
Guides for homework
- Practice asking and answering about the abilities: prepare Lesson 2 (1,2,3) P.36
__________________________________________
73
4A3 1 Morning 25/10/2023

4A4 1 Morning
4A1 3 Morning 25/10/2023
4A2 3 Morning
Lesson 2 (1, 2, 3)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: swim, roler skate, cook, draw
- Sentence patterns: Can he / she play football?
– Yes, he / she can. / No, he / she can’t, but he / she can swim.
3. Competences:
+ Enhance the correct use of can he / she _____? – Yes, _____. / No, _____,
but _____. to talk about abilities and lack of abilitie
II. TEACHING AIDS
III. PROCEDURE
Play game: Can you …? game with action
verbs learnt in the previous lesson into 2 teams - Play the game in two teams
a. Goal: Asking and answering about abilities
and lack of abilities.
b. Input: Two contexts
c. Outcome: Pupils can ask and answer about
abilities and lack of abilities.
d. Procedure:
- Ask Ss to look at the pictures and answer the
questions: - Look at Pictures a and b and
+ How many pupils are there in the pictures? answer the questions
+ Who are they?
74

conversations a and b. group.
a. Goal: To correctly use can he / she _____? –
Yes, _____. / No, _____, but _____. to talk
about abilities and lack of abilitie
and use can he / she _____? – Yes, _____. / No,
_____, but _____. to talk about abilities and
lack of abilitie
d. Procedure:
Can he / she play football? notes
– Yes, he / she can.
No, he / she can’t, but he / she can swim.
- Present new words: swim, roler skate, cook,
draw
- Give pupils time to work in pairs giving the
- Work in pairs then practice
instructions using the pictures.
giving the instructions in front of the class.
a. Goal: To enhance the correct use of can he /
she _____? – Yes, _____. / No, _____, but
_____. to talk about abilities and lack of abilitie
of can he / she _____? – Yes, _____. / No,
_____, but _____. to talk about abilities and
lack of abilitie
d. Procedure:
Can he / she play football? – Yes, he / she can.
No, he / she can’t, but he / she can swim.
teacher
- Have Ss talk together then invite a few pairs
practicing aloud. Give feedback - Work in pairs
(pronunciation/sentence pattern). - Practice in pairs in front of
75
class.
Guides for homework

- Learn new words and structures by heart; Prepare parts 4, 5, 6 page 37.
______________________________________________
4A3 2 Morning 25/10/2023
4A4 2 Morning
4A1 4 Morning 25/10/2023
4A2 4 Morning
Lesson 2 (4, 5, 6)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: (Review) swim, roler skate, cook, draw
- Sentence patterns: (Review): Can he / she play football?
– Yes, he / she can. / No, he / she can’t, but he / she can swim.
3. Competences:
- General competences: Teamwork, motivation, adaptability, communication
+ Listen to and understand four communicative contexts in which pupils talk
about abilities and lack of abilities and tick or cross the pictures.
+ Complete four gapped exchanges with the help of picture cues.
II. TEACHING AIDS
III. PROCEDURE
Play game: Slap the board
- Write the words about actions on the board - Play the game in two teams
- Divides class into 2 teams to play the game
a. Goal: To listen and tick the correct pictures
tick the correct pictures.
76
d. Procedure:
- Ask pupils to look at the pictures and answer - Answer the questions
the questions:
+ What can he/she do?
- Review sentences
Can he / she ………..?
– Yes, he / she can. / No, he / she can’t, but
he/ she can ……..
- Listen and tick
listen and tick.
as a class.
- Give them the right answers: 1. b 2. b
a. Goal: To complete four gapped exchanges
with the help of picture cues
exchanges to complete.
gapped exchanges with the help of picture cues.
d. Procedure:
- Show pupils how to do the task bying model
with picture 1. Ask them what is missing in the - Listen to the teacher
answer (Yes. I can). Have pupils read sentence
1 in chorus.
for pupils to correct their answers
Key: 1. Yes; can 2. No; can’t
3. bike; can 4. Can; but
read aloud the complete exchanges.
through playing the game.
b. Input: pictures
77

vocabulary items through playing the game
d. Procedure:
- Guide Ss how to do the task.
- Give pupils time to play in groups. - Listen to the teacher
- Invite a few groups to perform the game. - Work in groups
- Play in front of the class
Guides for homework: - Practice talking about abilities;
_________________________________________________
WEEK 9
4A3 1 Afternoon 30/10/2023
4A4 1 Afternoon
4A1 1 Morning 31/11/2023
4A2 1 Morning
Lesson 3 (1, 2, 3)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: Yes, No
- Sentence patterns: Can you draw? – Yes, I can.
Can she swim? – No, she can’t.
- Phonics: The sounds of the letters y and n
3. Competences:
+ Listening: Repeat and pronounce the sounds of the letters y and n in
isolation, the words yes and no, and the sentences Can you draw? – Yes, I can. and
Can she swim? – No, she can’t.
+ Identify the target words yes and no, and the sentences Can you draw? –
Yes, I can. and Can she swim? – No, she can’t.
II. TEACHING AIDS
III. PROCEDURE
78
Sing the song: Things they can do on page 37
a. Goal: To correctly repeat the sounds y and
n in isolation, the words yes and no, and the
sentences Can you draw? – Yes, I can. and
Can she swim? – No, she can’t. with the
b. Input:
y n
yes no
Can you draw? Can she swim?
– Yes, I can. – No, she can’t.
intonation.
d. Procedure:
letter y - Look at the board and listen
sound /j/ to the teacher
word yes
Sentence Can you draw? – Yes, I can.
necessary.
letters n
sound /n/
word no
sentence Can she swim? – No, she can’t.

a. Goal: To identify the target words yes and no
while listening.
options
79
c. Outcome: Pupils can identify the words yes

and no while listening.
d. Procedure:
- Have pupils how to do the task. Check their - Listen to the teacher
comprehension and give feedback.
correct options. Play the recording again for - Listen and circle
again.
Key: 1. a 2. b
d. Procedure:
letters y and n and the words Yes and No. - Listen to the teacher
where necessary.
along.
Guides for homework
- Learn the The sounds /y/ and /n/ and the chant by heart.
__________________________________________

4A3 2 Afternoon 30/10/2023
80
4A4 2 Afternoon
4A1 2 Morning 31/11/2023
4A2 2 Morning
Lesson 3 (4, 5, 6)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: Review
- Sentence patterns: Review
2. Attitudes: Kindness, diligence, leadership
3. Competences:
+ 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.
II. TEACHING AIDS
III. PROCEDURE
Review the chant
- Say the chant and do action with the lyrics. - chant in chorus
- Say the chant and do action without the lyrics.
2. Activity 2. Read and tick True or False

a. Goal: To read and show understanding of a
text by deciding if the statements are true or
false.
b. Input: A short text and four statements with
True and False boxes
understanding of the text by deciding if the
statements are true or false.
d Procedure:
- Tell pupils about the activity. - Listen to the teacher
- Do Sentence 1 as an example.
81
Key: 1. F 2.T 3.F 4.T
a. Goal: Read and complete gapped sentences
with personal information.
b. Input: A writing frame with gapped
sentences
c. Outcome: Pupils can read and complete
gapped sentences with their personal
information.
d. Procedure:
- Show pupils how to complete the task with - Listen to the teacher
their own personal information. - Do the task individual
- Give pupils time to do the task. - Swap books with a partner,
- Invite a pupil to stand up and read his / her
completed sentences. Check the answers as a
class.
a. Goal To carry out a school club survey
b. Input: A pupil, her survey results and a
sentence from her presentation
c. Outcome: Pupils can carry out a school club
survey
d. Procedure:
- Put pupils into groups, Give the class time to - Work in groups do the task.
complete the project. Circulate round the
classroom and offer help where necessary.
- A few groups to show and
- Invite a few groups to present their surveys to
the class. talk about their surveys to the
class.
82
- Practice asking and answering about abilities and lack of abilities.

- Prepare Review 1 (1,2) page 40.
_____________________________________________
4A3 1 Morning 01/11/2023
4A4 1 Morning
4A1 3 Morning 01/11/2023
4A2 3 Morning
REVIEW (1, 2)
I. OBJECTIVES
1. Knowledge:
- Vocabulary:
- Sentence patterns: Review:
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_________.
3. Competences:
- General competences: Decision making, teamwork, work standards,
motivation, problem-solving
- Specific competences:
+ Listen to and understand five communicative contexts and tick the correct
pictures.
+ Speaking communication
II. TEACHING AIDS
1. Teacher: Teacher’s book and speaker, cassette, Computer, projector…
III. PROCEDURE
Sing What time do you go to school? Song. - Sing the song in chorus
83

a. Goal: Listen to and understand five
communicative contexts and tick the correct
pictures.
b. Input: Pictures cues and audio
five communicative contexts and tick the
correct pictures.
d. Procedure:
- Ask ss to look at the pictures 1a,b and answer - Look at the pictures 1a and
the questions: b and answer
+ What can you see in the picture
- Play the recording for pupils to listen and tick. - Listen and tick
(1-b)
- Repeat Step 1 for the rest of other pictures
- Tell pupils to swap their books with their - Swap the books with the
partners, then check answers as a class. Write partners, then check answers
the correct answers on the board.
Key: 1. c 2. a 3. c 4. b 5. c
- Play the recording for pupils to double-check - Listen and check the
their answers. answers
3. Activity 3. Ask and answer
a. Goal: To ask and answer questions using
picture cues.
b. Input: - 4 context
c. Outcome: Pupils can ask and answer
questions using picture cues.
d. Procedure:
- Draw pupils’ attention to Question 1. Have - Look at the pictures and do
pupils look at the clock in the picture to answer the task in pairs
the question. - - Repeat Steps with the rest of
the questions.
- Have pupils work in pairs to role-play the four
exchanges. Go around the classroom to monitor - Some pairs to stand up and
the activity. take it in turns to role-play the
- Invite some pairs to stand up and take it in target exchanges.
turns to role-play the target exchanges.
Guides for homework: Prepare parts 3, 4, 5 page 41
_________________________________________________
4A3 2 Morning 01/11/2023
84
4A4 2 Morning
4A1 4 Morning 01/11/2023
4A2 4 Morning
REVIEW 1
(3, 4, 5 )
I. OBJECTIVES
1. Knowledge:
- Vocabulary:
Where’s he / she from? – He’s / She’s from ____________.
What time is it? – It’s ____________.
What day is it today? – It’s _____________.
What do you do on ___________? – I__________.
What do you want to eat / drink? – I want __________.
Can he / she _________? – Yes, he / she can. / No, he / she can’t, but he / she
can_________.
3. Competences:
+ Read and write a gapped conversation.
II. TEACHING AIDS
III. PROCEDURE
Sing What time do you go to school? Song. - Sing the song in chorus
a. Goal: Read and match pairs of target
sentence patterns
b. Input: Five pairs of sentence patterns
c. Outcome: Pupils can read and match pairs of
target sentence patterns.
d. Procedure:
- Tell Ss about this activity. Point at Sentence 1, - Listen to the teacher
elicit the answer and give feedback. Draw a line
to match Sentence 1 with the letter e.
- Give pupils time to do the task. Go around the - Read and match
85
classroom to offer support.

- Tell pupils to swap their books with their - Swap their books with their
partners, then check answers together as a class. partners, then check answers
Write the correct answers on the board for - Listen and check the
pupils to correct their answers. answers
1. c 2. d 3. b 4. e 5. a
- Invite pairs of pupils to stand up and read the - Stand up and read the
matched exchanges aloud. matched exchanges aloud.
a. Goal: To read and complete a gapped
passage about Ben
b. Input: - A passage and a gapped passage
d. Outcome: Pupils can read and complete a
conversation
e. Procedure:
- Tell Ss about this activity. Do the first gap for - Listen to the teacher
example. (Australia)
- Tell pupils to swap their books with their - Swap books with a partner
partners, then check answers together as a class. to check answers together.
Write the correct answers on the board for
Key: 1. Australia 2. Fridays 3. guitar 4.
Sundays
- Invite some pupils to stand up and read the - Stand up and read the
completed conversation aloud. completed conversation
aloud.
4. Activity 4. . Let’s write.
a. Goal: To complete a gapped text with the
help of picture cues
b. Input: A short gapped text with target
sentences complete
d. Outcome: Pupils can complete the gapped
text using picture cues
e. Procedure:
- Tell Ss about this activity. Do the first gap for - Listen to the teacher.
example. (America)
- Give pupils time to Give pupils time to write
the asnwers. - Do the task individual
- invite a few pupils to read the sentences they - Read the sentences they
86
have completed aloud in front of the class.

have completed aloud in front
of the class.
Guides for homework: Prepare EXTENSION ACTIVITIES (Page 42, 43)
_______________________________________________
WEEK 10
4A3 1 Afternoon 06/11/2023
4A4 1 Afternoon
4A1 1 Morning 07/11/2023
4A2 1 Morning
EXTENSION ACTIVITIES
(1, 2, 3)
I. OBJECTIVES
issues.
1. Knowledge:
- Vocabulary:
- Sentence patterns: Review sentence patterns from unit 1 to 5
3. Competences:
motivation, and problem-solving.
- Specific competences: - Take part in extension activities to apply their
language knowledge and competences
II. TEACHING AIDS
III. PROCEDURE
sing the song What time do you go to school? - Sing the song in chorus
on page 19.
2. Activity 2. Look and write.

a. Goal: To identify five different countries in
the pictures.
b. Input: Pictures cues
c. Outcome: Pupils can identify five different
countries in the pictures
d. Procedure:
87
- Have pupils look at the flags and maps. Do - Listen to the teacher
the first gap for example (Viet Nam)
- Have pupil to work in pairs to finish the work. - Finish the work in pairs
- Check answers together as a class. - Listen and check the
Key: 1. Viet Nam 2. England 3. Japan answers
4. Australia 5. America
3. Activity 3. Look and write.

a. Goal: To identify the different times in
different countries.
b. Input: Five clocks and five gapped sentences
c. Outcome: Pupils can identify the different
times in different countries and complete the
gapped sentences.
d. Procedure:
- Have pupils look at the clocks. Draw their - Listen to the teacher
attention to the different times in different
countries. Do the first sentence for example
(eight o’clock)
- Set the time for pupils do the task in pairs - Do the task in pairs.
- Check answers as a class.
Key: 1. 8:00 AM 2. 1:00 PM 3. 7:00 PM
4. 9:00 PM 5. 10:00 PM
4. Activity 4. Read the questions. Then tick the

answers.
a. Goal: To read the questions and tick the
correct answers
b. Input: Questions and answer options
c. Outcome: Pupils can read the questions and
tick the correct answers, then state what
countries are near / far from Viet Nam.
d. Procedure:
- Ask Ss to look at pictures. Do the question 1 - Listen to the teacher
for example: tick in Picture a
- Have pupils complete the activity in pair. - Complete the activity in
- Check answers together as a class. pair.
Key: 1. a 2. c 3. a 4. b
3. Guides for homework: Prepare Unit 6 Lesson 1 (1, 2, 3) page 44
______________________________________________
88
4A3 2 Afternoon 06/11/2023

4A4 2 Afternoon
4A1 2 Morning 07/11/2023
4A2 2 Morning
UNIT 6: OUR SCHOOL FACILITIES
Lesson 1 (1, 2, 3)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: city, town, mountain, village
- Sentence patterns: Where’s your school? – It’s in the city.
3. Competences:
and organization
- Specific competence: Use Where’s your school? – It’s in the _____. to ask
and answer questions about the location of a school.
II. TEACHING AIDS
III. PROCEDURE

Sing the song: This is the way we go to school. - Sing the song in chorus
https://www.youtube.com › watch
a. Goal: Asking and answering about the
location of a school.
b. Input: 2 contexts
about the location of a school.
d. Procedure:
+ What they are talking about? + They are asking and
- Play the recording for pupils to listen and answering about their school.
89
- Have pupils to practice reading then Invite a - Listen and repeat in chorus
conversations a and b. Correct their - Practice the dialogue in
pronunciation where necessary. pairs.

Where’s your school? – It’s in the _____. to ask
and answer questions about the location of a
school.
c. Outcome:
Pupils can ask and answer about the location of
a school.
d. Procedure:
Where’s your school? – It’s in the city. note: Sentence patterns and
- Vocabulary: city, town, mountain, vocabulary
village
- Give pupils time to work in pairs to ask and - Work in pairs then practice
answer about the location of a school. in pairs in front of class

a. Goal: To enhance the correct use Where’s
your school? – It’s in the _____. to ask and
answer questions about the location of a school.
b. Input: Picture cues and speech
bubbles
Where’s your school? – It’s in the _____. to ask
and answer questions about the location of a
school.
d. Procedure:
Where’s your school? – It’s in the _____.
Guides for homework
90

- Practice asking and answering about the location of a school.
___________________________________________________
4A3 1 Morning 08/11/2023
4A4 1 Morning
4A1 3 Morning 08/11/2023
4A2 3 Morning
Lesson 1 (4, 5, 6)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: (Review) city, town, mountain, village
- Sentence patterns: (Review) Where’s your school? – It’s in the city.
3. Competences:
and answer questions about the location of a school.
+ Complete four target gapped exchanges with the help of picture cues.
II. TEACHING AIDS
III. PROCEDURE
answering about the location of a school.
correct pictures
d. Procedure:
questions:
91

- Review sentences: Where’s your school? - Listen to the teacher
– It’s in the city.
- Review the words: city, town, mountain, - Listen and number
village
- Play the recording two times for pupils to - Swap books with a partner
listen and number. to check answers together.
- Get pupils to swap books with a partner. Play - Listen to the teacher.
as a class.
Key: 1. c 2. d 3. a 4. b
a. Goal: To complete four target gapped
exchanges with the help of picture cues.
dialogues.
incomplete sentence patterns
d. Procedure:
- Get pupils to look at the pictures 1 and - Look at the pictures and
identify the places in the pictures. identify the places in the
to find out the missing word. (village) picture
- Have pupils complete the task and ask a few - Listen to the teacher
pupils to stand up and read them aloud then - Complete the sentences
give feedback. individually then read them
Key: 1. village 2. The town aloud
3. school, the city 4. Where, in the mountains
a. Goal: To review the words of locations by
playing the game Matching pairs
b. Input: Four pictures and four word cards
mountains, village, city and town
c. Outcome: Pupils can review the words of
locations by playing the game Matching pairs.
- Ask pupils the way to play the game.
- Divide the class into two teams to play the
game. - Work in groups
- Play the game several times if there is enough
time.
92

- Practice asking and answering about the location of a school.
____________________________________________
4A3 2 Morning 08/11/2023
4A4 2 Morning
4A1 4 Morning 08/11/2023
4A2 4 Morning
Lesson 2 (1, 2, 3)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: building, play ground, computer room, garden
- Sentence patterns: How many buildings are there at your school?
- There are three./ There is one.
3. Competences:
- Specific competence: Use How many ____ are there at your school? –
There is ___. / There are ____. to ask and answer questions about the quantity
of school facilities
II. TEACHING AIDS
III. PROCEDURE
Sing the song “This is the way we go to school” - Sing the song along
a. Goal: To ask and answer questions about the
quantity of school facilities.
b. Input:
- Context a and b
questions about the quantity of school facilities.
d. Procedure:
93
- Ask Ss to look at the pictures and answer the - Look at Pictures a and b and
questions: answer the question.
How many ____ are there at your school? –
There is ___. / There are ____. to ask and
answer questions about the quantity of school
facilities
and use How many ____ are there at your
school? – There is ___. / There are ____. to ask
and answer questions about the quantity of
school facilities
d. Procedure:
How many buildings are there at your school? notes
- Present new words:
music room, gym, art room, computer room - Work in pairs then practice
- Give pupils time to work in pairs giving the in pairs in front of class
instructions using the pictures.
a. Goal: To enhance the correct use of How
many ____ are there at your school? – There is
___. / There are ____. to ask and answer
questions about the quantity of school facilities
b. Input: – Picture cue and speech
questions about the quantity of school facilities
to ask and answer questions about the quantity
of school facilities
94
d. Procedure:
How many ____ are there at your school?
– There is ___. / There are ____.
Guides for homework: - Learn new words and structure by heart.
________________________________________________
WEEK 11
4A3 1 Afternoon 13/11/2023
4A4 1 Afternoon
4A1 1 Morning 14/11/2023
4A2 1 Morning
Lesson 2 (4, 5, 6)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: (Review building, play ground, computer room, garden
- Sentence patterns: (Review): How many… are there at your school?
- There are…./ There is …..
3. Competences:
- Specific competence: + Listen to contexts and tick the correct pictures
+ Complete target sentence patterns in two dialogues with the help of picture
cues.
II. TEACHING AIDS
III. PROCEDURE
Play game class into 2 teams: Slap the board
- Write the words on the board: building, play - Play the game in two teams
95
ground, computer room, garden

a. Goal: To listen and tick the correct pictures.
d. Procedure:
the questions:
- Review sentences
How many buildings are there at your school?
- Listen and tick
listen and tick.
as a class.
Key: 1. a 2. a
a. Goal: To complete target sentence patterns in
two dialogues with the help of picture cues.
b. Input: Four picture cues and two dialogues
c. Outcome: Pupils can complete two dialogues
d. Procedure:
- Show Ss how to do the task buying model - Listen to the teacher
with the first gap (mountains)
- Have pupils complete the task individually - Complete the task individually
and Tell pupils to swap books with a partner, then check answers together as a
then check answers together as a class. Write
class.
the correct answers on the board for pupils to
correct their answers
Key: 1. Mountains 0ne
2. how many two are there
- Invite some pairs to stand up and read aloud - Practice in pairs
4. Activity 4: Let’s sing.
96
a. Goal: To sing the song with the correct

pronunciation and melody.
b. Input: The lyrics and audio
d. Procedure:
- read in chorus
- Ask Ss to read the song in chorus.
whole song.
listen and repeat.
actions in pairs.
Guides for homework: - Prepare Lesson 3 (1, 2, 3) page 48.
______________________________________________
4A3 2 Afternoon 13/11/2023
4A4 2 Afternoon
4A1 2 Morning 14/11/2023
4A2 2 Morning
Lesson 3 (1, 2, 3)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: mountains, villages
- Sentence patterns: My school is in the mountains. and There are three
villages near my school.
- Phonics: The sounds of the letters s and es
3. Competences:
- Specific competence: Listening: Repeat, pronounce and identify the
sounds of the letters s and es in isolation, the words mountains and villages, and
in the sentences My school is in the mountains. and There are three villages near
my school.
97
II. TEACHING AIDS

III. PROCEDURE
Sing the song Gardens and buildings at my - Sing the song
school.
a. Goal: To correctly repeat the sounds in
isolation, the words and the sentences with the
b. Input:
s es
mountains villages
My school is in the There are three villages
mountains. near my school.
intonation.
e. Procedure:
- Look at the board and listen
letter s
to the teacher
sound /z/
word mountains
Sentence My school is in the mountains.
necessary.
- Repeat the procedure of Step 1 for es /IZ/
a. Goal: To identify the target words towns and
villages while listening.
options
towns and villages while listening.
d. Procedure: Listen, and circle
- Have pupils how to do the task. - Listen to the teacher
98
correct options. Play the recording again for - Listen and circle
check the answers together as a class. - Work in pairs to check their
Key: 1. b 2. c answers.
d. Procedure:
letters s and es and the words mountains and - Listen to the teacher
villages
listen and repeat. Then play the recording all - Listen and repeat
the way through for pupils to chant and clap
along while chanting. - Listen, chant and clap along.
practice chanting. - Practice in groups
Guides for homework: Learn the The sounds /Z/ and /IZ/ and the chant by heart;
prepare parts 4, 5, 6 page 49.
__________________________________________________

4A3 1 Morning 15/11/2023
4A4 1 Morning
4A1 3 Morning 15/11/2023
4A2 3 Morning
Lesson 3 (4, 5, 6)
I. OBJECTIVES
1. Knowledge:
a. Vocabulary:
99
b. Sentence patterns:
3. Competences:
+ Read and complete the words to complete the text
+ Complete a gapped paragraph about their own school locations and
facilities. + Draw and introduce their school and its facilities to the class.
II. TEACHING AIDS
III. PROCEDURE
Review the chant with some missing words. - chant in chorus
a. Goal: To read and choose the words to
complete the text.
b. Input: A paragraph and a gapped paragraph
c. Outcome: Pupils can read and complete four
gapped sentences about its location and
facilities.
e. Procedure:
- Tell pupils about the activity. Do the first
blank for example (1. village) - Look at the board and listen
- Give pupils time to do the task. Go around the to the teacher
classroom to offer support where necessary. - Do the task individual
check answers together as a class. Write the then check answers together
Key: 1. village 2. three
3. garden 4. playground
a. Goal: To read, understand and complete a
gapped paragraph about their own school
locations and facilities.
b. Input: A writing frame with a gapped
paragraph
c. Outcome: Pupils can read and complete the
100
paragraph.
d. Procedure:
- Show Ss how to complete the task; read each - Listen to the teacher
gapped sentence, guess the missing information
and complete the sentence with their own
personal information.
- Get pupils to swap books with a partner, and - Do the task individual
then check the answers together as a class. - Swap books with a partner,
- Invite a pupil to stand up and read his / her then check answers together
class.
a. Goal: To draw pupils’ schools and its
facilities and present their drawings to the class.
b. Input: A picture of a pupil presenting the
drawing of his school
c. Outcome: Pupils can draw their schools and
its facilities and present their drawings to the
class.
d. Procedure:
- Work in groups do the task.
- Put pupils into groups, Give the class time to
complete the project by drawing pictures of
their schools including its location and some of
its facilities. - A few pupils from different
- Invite two or three pupils to go to the front of groups to show and talk about
the class and present their pictures to the class. their pupil cards in front of
the classroom.
Guides for homework
- Practice asking and answering about their own school locations and facilities.
________________________________________________
4A3 2 Morning 15/11/2023
4A4 2 Morning
4A1 4 Morning 15/11/2023
4A2 4 Morning
101
UNIT 7: OUR TIMETABLE

Lesson 1 (1, 2, 3)
I. OBJECTIVES
issues.
1. Knowledge:
- Vocabulary: English, maths, science, Vietnamese, art, music
- Sentence patterns: What subjects do you have today?
– I have English and Maths.
- Attitudes: Kindness, diligence, honesty
- Competences:
and organization
- Specific competence: Use What subjects do you have today? – I
have ___. to ask and answer questions about school subjects.
II. TEACHING AIDS
1. Teacher: Teacher’s book and speaker, cassette computer, projector…
III. PROCEDURE
Sing the song in Unit 6, Lesson 2. - Sing the song in chorus
a. Goal: To ask and answer questions
about what subjects they have.
c. Outcome: Pupils can give instructions
d. Procedure:
questions: - Look at the pictures a and b
+ What can you see in the pictures? and identify the characters in
+ What they are talking about? the pictures.
+ They are talking about
school subjects
- Practice the dialogue in
group.
102

What subjects do you have today? – I have ___.
to ask and answer questions about school
subjects.
b. Input: - Picture cues and audio script
c. Outcome:
Pupils can correctly say the words and use
to give instructions.
d. Procedure: - Look at the board and take
- Present sentence patterns: note: Sentence patterns and
What subjects do you have today? vocabulary
– I have English and Maths. - Work in pairs then practice
- Vocabulary: English, maths, science, in pairs in front of class
Vietnamese, art, music
- Give pupils time to work in pairs to
ask and answer about their school.

a. Goal: To enhance the correct use What
subjects do you have today? – I have ___. to
ask and answer questions about school subjects.
b. Input Picture cue and speech bubbles
to ask and answer questions about school
subjects.
e. Procedure:
What subjects do you have today?
- One student practice with
– I have ___.
teacher
- Give an example by practicing with a student
- Work in pairs
- Have Ss talk together - practice in pairs in front of
class
- Invite a few pairs to come to the front of the
103
____________________________________________
WEEK 12
4A3 1 Afternoon 20/11/2023
4A4 1 Afternoon
4A1 1 Morning 21/11/2023
4A2 1 Morning
Lesson 1 (4, 5, 6)
I. OBJECTIVES
issues.
1. Knowledge:
- Vocabulary: (Review) English, maths, science, Vietnamese, art, music
- Sentence patterns: (Review) What subjects do you have today?
– I have……………..
3. Competences:
+ Use What subjects do you have today? – I have ___. to ask and
answer questions about school subjects.
II. TEACHING AIDS
III. PROCEDURE
play slap the board - Play the board in two teams.
- Write the words on about the subjects on the
board and have pupils pay in two teams.
2. Activity 2. Listen and tick or cross
a. Goal: To listen, understand and tick or cross
the correct pictures
e. Procedure:
questions: + Elicit the subject in each
104
+ What can you see in the pictures? picture.

- Review sentences:
What subjects do you have today? – I have ___. - Listen to the teacher
- Review the words: English, maths, science,
Vietnamese, art, music
listen and number.
as a class.
Key: 1. v 2. x 3. v 4. x
patterns with the help of picture cues.
dialogues.
d. Procedure:
identify the subjects in the pictures. identify the subjects in the
to find out the missing word. (Vietnamese) picture
- Have pupils complete the task and ask a few - Complete the sentences
pupils to stand up and read them aloud then individually then read them
give feedback. aloud
Key: 1. Vietnamese 2. have maths
3. What subjects; science
4. do you have; English; maths
a. Goal: To review the target vocabulary items
using the puzzle, then ask and answer questions
about the subjects pupils have at school.
b. Input: A puzzle
c. Outcome: Pupils can play the game well.
d. Procedure:
- Tell pupils the goal of the puzzle and how to - Listen to the teacher
play it.
- Give pupils a time limit to do the puzzle in - Play the game in pairs
pairs
- Have pupils work in pairs. One points at the
105
completed words or the clues and asks What - Work in pairs to practice
subjects do you have today? and their partner
answers I have _____.
- Invite a few pairs to practice aloud.
- A few pairs to practice aloud
Guides for homework
- Practice asking and answering questions about school subjects.
_____________________________________________
4A3 2 Afternoon 20/11/2023
4A4 2 Afternoon
4A1 2 Morning 21/11/2023
4A2 2 Morning
Lesson 2 (1, 2, 3)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: Art, Music, History and geography
- Sentence patterns: When do you have Maths?
I have it on Mondays and Fridays.
3. Competences:
+ Use sentence pattern When do you have____? I have it on____ to ask and answer
about school timetable
II. TEACHING AIDS
1. Teacher: Teacher’s book, cassette, computer, projector and speaker
III. PROCEDURE
- Ask pupils to go on the board to practice - Sonme pairs practice in
asking and answring bout subjects at school frond of the class.
a. Goal: To ask and answer questions about a
school timetable.
106

correctly repeat the sentences about a school
timetable.
d. Procedure:
questions: answer the questions.

a. Goal: To correctly say the words and use When do
you have____? I have it on____ to ask and answer
about school timetable
c. Outcome: Pupils can correctly say the words and use
When do you have____? I have it on____ to ask and
answer about school timetable
d. Procedure:
When do you have Maths? notes
I have it on Mondays and Fridays.
- Present new words: Art, Music, History and
geography
- Give pupils time to work in pairs to ask and answer- Work in pairs then practice
about school timetable in pairs in front of class
- Invite a few pairs to point at the pictures and ask and
answer about school timetable in front of the class.

a. Goal: To enhance the correct use When do you
have____? I have it on____ to ask and answer about
school timetable
b. Input: Picture cue and speech bubbles
c. Outcome: Pupils can enhance the correct use of
When do you have____? I have it on____ to ask and
107
answer about school timetable

d. Procedure:
When do you have____? I have it on____
Guides for homework
- Practice using of When do you have____? I have it on____ to ask and answer about
school timetable
_______________________________________________
4A3 1 Morning 22/11/2023
4A4 1 Morning
4A1 3 Morning 22/11/2023
4A2 3 Morning
Lesson 2 (4, 5, 6)
I. OBJECTIVES
issues.
1. Knowledge:
- Vocabulary: (Review) Art, Music, History and geography
- Sentence patterns: (Review): When do you have Maths?- I have it on ….
3. Competences:
+ Use When do you have____? I have it on____ to ask and answer about school
timetable
+ Listen and tick the correct pictures.
+ Complete the gapped sentences with the help of picture cues.
II. TEACHING AIDS
III. PROCEDURE
108

- Write the words about the subjects on the - Play the game in two teams
board
a. Goal: To listen to and understand and tick the
correct pictures
d. Procedure:
questions:
- Review sentences
When do you have____? I have it on____
- Listen and tick
listen and tick.
as a class.
Key: 1. a 2. b
a. Goal: To complete two gapped exchanges
b. Input: Two picture cues and two incomplete
exchange
with the help of the picture cues.
d. Procedure:
- Have pupils look at the pictures, identify the - Listen to the teacher
days and subjects in the pictures. Draw their
attention to the missing words in the sentences.
- Model with the first gap: (what).
- Have pupils complete the dialogues
109
individually and ask a few pairs to read them - Complete the task individually
aloud then check answers together as a
Key: 1. What, Vietnamese and maths class.
2. science, Thursday and Friday
- Invite some pairs to read the task aloud
4. Activity 4: Let’s sing. - Practice in pairs
b. Input: The lyrics and the audio
c Outcome: Pupils can sing the song with the
d. Procedure:
- Ask Ss to read the song in chorus.
- Play the audio for pupils to listen to the whole - Read in chorus
song. - Listen to the song
- Play the recording line by line for pupils to
listen and repeat. - Listen and sing along
actions in pairs. - Practice singing and doing
- Invite some groups to perform the song. actions in pairs.
- Sing in front of class
Guides for homework: Learn the song by heart; Prepare Lesson 3 (1, 2, 3) p.54.
_______________________________________________

4A3 2 Morning 22/11/2023
4A4 2 Morning
4A1 4 Morning 22/11/2023
4A2 4 Morning
Lesson 3 (1, 2, 3)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: Vietnamese, Science
110
- Sentence patterns: When do you have Vietnamese?; We have Science

today.
- Phonics: The sounds of the letters se and ce
3. Competences:
- Specific competence: Listening: Repeat and pronounce the sounds of
the letters se and ce in isolation, in the words Vietnamese and science and in the
correct sentences “When do you have Vietnamese?” And “We have science
today.”
II. TEACHING AIDS
III. PROCEDURE
Sing the song in Unit 7, Lesson 2. - Whole class
a. Goal: To correctly repeat the sounds the
sounds of the letters se and ce in isolation, in
the words Vietnamese and science and in the
correct sentences “When do you have
Vietnamese?” And “We have science today.”
b. Input:
se ce
Vietnamese science
When do you have We have science
Vietnamese? today.
intonation.
d. Procedure:
letter se
sound /i:z/
word Vietnamese
Sentence When do you have Vietnamese? - Look at the board and listen
- Play the recording for pupils to listen and to the teacher
111
necessary. - Listen and repeat in chorus

- Repeat the procedure of Step 1 for ce /s/
a. Goal: To identify the target words
Vietnamese and science while listening.
options
Vietnamese and science while listening.
e. Procedure:
- Have pupils how to do the task. - Listen to the teacher
the correct options. Play the recording again for - Listen and circle
check the answers together as a class. Write the - Work in pairs to check their
correct answers on the board. Play the answers.
again. Key: 1. a 2. c
d. Procedure:
pupils to listen to the whole chant and draw - Listen to the teacher
pupils’ attention to the sounds and the words
they have learn.
listen and repeat. Then play the recording again
for pupils to chant and clap. - Listen, chant and clap along.
along.
Guides for homework: - Learn the The sounds /se/ and /ce/ and the chant by heart.
________________________________________________________
WEEK 13
112
4A3 1 Afternoon 27/11/2023

4A4 1 Afternoon
4A1 1 Morning 28/11/2023
4A2 1 Morning
Lesson 3 (4, 5, 6)
I. OBJECTIVES
1. Knowledge:
- Vocabulary:
- Sentence patterns:
3. Competences:
+ Read, understand and circle the correct answers
+ Write about pupil’s school subjects
II. TEACHING AIDS
III. PROCEDURE
Review the chant with some missing words. - Chant in chorus
a. Goal: To read and show understanding the
text by choosing the best options to complete
the sentences.
b. Input: A short text with four gapped
sentences, each with two options
c. Outcome: Pupils can read and circle the right
answer
d. Procedure:
- Tell pupils about the activity and do Sentence - Look at the board and listen
1 as an example (1.b) to the teacher
- Give pupils time to do the task. Go around - Do the task individual
the classroom to offer support where necessary. - Swap books with a partner,
- Tell pupils to swap books with a partner, then then check answers together
113

Key: 1. b 2. a 3. b 4. b
gapped text about pupils’ timetables using the
target language.
b. Input: A short gapped text
c. Outcome: Pupils can read, understand and
complete six sentences by writing the correct
words in the gaps.
d. Procedure:
- Show Ss how to complete the task; read each - Listen to the teacher
gapped sentence and fill in the gaps with their
own information. Explain that the gaps in the
text focus on their names and their timetables.
- Do the task individual
- Get pupils to swap books with a partner, and - Swap books with a partner,
then check the answers together as a class. then check answers together
class.
a. Goal: To make and present their timetables to
the class
b. Input: The pupils’ real timetables
c. Outcome: Pupils can make and present their
timetables to the class
d. Procedure:
- Put pupils into groups, Give the class time to - Work in groups do the task.
complete the project by Each pupil shows his /
her timetable and tells the group about it - A few pupils show and talk
- Invite two or three pupils to go to the front of about their project.
the class and present their pictures to the class.
Guides for homework
- Practice asking and answering about timetable
114
____________________________________________________
4A3 2 Afternoon 27/11/2023
4A4 2 Afternoon
4A1 2 Morning 28/11/2023
4A2 2 Morning
UNIT 8: MY FAVOURITE SUBJECTS
Lesson 1(1, 2, 3)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: subject, PI, IT, favourite
- Sentence patterns: What’s your favourite subject? – It’s PE.
3. Competences:
and organization
- Specific competence: Use What’s your favourite subject? – It’s _____. to
ask and answer questions about someone’s favourite subject.
II. TEACHING AIDS
III. PROCEDURE
Sing the song in Unit 7, Lesson 2. - Sing the song in chorus
- Ask pupils to sing the song in chorus.
- Invite some of them to come to the board to - Some of pupils to come to
role play, the rest of the pupils will sing. the board to role play, the rest
of the pupils will sing.
a. Goal: To Use What’s your favourite subject?
– It’s _____. to ask and answer questions about
someone’s favourite subject.
c. Outcome: Pupils can talk about someone’s
favourite subject.
d. Procedure:
115

What’s your favourite subject? – It’s _____. to
favourite subject.
- Audio script
and use What’s your favourite subject? – It’s
someone’s favourite subject.
d. Procedure:
- Look at the board and take
note: Sentence patterns and
What’s your favourite subject? – It’s PE.
vocabulary
- Vocabulary: subject, PI (physical Education),
- Work in pairs then practice
IT (Information Technology), favourite
- Give pupils time to work in pairs to ask and
answer about their favourite subject.
a. Goal: To enhance the correct use What’s
your favourite subject? – It’s _____. to ask and
answer questions about someone’s favourite
subject.
What’s your favourite subject? – It’s _____. to
favourite subject.
d. Procedure:
What’s your favourite subject? – It’s _____.
teacher
116

Guides for homework
- Practice talking about favourite subject; prepare parts 4, 5, 6 page 57.
________________________________________________
4A3 1 Morning 29/11/2023
4A4 1 Morning
4A1 3 Morning 29/11/2023
4A2 3 Morning
Lesson 1 (4, 5, 6)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: (Review) the word about subjects
- Sentence patterns: (Review) What’s your favourite subject? – It’s …….
3. Competences:
+ Listen to and understand two communicative contexts in which pupils talk
about favourite subject.
+ Read and complete the four gapped sentences with the help of the picture
cues.
II. TEACHING AIDS
III. PROCEDURE
- Ask some groups to practice talking about - Practice in pairs.
their favourite subject.
2. Activity 2. Listen and tick or cross.
correct pictures
117

d. Procedure:
questions:
- Review sentences:
What’s your favourite subject? – It’s …….
- Review the words about subjects - Listen to the teacher
listen and number.
as a class.
1. V 2. X 3. V 4. X
patterns with the help of picture cues.
dialogues.
d. Procedure:
identify the subject in the pictures. identify the places in the
to find out the missing word. (music) picture
Key: 1. music 2. What, art aloud
3. subject, IT 4. Favourite subject, PE
d. Procedure:
118
in chorus.
whole song.
necessary.
actions in pairs. - Sing in front of class
- Invite some groups to the front of the - A few groups to perform the
classroom to perform the song. game in front of the class.
Guides for homework - Learn the song by heart; - Prepare L 2 (1,2,3) p. 58
__________________________________________________
4A3 2 Morning 29/11/2023
4A4 2 Morning
4A1 4 Morning 29/11/2023
4A2 4 Morning
Lesson 2 (1, 2, 3)
I. OBJECTIVES
issues.
1. Knowledge:
- Vocabulary: English teacher, singer, painter
- Sentence patterns: Why do you like English?
– Because I want to be an English teacher.
3. Competences:
- Specific competence: Use Why do you like ______? – Because I want to be
_____. to ask for and give reasons for liking a school subject.
II. TEACHING AIDS
III. PROCEDURE
Sing the song My favourite subject.
- Ask pupils to sing the song in chorus. - Sing the song in chorus.
- Invite some of them to the board to role play - Some of them to the board
119
and do action, the rest of the pupils will sing. to role play and do action
- Ask pupils to sing this song with some words
covered
a. Goal: To ask for and give reasons for liking a
school subject
communicative contexts focusing on asking for
and giving reasons for liking a school subject,
English
d. Procedure:
questions: answer the questions
+ Who are they?
a. Goal: To correctly ask for and give reasons
for liking a school subject
c. Outcome: Pupils can correctly ask for and
give reasons for liking a school subject
d. Procedure:
Why do you like English? notes
- Present new words: English teacher, singer,
painter
- Give pupils time to work in pairs asking and - Work in pairs then practice
answering about having a school thing. in pairs in front of class
120
a. Goal: To enhance the correct use of Why do

you like ______? – Because I want to be
_____. to ask for and give reasons for liking a
school subject.
c. Outcome: Pupils can ask for and give reasons
for liking a school subject.
d. Procedure:
Why do you like ______? – Because I want to
be ____.
Guides for homework
- Practice asking for and giving reasons for liking a school subject.
_____________________________________________________
WEEK 14
4A3 1 Afternoon 04/12/2023
4A4 1 Afternoon
4A1 1 Morning 05/12/2023
4A2 1 Morning
Lesson 2 (4, 5, 6)
I. OBJECTIVES
1. Knowledge:
a. Vocabulary: (Review) English teacher, singer, painter
121
b. Sentence patterns: (Review): Why do you like English?

3. Competences:
for and give reasons for liking a school subject.
+ Read and complete four simple exchanges with the correct pictures
II. TEACHING AIDS
III. PROCEDURE
- Write the words about the subject on the - Play the game in two teams
board, divides class into 2 teams to play the
game
a. Goal: To listen to and understand and
number the correct pictures.
d. Procedure:
- Ask pupils to look at the pictures and answer
the questions:
- Review sentences
Why do you like ______?
– Because I want to be _____. - Answer the questions
listen and number.
as a class.
Key: 1. b 2. d 3. a 4. c
122

a. Goal: To complete two dialogues about their
favourite subjects and the reasons why pupils
like them with the help of picture cues
b. Input: Two picture cues with two gapped
dialogues to complete.
c. Outcome: Pupils can complete the gaps with
the correct pictures
e. Procedure:
activities in the pictures. Elicit the missing
words from the Exchange 1 (Why, painter) - Complete the task individually
- Have pupils complete the dialogues then check answers together as a
individually and ask a few pairs to read them
class.
aloud
Key: 1. Write, painter
2. subject, because, subject
4. Activity 4: Let’s play. Whispering game
a. Goal: To review asking for and giving
reasons for liking a subject by playing the game
Whispering.
c. Outcome: Pupils can review asking for and
giving reasons for liking a subject
d. Procedure:
- Explain how to play the game. - Listen to the teacher
- Set a time limit for pupils to play the game in - Play the game in groups.
groups.
Guides for homework: - Prepare Lesson 3 (1, 2, 3) page 60.
_________________________________________________
4A3 2 Afternoon 04/12/2023
4A4 2 Afternoon
4A1 2 Morning 05/12/2023
4A2 2 Morning
Lesson 3 (1, 2, 3)
123
I. OBJECTIVES
1. Knowledge:
- Vocabulary: like, write
- Sentence patterns: I like English. Let’s write.
- Phonics: The sounds of the letter cluster ke and the letter te
3. Competences:
+Listening: Correctly repeat and pronounce the sounds of the letter ke and
letter te in isolation, in the words like and write, and in the sentences I like English.
And Let’s write. with correct pronunciation and intonation
� +Identify identify the target words like and write while listening.
II. TEACHING AIDS
III. PROCEDURE
- Inviting a few pairs to ask for and give - Pracice in pairs
reasons why they like a school subject.
a. Goal: To correctly repeat the, the words and
in the sentences with correct pronunciation and
intonation
b. Input:
ke te
like write
I like English. Let’s write.
intonation.
d. Procedure:
letter ke to the teacher
sound /k/
word like
Sentence I like English.
124

necessary.
- Repeat the procedure of Step 1 for te /t/
a. Goal: To identify the target words like and
write while listening.
b. Input: Two gapped sentences
c. Outcome: Pupils can identify the words like
and write while listening.
d. Procedure:
- Play the recording for Ss to listen and tick the - Listen and circle
again. Key: 1. a 2. c
d. Procedure:
- Draw pupils’ attention to the sounds of the - Listen to the teacher
letters ke and te, the words like and write
listen and repeat.
take the chant
3. Guides for homework: Learn the The sounds /ke/ and /te/ and the chant by
heart.
125
__________________________________________________
4A3 1 Morning 06/12/2023
4A4 1 Morning
4A1 3 Morning 06/12/2023
4A2 3 Morning
Lesson 3 (4, 5, 6)
I. OBJECTIVES
issues.
1. Knowledge:
- Vocabulary:
3. Competences:
+ Read a paragraph and decide whether the sentences are true or false
+ Read, understand and complete the writing frame with pupils’ information
II. TEACHING AIDS
1. Teacher: Teacher’s book, cassette and speaker, computer, projector
III. PROCEDURE
2. Activity 2. Read and tick true or fales.
a. Goal: To read a paragraph and decide
whether the sentences are true or false
b. Input: A paragraph and Four sentences with
True and False boxes
c. Outcome: Pupils can read a paragraph and
decide whether the sentences are true or false.
d. Procedure:
- Tell pupils about the activity scan the
paragraph for the information.. If it is the same,
they should put a tick in the True box. If the
information is not the same, they should put a
126
tick in the False box

- Give pupils time to do the task. Go around - Do the task individual
the classroom to offer support where necessary. - Swap books with a partner,
Key: 1. T 2. F 3. T 4.F
a. Goal: To read, understand and complete the
writing frame with pupils’ information
b. Input:
The writing frame with blanks for pupils to
complete with their personal Information
complete the writing frame with their
information.
d. Procedure:
- Have pupils read the sentences in chorus. - Listen to the teacher
When you reach the first gap, point to it and tell
pupils to complete it with their name. Then read
the next line and tell them to complete each gap
with the subjects and the reasons.
- Get pupils to swap books with a partner, and - Swap books with a partner,
then check the answers together as a class. then check answers together
class.
a. Goal: To do a survey on their classmates’
favourite subjects and the reasons why they like
these subjects and present them to the class
b. Input: Picture
c. Outcome: Pupils can do a survey
d. Procedure:
- Work in groups do the task.
- Put pupils into groups, Give the class time to
complete the project
127
- Invite a few pupils from different groups to - A few pupils from different
show and talk about their task in front of the groups to show and talk about
class. their task in front of the class.
Guides for homework
- Practice talking about their favourite subjects.
- Prepare Unit 9 – lesson 1 (1,2,3) page 62.
_________________________________________________

4A3 2 Morning 06/12/2023
4A4 2 Morning
4A1 4 Morning 06/12/2023
4A2 4 Morning
UNIT 9: OUR SPORTS DAY
Lesson 1 (1, 2, 3 )
I. OBJECTIVES
issues.
1. Knowledge:
- Vocabulary: May. June, July, August
- Sentence patterns: Is your sports day in ……?
– Yes, it is. / No, it isn’t. It’s in……...
3. Competences:
and organization
- Specific competence: 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.
II. TEACHING AIDS
1. Teacher: Teacher’s book, cassette and speaker, computer, projector…
III. PROCEDURE
Game: Slap the board
- Write the words about the months on the - Play in two teams
board and divide the class in two teams and
play.
a. Goal: To read, listen and correctly repeat
128
model sentences. Is your sports day in _____?

– Yes, it is. / No, it isn’t. It’s in ______. to ask
and answer questions about a sports day.
b. Input: two contexts.
correctly repeat the sentences focusing on
asking and answering questions about a sports
days.
d. Procedure:
a. Goal: To correctly say the words and use Is
your sports day in ______? – Yes, it is. / No, it
isn’t. It’s in ______. to ask and answer
questions about a sports day.
b. Input: 4 sicture cues and four 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.
d. Procedure:
Is your sports day in ______? note: Sentence patterns and
– Yes, it is. / No, it isn’t. It’s in ______. vocabulary
- Vocabulary: May. June, July, August
answer about their school. in pairs in front of class
a. Goal: To enhance the correct 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.
129

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.
d. Procedure:
Is your sports day in ______? – Yes, it is. / No,
it isn’t. It’s in ______.
teacher
Guides for homework
- Learn new words and sentences by heart; prepare parts 4, 5, 6 page 63.
________________________________________________
WEEK 15
4A3 1 Afternoon 11/12/2023
4A4 1 Afternoon
4A1 1 Morning 12/12/2023
4A2 1 Morning
Lesson 1 (4, 5, 6)
I. OBJECTIVES
issues.
1. Knowledge:
- Vocabulary: (Review) the words about the months
- Sentence patterns: (Review) Is your sports day in ……?
– Yes, it is. / No, it isn’t. It’s in……...
3. Competences:
+ 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.
+ Listen to and demonstrate understanding of simple exchanges related to the
topic “a sports day”;
130
+ Complete four target sentence patterns in four exchanges with the help of
picture cues.
II. TEACHING AIDS
1. Teacher: Teacher’s book, speaker, computer, projector, …
III. PROCEDURE
- Ask some groups to practice talking about a - Practice in pairs.
sports day.
correct pictures
d. Procedure:
questions:
- Review sentences: Is your sports day in ____? - Listen to the teacher
– Yes, it is. / No, it isn’t. It’s in ______.
listen and number.
as a class.
1. b 2. a 3. d 4. c
dialogues.
gapped dialogues
d. Procedure:
identify the month in the pictures to find out the identify the places in the
missing word. (March) picture
131
Key: 1. March 2. May aloud
3. birthday, February 4. When’s, in April
d. Procedure:
in chorus.
whole song.
necessary.
actions in pairs. - Sing in front of class
Guides for homework: - Practice asking and answering questions about colours
of school things; prepare Lesson 2 (1, 2, 3) page 64.
_________________________________________________
4A3 2 Afternoon 11/12/2023
4A4 2 Afternoon
4A1 2 Morning 12/12/2023
4A2 2 Morning
Lesson 2 (1, 2, 3)
I. OBJECTIVES
4. Knowledge:
a. Vocabulary: (Review) the words about the months
b. Sentence patterns: When's your sports day? – It's in October.
3. Competences:
132

+ Use When's your sports day? – It's in ______. to ask and answer questions
about when a sports day is.
II. TEACHING AIDS
III. PROCEDURE
- Sing the song Our sports day. - Sing the song in chorus
about when a sports day is.
answering questions about when a sports day is
d. Procedure:
questions: identify the characters in the
+ How many pupils are there in the pictures? pictures.
+ Who are they? + They are asking and
+ What they are talking about? answering about when a
sports day is.
When's your sports day? – It's in ______. to ask
and answer questions about when a sports day
is.
133
and use When's your sports day? – It's in

______. to ask and answer questions about
when a sports day is.
d. Procedure:
When's your sports day? – It's in ______. notes
- Give pupils time to work in pairs asking and
answering about when a sports day is.
- Invite a few pairs to point at the pictures and - Work in pairs then practice
giving the instructions in front of the class. in pairs in front of class
a. Goal: To enhance the correct use of use
When's your sports day? – It's in ______. to ask
and answer questions about when a sports day
is.
of When's your sports day? – It's in ______. to
ask and answer questions about when a sports
day is.
d. Procedure:
When's your sports day? – It's in ______.
Guides for homework
- Practice using of When's your sports day? – It's in ______. to ask and answer
questions about when a sports day is.
______________________________________________

4A3 1 Morning 13/12/2023
4A4 1 Morning
134
4A1 3 Morning 13/12/2023

4A2 3 Morning
Lesson 2 (4, 5, 6)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: (Review) the words about the months
- Sentence patterns: (Review): When's your sports day? – It's in…….
3. Competences:
and answer questions about when a sports day is.
+ Read and write about when a sports day is.
II. TEACHING AIDS
III. PROCEDURE
- Write the words about the months on the - Play the game in two teams
board and divides class into 2 teams to play the
game
a. Goal: To listen and tick the correct pictures
d. Procedure:
questions:
- Review sentences
When's your sports day? – It's in…….
listen and tick.
135
as a class.
Key 1. b 2. a
a. Goal: To read and complete two open
dialogue with the correct pictures
b. Input: Two picture cues and two open
dialogue
c. Outcome: Pupils can complete two open
dialogues
d. Procedure:
months in the pictures and asking for then look
at the two incomplete dialogues.
- Model with Picture 1 complete the first gap
(Yes)
- Complete the task individually
- Have pupils complete the dialogues
individually and ask a few pairs to read them then check answers together as a
aloud class.
Key: 1. Yes; November
2. Is; When’s; December
4. Activity 4: Let’s play.
a. Goal: To review vocabulary for months by
playing the game Who’s faster?
b. Input: Picture cue
c. Outcome: Pupils can review the vocabulary
for months by playing the game Who’s faster?.
d. Procedure:
- Explain how the game is played: each group
makes sentences using month words and reads
them aloud to the class
- Write three month words on the board (e.g.
January, March, August) and a sentence as an
example: Our sports day is in March
- Play the game in groups
- Divide the class into groups to play the game
136

________________________________________________
4A3 2 Morning 13/12/2023
4A4 2 Morning
4A1 4 Morning 13/12/2023
4A2 4 Morning
Lesson 3 (1, 2, 3)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: February, June
- Sentence patterns: Our sport day is in February.
- Phonics: The sounds of the letter y
3. Competences:
+ Listening: Correctly repeat and 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.
+ Identify the words June and January while listening.
II. TEACHING AIDS
III. PROCEDURE
Sing the song: Our sport day in lesson 1 - Whole class
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.
b. Input:
y y
137
February July
Our sports day is in My birthday is in July.
February.
intonation.
d. Procedure:
letter y to the teacher
sound /i/
word February
Sentence Our sports day is in February.
necessary.
- Repeat the procedure of Step 1 for y /ai/
a. Goal: To identify the target words June and
January while listening.
options
speak and stand while listening.
d. Procedure:
- Play the recording for Ss to listen and tick the - Listen and circle
check the answers together as a class. answers.
Key: 1. a 2. b
d. Procedure:
138
listen and repeat.
take the chant
3. Guides for homework: - Learn the The sounds /y/ and the chant by heart.
____________________________________________________
WEEK 16
4A3 1 Afternoon 18/12/2023
4A4 1 Afternoon
4A1 1 Morning 19/12/2023
4A2 1 Morning
Lesson 3 (4, 5, 6)
I. OBJECTIVES
1. Knowledge:
- Vocabulary:
3. Competences:
+ 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
II. TEACHING AIDS
III. PROCEDURE

139
2. Activity 2. Read and tick True or False.

a. Goal: To read tick true or false.
b. Input: – A text about a sports day and four
statements with True and False boxes.
understanding of the text by deciding if the
statements are true or false.
d. Procedure:
- Tell pupils about the activity and Draw
- Look at the board and listen
pupils’ attention to the table in then read the
to the teacher
text and deciding if the statements are true or
false.
check answers together as a class. Write the - Swap books with a partner,
correct answers on the board for pupils to then check answers together
Key: 1. T 2. F 3. T 4. F
a. Goal: To read, understand and complete the
gapped text about a sports day.
b. Input: A short gapped text
complete the gapped text about a sports day.
d. Procedure:
- Tell the class the goal of this activity. - Listen to the teacher
- Write the first gapped sentence on the board
for example (February)
- Get pupils to swap books with a partner, and
class.
a. Goal: To make a sports day posters at home
and present them to the class, using the target
language.
140

c. Outcome: Pupils can make a sports day
posters at home and present them to the class,
using the target language.
d. Procedure:
- Put pupils into groups, Give the class time to - Listen to the teacher
complete the project - Work in groups do the task.
- Invite a few pupils from different groups to - A few pupils from different
show and talk about their school things in front groups to show and talk about
of the class. their school things in front of
the class.
Guides for homework
- Practice talking about when a sport day is.
________________________________________________________
4A3 2 Afternoon 18/12/2023
4A4 2 Afternoon
4A1 2 Morning 19/12/2023
4A2 2 Morning
UNIT 10: OUR SUMMER HOLIDAYS
Lesson 1( 1, 2, 3)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: last weekend, at the zoo, on the beach, at the campsite, in the
countryside
- Sentence patterns: Were you _____ last weekend?
– Yes, I was. / No, I wasn’t.
3. Competences:
and organization
+ Correctly say the words 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.
II. TEACHING AIDS
141

III. PROCEDURE
- Saying the chant on page 66. - Saying the chant in chorus
a. Goal: To read, listen and correctly repeat the
sentences in two communicative contexts about
if someone was somewhere in the past
correctly repeat the sentences about if someone
was somewhere in the past
d. Procedure:
+ Who are they? + They are talking about if
+ What they are talking about? someone was somewhere in
the past
a. Goal: To correctly say the words and use the
sentences. to ask and answer questions about if
someone was somewhere in the past.
and use the sentences to ask and answer
questions about if someone was somewhere in
the past.
d. Procedure:
Were you _____ last weekend? note: Sentence patterns and
– Yes, I was. / No, I wasn’t. vocabulary
- Vocabulary: last weekend, at the zoo, on the
142
beach, at the campsite, in the countryside

answer about their school. in pairs in front of class
a. Goal: To enhance the correct ask and answer
questions about if someone was somewhere in
the past.
c. Outcome: Pupils can enhance the ask and
answer questions about if someone was
somewhere in the past.
d. Procedure:
Were you _____ last weekend?
– Yes, I was. / No, I wasn’t. - One student practice with
Guides for homework
- Practice talking about if someone was somewhere in the past.
___________________________________________________________
4A3 1 Morning 20/12/2023
4A4 1 Morning
4A1 3 Morning 20/12/2023
4A2 3 Morning
Lesson 1 (4, 5, 6)
I. OBJECTIVES
issues.
1. Knowledge:
- Vocabulary: (Review) last weekend, at the zoo, on the beach, at the
campsite, in the countryside
- Sentence patterns: (Review) Were you _____ last weekend?
143

3. Competences:
about if someone was somewhere in the past.
+ Complete four target sentence patterns with the help of the picture cues.
+ Sing the song with the correct pronunciation and melody.
II. TEACHING AIDS
III. PROCEDURE
- Ask some groups to practice talking about if - Practice in pairs.
someone was somewhere in the past.
correct pictures
d. Procedure:
questions:
- Review sentences: - Listen to the teacher
Were you _____ last weekend?
listen and number.
as a class.
1. b 2. b
patterns with the help of the picture cues
b. Input: Four pictures with four target sentence
patterns to complete
144

target sentence patterns with the help of the
picture cues.
d. Procedure:
identify the place in the picture to find out the identify the places in the
missing word. (campsite) picture
Key: 1. The campsite 2. At the zoo aloud
3. The countryside 4. Were, yes
pronunciation, rhythm, and melody
c. Outcome: Pupils can sing the song with good
pronunciation, rhythm and melody.
d. Procedure:
in chorus.
whole song.
necessary.
actions in pairs.
classroom to perform the song. song in front of the class.
Guides for homework: Practice talking about if someone was somewhere in the
past; prepare Lesson 2 (1, 2, 3) page 70.
____________________________________________________

145
4A3 2 Morning 20/12/2023

4A4 2 Morning
4A1 4 Morning 20/12/2023
4A2 4 Morning
Lesson 2 (1, 2, 3)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: London, Tokyo, Sydney, Bangkok
- Sentence patterns: Where were you last summer? – I was in Tokyo.
3. Competences:
- Specific competence: Use Where were you last summer? – I was in... to
ask and answer questions about where someone was in the past.
II. TEACHING AIDS
1. Teacher: Teacher’s book, casette, computer, projector and speaker
III. PROCEDURE
Sing the song: Were you on the beach - Whole class
yesterday?
a. Goal: To understand and correctly the
sentences to ask and answer questions about
where someone was in the past.
correctly repeat the sentences to ask and
answer questions about where someone was
in the past.
d. Procedure:
- Ask Ss to look at the pictures and answer the - Look at Pictures and answer
questions:
+ Who are they?
146

Where were you last summer? – I was in
words and use Where were you last
summer? – I was in _____. to ask and
answer questions about where someone was
in the past.
d. Procedure:
Where were you last summer? – I was in ____. notes
- Present new words: London, Tokyo, Sydney,
Bangkok
answering about school break time activities. in pairs in front of class
a. 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.
b. Input: Picture cues and audio
of Where were you last summer? – I was in
d. Procedure:
Where were you last summer? – I was in ___. - One student practice with
- Invite a few pairs to come to the front of the - Practice in pairs in front of
classroom to practice. Give feedback class.
147
Guides for homework
- Learn new words and senteces by heart; prepare parts 4, 5, 6 page 71.
___________________________________________________
WEEK 17
4A3 1 Afternoon 25/12/2023
4A4 1 Afternoon
4A1 1 Morning 26/12/2023
4A2 1 Morning
Lesson 2 (4, 5, 6)
I. OBJECTIVES
issues.
1. Knowledge:
- Vocabulary: (Review) London, Tokyo, Sydney, Bangkok
- Sentence patterns: (Review): Where were you last summer? – I was in
Tokyo.
3. Competences:
+ Listen to and understand four communicative contexts in which pupils
ask and answer questions about where someone was in the past.
+ Read and complete about where someone was in the past.
II. TEACHING AIDS
III. PROCEDURE
Play game: Slap the board: Write the words
London, Tokyo, Sydney, Bangkok on the board - Play the game in two teams
2. Activity 2. Listen and match.
a. Goal: To listen to and understand four
communicative contexts about where someone
was in the past and match the correct pictures.
148

match the correct picture.
d. Procedure:
the questions:
- Review sentences
Where were you last summer? – I was in…….
listen and number. - Listen and match
the recording again to check answers together - Swap books with a partner
as a class. to check answers together.
Key: 1. d 2. c 3. a 4. b - Listen to the teacher.
a. Goal: To complete two gapped dialogues
b. Input: Two picture cues and two gapped
exchanges to complete
c. Outcome: Pupils can complete two gapped
exchanges with the help of picture cues
d. Procedure:
- Have pupils look at the pictures, identify the
places in the pictures and asking for then read - Listen to the teacher
the sentences and complete.
- Model with the first gap (London)
- Have pupils complete the dialogues - Complete the task individually
then check answers together as a
aloud
Key: 1. London, yes 2. Where, was, no class.
- Invite some pupils to stand up and read aloud
the complete exchanges. - Practice reading aloud the
4. Activity 4: Let’s play. complete exchanges.
a. Goal: To practise the target language by
playing a miming game
b. Input: Picture cue
149
c. Outcome: Pupils can practise using the target

language by playing a miming game.
d. Procedure:
- Explain how the game is played - Listen to the teacher
- Model the game with five pupils for example: - Five pupils model the game
Where were you last summer?
- Set a time limit for pupils to play the game.
The group with the most points wins. - Whole class
Guides for homework
- Practice about where someone was in the past.
____________________________________________________
4A3 2 Afternoon 25/12/2023
4A4 2 Afternoon
4A1 2 Morning 26/12/2023
4A2 2 Morning
Lesson 3 (1, 2, 3)
I. OBJECTIVES
issues.
1. Knowledge:
- Vocabulary: were, where
- Sentence patterns: Were you on the beach last summer? And Where were
you last weekend?
- Phonics: The sounds of the letter ere
3. Competences:
+Listening: Correctly repeat and pronounce the sounds of the letter 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.
II. TEACHING AIDS
III. PROCEDURE
150
Sing the song: Were you on the beach - Whole class
yesterday?
letter 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?
b. Input: Listen and repeat
ere ere
were where
Were you on the Where were you last
beach last summer? weekend?
intonation.
d. Procedure:
letter ere - Look at the board and listen
sound /ə/ to the teacher
word were
Sentence Were you on the beach last
summer?
necessary.
- Repeat the procedure of Step 1 for ere /eə/
a. Goal: To identify the target words where and
were while listening.
options
where and were while listening.
d. Procedure:
- Play the recording for Ss to listen and circle - Listen and circle
151

check the answers together as a class. answers.
Key: 1. b 2. c
d. Procedure:
listen and repeat.
3. Guides for homework: Learn the The sounds /ə/ and /eə/ and the chant by heart.
_________________________________________
4A3 1 Morning 27/12/2023
4A4 1 Morning
4A1 3 Morning 27/12/2023
4A2 3 Morning
Lesson 3 (4, 5, 6)
I. OBJECTIVES
issues.
1. Knowledge:
- Vocabulary:
3. Competences:
+ Read two texts and complete the sentences about summer holiday.
152
+ 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.
II. TEACHING AIDS
III. PROCEDURE
a. Goal: To read two texts and complete the
sentences about Mai’s and Tony’s summer
holiday
b. Input: Two texts and four sentences
c. Outcome: Pupils can read two texts and
complete the sentences about Mai’s and Tony’s
summer holiday.
d. Procedure:
- Tell pupils about the activity and Draw - Look at the board and listen
pupils’ attention to the four incomplete to the teacher
sentences below the texts. Elicit the answers to
Sentence 1 (about a place)
- Tell pupils to swap books with a partner, then - Do the task individual
check answers together as a class. Write the - Swap books with a partner,
correct answers on the board for pupils to then check answers together
Key: 1. Ha Long Bay 2. beautiful 3. helpful 4.
great
a. Goal: To read and complete a gapped
paragraph about where someone was on
holiday in the previous summer.
b. Input: A gapped paragraph to complete
c. Outcome: Pupils can read and complete a
gapped paragraph well.
d. Procedure:
- Have pupils read the sentences. When you
153
reach the first gap, point to it and tell pupils to - Listen to the teacher
complete it (name- Hoa). Then read the next
line and tell them to complete each gaps.
- Get pupils to swap books with a partner, and
class.
a. Goal: To make a mind map and use the notes
to make a presentation to the class.
b. Input: A picture and speech bubble
c. Outcome: Pupils can make a mind map of
where they were on holiday in the previous
summer and use the notes to make a
presentation to the class.
d. Procedure:
- Put pupils into groups, Give the class time to - Listen to the teacher
complete the project - Work in groups
- Invite a few pupils from different groups to
- A few pupils show and talk
show and talk about their school break time
activities about their school things in
front of the class.
Guides for homework
- Practice talking about where someone was on holiday in the previous summer.
- Prepare Review 2 (1,2) page 74.
___________________________________________
4A3 2 Morning 27/12/2023
4A4 2 Morning
4A1 4 Morning 27/12/2023
4A2 4 Morning
REVIEW 2
(1, 2)
I. OBJECTIVES
issues.
154
1. Knowledge:
- Vocabulary: Review the words from Unit 6 to Unit 10.
- Sentence patterns: Review the sentences from Unit 6 to Unit ten.
3. Competences:
+ Listen to and understand five communicative contexts and tick the correct
pictures.
+ Ask and answer using picture cues or personal information.
II. TEACHING AIDS
III. PROCEDURE
Sing the song: What subjects do you have - Whole class
today? on page 53
a. Goal: Listen to and understand five
communicative contexts and tick the correct
pictures.
b. Input: Pictures cues and audio
five communicative contexts and tick the
correct pictures.
d. Procedure:
- Ask ss to look at the pictures 1a,b and answer - Look at the pictures 1a and
the questions: b and identify the content in
- Play the recording for pupils to listen and tick. - Listen and tick
(1-b)
- Repeat Step 1 for the rest of other pictures - Swap the books with the
- Tell pupils to swap their books with their partners, then check answers
partners, then check answers as a class. Write
the correct answers on the board.
Key: 1. b 2. c 3. b 4. c 5. a
- Play the recording for pupils to double-check - Listen and check the
their answers. answers
155
3. Activity 3. Ask and answer.

a. Goal: To ask and answer questions using
picture cues or personal information
b. Input: Four picture cues and four questions
questions using picture cues or personal
information.
d. Procedure:
- Draw pupils’ attention to the first question. - Líten to the teacher
Get the class to read it in chorus. Elicit the
answer and give feedback. Then get pupils to
role-play the exchange. Repeat the same - Finish the task individual
procedure with the rest of the questions.
- Give pupils time to take it in turns to role-play - a few pairs practice alound.
the four exchanges
- Invite a few pairs of pupils to stand up and
take it in turns to role-play the target
exchanges.
3. Guides for homework: Prepare parts 3, 4, 5 page 75
__________________________________________
WEEK 18
4A3 1 Afternoon 02/01/2024
4A4 1 Afternoon
4A1 1 Morning 03/01/2024
4A2 1 Morning
REVIEW 2
( 3, 4, 5)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: Review the words from Unit 6 to Unit 10.
- Sentence patterns: Review the sentences from Unit 6 to Unit ten.
3. Competences:
+ Read and match pairs of target sentence patterns
156
+ 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.
answer the questions.
II. TEACHING AIDS
1. Teacher: Teacher’s book and speaker, casette, computer, projector…
III. PROCEDURE
Sing the song Our sports day on page 63 - Sing the song in chorus
a. Goal: Read and match pairs of target
sentence patterns
b. Input: Four pairs of sentence patterns
c. Outcome: Pupils can read and match pairs of
target sentence patterns.
d. Procedure:
- Tell Ss about this activity. Point at Sentence 1, - Listen to the teacher
elicit the answer and give feedback. Draw a line
to match Sentence 1 with the letter b.
- Give pupils time to do the task. Go around the - Read and match
- Tell pupils to swap their books with their - Swap their books with their
partners, then check answers together as a class. partners, then check answers
pupils to correct their answers. - Listen and check the
1. b 2. d 3. a 4. c answers
- Invite pairs of pupils to stand up and read the - Stand up and read the
matched exchanges aloud. matched exchanges aloud.

a. Goal: To read a gapped letter on familiar
topics and show understanding of it by
b. Input: A short gapped
c. Outcome: Pupils can read a gapped letter on
familiar topics and show understanding of it by
d. Procedure:
- Tell Ss about this activity and explain that - Listen to the teacher
157
they should read a letter and choose the words

in the box to complete. Check comprehension.
- Do Sentence 1 as an example (village)
- Tell pupils to swap their books with their - Swap books with a partner
partners, then check answers together as a class. to check answers together.
Key: 1. village 2. computer rooms 3. music 4.
sing 5. Were - Stand up and read the
- Invite pairs of pupils to stand up and read the completed conversation
completed conversation aloud. aloud.
4. Activity 4. Let’s write.
a. Goal: To use the target language to complete
a gapped letter about their school.
b. Input: A short gapped letter
c. Outcome: Pupils can use the target language
to complete a gapped letter about their school.
d. Procedure:
- Tell Ss about this activity. Do the first gap for - Listen to the teacher.
example. (e.g. the city, the mountains, the town,
the village).
- Give pupils time to complete the text - Do the task individual
independently - One or two pupils to read
- Invite one or two pupils to read their their completed letters in front
completed letters in front of the class. of the class.
Guides for homework: Prepare EXTENSION ACTIVITIES 2 (Page 76, 77)
______________________________________________
4A3 1 Afternoon 02/01/2024
4A4 1 Afternoon
4A1 1 Morning 03/01/2024
4A2 1 Morning
EXTENSION ACTIVITIES
I. OBJECTIVES
issues.
1. Knowledge:
- Vocabulary: Review the words from unit 6 to unit 10
158
- Sentence patterns: Review sentence patterns from unit 6 to unit 10

3. Competences:
+ Read and match two reading texts with the right pictures
+ Distinguish the features of the city and the countryside.
+ Revise the target vocabulary and sentence patterns by playing Board game.
II. TEACHING AIDS
III. PROCEDURE
Sing the song: Were you on the beach - Sing the song in chorus
yesterday? on page 69
a. Goal: To read and match two reading texts
with pictures
b. Input: Two short texts and two pictures
c. Outcome: Pupils can read and match two
reading texts with pictures
d. Procedure: - Look at the pictures and
- Draw pupils’ attention to the texts and the identify the content in each
pictures. Tell them about this activity. Have picture.
pupils look at Pictures a and b and elicit the
features of them. Ask What can you see in the
city? and then What can you see in the - Finish the work individual
countryside?
- Read text 1 aloud. Ask pupils to match text 1
to Picture a or b. Continue with text 2.
check answers together as a class. Write the - A few pairs of pupils to
correct answers on the board. stand up and read the texts
Key: 1. b 2. A aloud.
- Invite a few pairs of pupils to stand up and
read the texts aloud.
3. Activity 3. Write a for countryside or b for
city.
a. Goal: To distinguish the features of the city
159
and the countryside.

b. Input: Eight things or features of the city and
the countryside - Listen to the teacher
c. Outcome Pupils can distinguish the features
of the city and the countryside.
d. Procedure:
- Draw pupils’ attention to the words and - Do the task individually
phrases. Tell them about this activity. - Swap books with a partner,
- Do Question 1 together. Read the phrase in then check answers together
Question 1 aloud and elicit the answer (city). as a class.
Have pupils write down the answer
- Give pupils time to do the task individually
correct answers on the board.
Key: 1. b 2. b 3. a 4. a 5. b 6. b 7. b 8. a
4. Activity 4. Board game. Roll a dice. Listen
and answer - Listen to the teacher
a. Goal: To revise the target vocabulary and
sentence patterns by playing Board game.
b. Input: A board game of 12 spaces
c. Outcome: Pupils can review the target
vocabulary and sentence patterns by playing
Board game.
d. Procedure:
- Lead the game for the whole class. Divide the - Listen to the teacher
class into three groups.
- Each group rolls the dice in turn. A member
of each group moves the group’s counter
forward by the number of spaces indicated by
the dice.
- When a counter lands on a space with a - Play the game in groups
picture, ask the corresponding question below.
If the group gives a correct answer, their
counter stays on the 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.
160
- The game continues until one or all groups

reach the “Finish” space.
Questions and instructions:
1. Where’s his school?
2. How many buildings are there at your
school?
3. Go back one space
4. What subjects do you have today?
5. Move ahead one space
6. When does she have music?
7. Miss a turn
8. Were you in the countryside last weekend?
9. Move ahead three spaces
10. Where were you last summer?
11. Go back one space
12. Is your sports day in June?
Guides for homework: Prepare The first term
____________________________________________________________
4A1 4 Morning 04/01/2024
4A2 4 Morning
4A3 4 Morning
4A4 4 Morning
END OF TERM 1 TEST
___________________________________________
WEEK 19
4A3 1 Afternoon 08/01/2024
4A4 1 Afternoon
4A1 1 Morning 09/01/2024
4A2 1 Morning
UNIT 11: MY HOME
Lesson 1( 1, 2, 3)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: road, street
- Sentence patterns: Where do you live? – I live in…………..
161
3. Competences:
and organization
+ Use Where do you live? – I live _____. to ask and answer questions about
where someone lives.
contexts in relation to the topic “My home”
II. TEACHING AIDS
1. Teacher: Teacher’s book, cassette, computer, projector…
III. PROCEDURE
Chant and do activities (Unit 10, Lesson 3). - Chant in chorus
where Mary lives.
b. Input: Two context.
questions where Mary lives.
d. Procedure:
+ Who are they? + They are talking about
+ What they are talking about? where Mary lives.
Where do you live? – I live _____. to ask and
answer questions about where someone lives.
b. Input: - Picture cues, Speech bubbles and
162
Audio script
and use Where do you live? – I live …. to ask
lives.
d. Procedure:
Where do you live? – I live in Tran Hung Dao note: Sentence patterns and
Street. vocabulary
- Vocabulary: road, street - Work in pairs then practice
- Give pupils time to work in pairs to ask and in pairs in front of class
answer about a family member.
a. 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.
of Where do you live? – I live _____. to ask
lives in a freer context.
d. Procedure:
Where do you live? – I live _____.
Guides for homework: - Learn new words and sentences by heart.

- Practice talking about where someone lives; prepare parts 4, 5, 6 page 7.
_____________________________________________________
4A3 2 Afternoon 08/01/2024
4A4 2 Afternoon
4A1 2 Morning 09/01/2024
4A2 2 Morning
UNIT 11: MY HOME
163
Lesson 1 (4, 5, 6)
I. OBJECTIVES
issues.
1. Knowledge:
- Vocabulary: (Review road, street
- Sentence patterns: (Review) Where do you live? – I live in/at……….
3. Competences:
about where they live and tick or cross the correct pictures.
II. TEACHING AIDS
1. Teacher: Teacher’s book, cassette, computer, projector, …
III. PROCEDURE
answering questions about where do they live?
correct pictures
d. Procedure:
questions: + Elicit the place in the
+ What can you see in the pictures? pictures.
- Review sentences: Where do you live? – I - Listen to the teacher
live……
- Review the words: road, street
listen and tick.
as a class.
164
Key: 1. ✓ 2. x 3. x 4. ✓
b. Input: Four pictures with four target sentence
patterns to complete
picture cues.
d. Procedure:
identify the place in the picture to find out the identify the place in the
missing word. (35) picture
Key: 1. 35 2. Tran Phu Road 3. Where; 4 Thai aloud
Ha Street. 4. live; in London Road
a. Goal: To practise the target vocabulary and
sentence patterns by playing the game
Whispering.
b. Input: A picture and a group of pupils
c. Outcome: Pupils can practise the target
vocabulary and sentence patterns by playing the
game Whispering.
d. Procedure:
- Invite two or three teams of four pupils to the
front. Each team makes a line. - Play the game in groups
- 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.
Guides for homework
- Practice talking about where someone lives.
165
_____________________________________________________

4A3 1 Morning 10/01/2024
4A4 1 Morning
4A1 3 Morning 10/01/2024
4A2 3 Morning
UNIT 11: MY HOME
Lesson 2 (1, 2, 3)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: village, city
- Sentence patterns: What’s the street like? – It’s a busy street.
3. Competences:
+ Use What’s the _____ like? – It’s _____. to ask and answer questions
about what a place is like.
contexts in relation to the topic “My home”
II. TEACHING AIDS
1. Teacher: Teacher’s book, computer, projector and cassette
III. PROCEDURE
Play whispering game - Play the game in groups
a. Goal: To understand and correctly the
sentences in two communicative contexts to ask
and answer questions about what a place is like.
166

questions about what a place is like.
d. Procedure:
questions: identify the characters in the
+ How many pupils are there in the pictures? pictures.
+ Who are they? + They are asking and
+ What they are talking about? answering about what a place
is like.
What’s the _____ like? – It’s _____. to ask and
answer questions about what a place is like.
and use What’s the ___ like? – It’s __. to ask
and answer questions about what a place is like.
d. Procedure:
What’s the street like? – It’s a busy street. notes
- Present new words: village, city
answering about what a place is like. in pairs in front of class
a. Goal: To enhance the correct use of What’s
the ___ like? – It’s _____. to ask and answer
questions about what a place is like in a freer
context.
of What’s the _____ like? – It’s _____. to ask
and answer questions about what a place is like
in a freer context.
167
d. Procedure:
What’s the _____ like? – It’s _____.
Guides for homework
- Practice using of What’s the _____ like? – It’s _____. to ask and answer
questions about what a place is like
_______________________________________________________
4A3 2 Morning 10/01/2024
4A4 2 Morning
4A1 4 Morning 10/01/2024
4A2 4 Morning
UNIT 11: MY HOME
Lesson 2 (4, 5, 6)
I. OBJECTIVES
1. Knowledge:
a. Vocabulary: town
b. Sentence patterns: (Review): What’s the street like? – It’s a busy street.
3. Competences:
and answer questions about what a place is like and tick the correct pictures.
+ complete two gapped exchanges with the help of picture cues.
II. TEACHING AIDS
1. Teacher: Teacher’s book and cassette
III. PROCEDURE
168
- Write the words: road, street, village, city, - Play the game in two teams
town on the board for pupils to play the game.
a. Goal: To listen to and understand and tick the
correct pictures.
d. Procedure:
questions:
+ Look at the pictures and
+ What can you see in the pictures? identified the place in each
- Review sentences picture.
What’s the street like? – It’s a………..
- Introduce the vocabulary: town
listen and tick.
as a class.
- Give them the right answers 1. b 2. a - Listen to the teacher.
with the help of picture cues
b. Input: Four picture cues and Four gapped
dialogues
c.Outcome: Pupils can complete four gapped
d. Procedure:
- Have pupils look at the pictures, and four - Listen to the teacher
incomplete dialogues. Draw their attention to
the missing words in the sentences.
- Model with Picture 1 the missing in the
answer (81).
- Have pupils complete the dialogues - Complete the task individually
then check answers together as a
aloud
Key: 1. 81 Tran Hung Dao Street; quiet 2. live; class.
169
village; What’s; like - Practice reading aloud the

- Invite some pupils to stand up and read aloud complete exchanges.
the complete exchanges.
d. Procedure: - Read in chorus
- Ask Ss to read the song in chorus. - Listen to the song
- Play the recording for pupils to listen to the
whole song. - Listen and sing along
- Play the recording line by line for pupils to
listen, repeat. - Work in pairs
actions in pairs. - Perform the song
- Invite some groups to perform the song.
Guides for homework: learn the song by heart; prepare Lesson 3 (1,2,3) p.10.
_________________________________________
WEEK 19
4A3 1 Afternoon 15/01/2024
4A4 1 Afternoon
4A1 1 Morning 16/01/2024
4A2 1 Morning
UNIT 11: MY HOME
Lesson 3( 1, 2, 3)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: big, street
- Sentence patterns: They live in a big village., and They live in Green Street.
c. Phonics: The sounds of the letter i and ee
3. Competences:
170
+ Listening: Correctly repeat and pronounce the sounds of the letter 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;
II. TEACHING AIDS
1. Teacher: Teacher’s book and cassette
III. PROCEDURE
Sing the song: My house - Whole class
a. Goal: To correctly repeat the sounds i and ee in
isolation, say the words big and street and in the
sentences They live in a big village., and They live
in Green Street. with correct pronunciation and
intonation
b. Input:
i ee
big street
They live in a big village. They live in Green Street.
c. Outcome: Pupils can correctly repeat the sound of
the letters, the words and the sentences with the
d. Procedure:
letter i
- Look at the board and
sound /I/
listen to the teacher
word big
Sentence They live in a big village.
- Play the recording for pupils to listen and repeat.
- Listen and repeat in
Do this several times until pupils feel confident.
chorus
Correct their pronunciation where necessary.
- Repeat the procedure of Step 1 for the letter ee
and the sound /i:/
a. Goal: To identify the target while listening.
options
c. Outcome: Pupils can identify the words while
171
listening.
d. Procedure:
correct options. Play the recording again for pupils - Listen and circle
to check their answers.
check the answers together as a class. Write the - Work in pairs to check
correct answers on the board. Play the recording for their answers.
pupils to check their answers again.
Key: 1. a 2. b
a. Goal: To say the chant with the correct rhythm
and pronunciation.
c. Outcome: Pupils can say the chant with correct
e. Procedure:
- Play the recording for pupils to listen to the chant.
- Draw pupils’ attention to the sounds of the letters i - Listen to the audio
and ee, the words big and street - Listen to the teacher
- Play the recording, line by line, for pupils to listen
and repeat. - Listen and repeat
- Play the chant for pupils to chant and clap along.
- Divide the class into two or more groups to chant - Chant and clap along.
- Practice in groups
Guides for homework
- Learn the The sounds /o/ and /ure/ and the chant by heart, prepare parts 4,5,6 p.11.
___________________________________________
4A3 2 Afternoon 15/01/2024
4A4 2 Afternoon
4A1 2 Morning 16/01/2024
4A2 2 Morning
UNIT 11: MY HOME
Lesson 3 (4, 5, 6)
I. OBJECTIVES
issues.
172
1. Knowledge:
- Vocabulary: Review
3. Competences:
+ Identify the specific information by scanning the text and circle the correct
answers;
+ Write about their home.
II. TEACHING AIDS
1. Teacher: Teacher’s book, cassette, computer, projector
2. Students: Student’s book, workbook, small boards.
III. PROCEDURE
d. Activity 1. Warm up
a. Goal: To read and show the understanding of
the text by circling the correct options to fill in
the blanks.
b. Input: A short text, four gapped sentences
and two options for each sentence
c. Outcome: Pupils can read and show the
understanding of the text by circling the correct
options to fill in the blanks.
d. Procedure: Read and complete
- Tell pupils about the activity and Draw - Listen to the teacher
pupils’ attention to the blank in Sentence 1 and
choose the missing words.
classroom to offer support where necessary. - Do the task individual
check answers together as a class. Write the then check answers together
Key: 1. B 2. A 3. B 4. A
gapped text
b. Input: The writing frame with blanks to
173
complete
complete a gapped text.
e. Procedure:
- Have pupils read the sentences in chorus.
When you reach the first gap, point to it and tell - Listen to the teacher
pupils to complete it. Then read the next line
and tell them to complete each gaps.
- Get pupils to swap books with a partner, and - Do the task individual
class.
a. Goal: To draw a picture of the place where
they live and present it to the class, using
thetarget language.
b. Input: A picture of their home
c. Outcome: Pupils can draw a picture of the
place where they live and present it to the class,
usingthe target language.
d. Procedure:
- Put pupils into groups, Give the class time to - Work in groups to do the
complete the project
task.
- Invite a few pupils from different groups to
show and talk about their eautiful home - A few pupils from different
groups to show and talk about
their eautiful home in front of
the class.
Guides for homework
- Practice talking about their beautiful home.
____________________________________________________
4A3 1 Morning 17/01/2024
4A4 1 Morning
4A1 3 Morning 17/01/2024
174
4A2 3 Morning
UNIT 12: JOB
Lesson 1 (1, 2, 3)
I. OBJECTIVES
1. Knowledge:
- Vocabulary: policeman, farmer, worker, actor
- Sentence patterns: What does he / she do? – He’s / She’s a farmer.
3. Competences:
and organization
- Specific competence: Use What does he / she do? – He’s / She’s _____. To
ask and answer questions about someone’s job.
II. TEACHING AIDS
2. Students: Student’s book, workbook, small boards.
III. PROCEDURE
d. Activity 1. Warm up
Sing the song in Unit 11 (p.9) - Sing the song in chorus
the job.
questions about the job.
d. Procedure:
- Ask pupils to look at the pictures and answer - Look at the pictures a and b
the questions: and identify the characters
+ What can you see in the pictures? and the job in the pictures.
- Play the recording for pupils to listen and job of a family member
- Have pupils to practice reading then Invite a - Listen and repeat in chorus
conversations a and b. Correct their - Practice the dialogue in
175
pronunciation where necessary. group.

What does he / she do? – He’s / She’s _____..
to ask and answer questions about someone’s
job.
b. Input: - Picture cues, Speech bubbles and
Audio script
and use What does he / she do? – He’s / She’s
_____. To ask and answer questions about
someone’s job.
d. Procedure:
What does he / she do? – He’s / She’s a farmer. - Look at the board and take
- Vocabulary: policeman, farmer, worker, actor note: Sentence patterns and
– Give pupils time to work in pairs to ask and vocabulary
answer about a family member. - Work in pairs then practice
a. Goal: To enhance the correct use What does
he / she do? – He’s / She’s _____. To ask and
answer questions about someone’s job.
What does he / she do? – He’s / She’s _____.
To ask and answer questions about someone’s
job.
d. Procedure:
What does he / she do? – He’s / She’s _____.
Guides for homework
- Practice talking about someone’s job.
176
____________________________________________________
4A3 2 Morning 17/01/2024
4A4 2 Morning
4A1 4 Morning 17/01/2024
4A2 4 Morning
UNIT 12: JOB
Lesson 1 (4, 5, 6)
I. OBJECTIVES
issues.
1. Knowledge:
- Vocabulary: office worker, teacher, pupil
- Sentence patterns: (Review) What does he/ she do? – He’s/ She’s a farmer.
3. Competences:
about someone’s job. and tick the correct pictures
+ Sing the song with the correct pronunciation and melody.
II. TEACHING AIDS
III. PROCEDURE
answering questions about someone’s job.
correct pictures
d. Procedure:
questions: + Elicit the jobs in the
+ What can you see in the pictures? pictures.
177
- Review sentences: What does he / she do? - Listen to the teacher

– He’s / She’s _____.
- Introduce the words: office worker, teacher,
pupil
listen and tick.
Key: a. x b. ✓ c. ✓ d. x
b. Input: Four pictures with Four gapped
sentences and two gapped dialogues
picture cues.
d. Procedure:
identify the people and the jobs in the picture to identify the people and the
find out the missing word. (office worker) jobs in the picture
Key: 1. office worker 2. an actor 3. do; a aloud
policeman 4. What; She’s a farmer.
song.
d. Procedure:
in chorus.
whole song.
178
listen, repeat.
actions in pairs.
Guides for homework
- Practice talking about someone’s job; learn the song by heart.

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WEEK 1

Class Lesson Time Date of teaching

- Ask pupils to listen to the song. - Listen to the song.

class to cheer whenever a player gets a point.

Class Lesson Time Date of teaching

2. Activity 2: Listen and number.

3. Activity 3. Listen and act out.

Class Lesson Time Date of teaching

the most points is the winner. Encourage the - Play in groups

2. Activity 2. Look, listen and repeat.

c. Outcome: Pupils can understand and

4. Activity 4: Let’s talk

Class Lesson Time Date of teaching

2. Activity 2. Listen and number.

3. Activity 3. Look, complete and read.

Class Lesson Time Date of teaching

2. Activity 2. Look, listen and repeat.

communicative contexts (pictures) in which

3. Activity 3. Listen, point and say.

4. Activity 4: Let’s talk

he / she from? – He/She is from….. to ask and

- General competences: teamwork, motivation, adaptability, communication

Teacher’s activities Students’ activities

2. Activity 2. Listen and repeat.

America. and She’s from Australia. with

3. Activity 3. Listen, and circle

the correct options. Play the recording again for

4. Activity 4: Let’s chant

2. Activity 2. Read and tick True or False.

correct answers on the board for pupils to

3. Activity 3. Let’s write

2. Activity 2. Look, listen and repeat.

+ They are talking about the

3. Activity 3. Listen, point and say.

4. Activity 4: Let’s talk

Guides for homework

- General competences: teamwork, motivation, adaptability, communication

3. Activity 3. Look, complete and read.

b. Input: Four picture cues and four gapped

4. Activity 4: Let’s play

board are kept for later use. When the game is

2. Activity 2. Look, listen and repeat.

3. Activity 3. Listen, point and say.

routines.) get up, go to bed, go to school

4. Activity 4: Let’s talk

Guides for homework

2. Activity 2. Listen and number.

3. Activity 3. Look, complete and read.

4. Activity 4: Let’s sing

c. Outcome: Pupils can sing the song How old

Guides for homework

2. Activity 2. Listen and repeat.

confident. Correct their pronunciation where

3. Activity 3. Listen, and circle

4. Activity 4: Let’s chant

- Play the recording, line by line, for pupils to

Class Lesson Time Date of teaching

Review the chant with some missing words.

2. Activity 2. Read and match.

3. Activity 3. Let’s write

about their daily routines.

Class Lesson Time Date of teaching

2. Activity 2. Look, listen and repeat.