1

Week: 1 Date of teaching

Period: 1 Monday, September 6th 2021- 4B,D,E
Tuesday, September 7th 2021- 4G,A
Wednesday, September 8th 2021- 4C

UNIT 1: NICE TO SEE YOU AGAIN

Lesson 1: Task 1, 2 (P.6)

I. THE REQUIREMENTS TO ACHIEVE

By the end of the lesson Ps will be able to:
1. Knowledge:
- Greet and respond to greetings formally.
- Sentence Patterns: Good ____.
- Vocabulary: Mr Loc, Ms Hien, Mai, Nam, Phong
Good morning. / Good afternoon. / Good evening.
2. Contribute to student development:
a. Quality:
- Learn hard
- Confident in learning and practice situations
b. General capacities:
- Self-study ability
- Use language to read and write about their school and lessons
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, Flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1: Warm up (3’)
Head,shoulders, knees and toes - Ss sing the song
- T guides Ss to sing the song - Ss guess
- T asks Ss to guess the topic of the lesson - Ss listen and repeat
- T introduces the new lesson, reads aloud
Act 2: Presentation (15’)
Task 1: Look, listen and repeat - Ss look
- T asks Ss to look at the pictures on the - Ss identify, give the ideas
screen, identify the charaters, give the ideas - Ss listen, find, give their
- T sets the scence ideas
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- T asks Ss to listen the recording through. - Ss listen and repeat in

- T plays the recording again, pausing after chorus twice
each sentence. - Ss read the dialogue, swap
- T divides the class into two groups roles
- T checks to make sure Ss can repeat and - Ssperform the task in
understand the dialogue. front of the class

Morning: buổi sáng - Ss look, identify

Afternoon: buổi chiều - Ss listen
Evening: buổi tối
Night : đêm
- T asks Ss to look at the picture on the screen
- T asks Ss to identifythe characters and time - Ss look at the screen
- T sets the scene
*T teaches the new words - Ss listen, repeat, read
- T points topictures on the screen
- T introducestime, reads aloud
* Game:
Who Is Faster? - Ss listen
* T checks : - Ss play the game
- T divides class into 2 groups -> Ss listen, choose the card
- T guides Ss to play a game fast
- T puts cards on the desks - Ss listen, observe
- T turns on a piece of music, asks Ss to find - S listen
out the cards as fast as possible - Ss observe, repeat
b. Model Sentences
Good morning - Ss, repeat the steps
Nice to see you again - Ss play roles to practise
T teaches the Sentence patterns - Ss swap their roles to
- T sets the scence using pupets, pictures practise
- T introduces the M. S - Ss prastise
- T models to greet and respond to greetings
formally. - Ss perform the task
Act 3: Practice (9’)
Task 2: Point and say
- T repeats the steps with other pictures.
-T divides class into 2, guides Ss to practise
greeting and responding to greetings formally
using Ps as cues.
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- T asks Ss to prastise in pairs

- T monitors the activity, helps and corrects
Ss' mistakes when necessary.
- T selects a few pairs to perform the task in
front
Act 4: Production (7’)
* Free talk: Work in pairs
*Consolidation (1’) - Ss chant
- T checks Ss’knowledge by guiding Ss to - Ss coppy S.P & words
chant
IV.ADJUSTMENT AFTER THE LESSON
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Week: 1 Date of teaching
Period: 2 Wednesday, September 8th 2021- 4A,B,D
Friday, September 10th 2021- 4E,G,C

UNIT 1: NICE TO SEE YOU AGAIN

Lesson 2: Task 1, 2, 3 (P.8)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Know the way to say and respond goodbye.
- Sentence Patterns: Goodbye. See you tomorrow. / Goodbye. See you later. /
Good night.
- Vocabulary: see you tomorrow, see you later, good night
2. Contribute to student development:
a. Quality:
- To teach Ss to work hard, love their friends.
- Be polite.
b. General capacities:
- Co- operation
- Self- study
- Ss know how to greet and introduce themselves.
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II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1: Warm up (1’)
Hello song
- T guides Ss to sing the song - Ss sing the
- T asks Ss to guess the topic of the lesson - Ss guess
- T introduces the new lesson, reads aloud - Ss listen and repeat
Act 2: Presentation (15’)
Task 1: Look, listen and repeat
- T asks Ss to look at the pictures on the - Ss look
screen, identify the charaters, give the ideas - Ss identify, give the ideas
- T sets the scence - Ss listen
- T asks Ss to listen the recording through. - Ss listen, find, give their
- T plays the recording again, pausing after ideas
each sentence. - Ss listen and repeat in
- T divides the class into two groups chorus twice
- T checks to make sure Ss can repeat and - Ss read the dialogue, swap
understand the dialogue. roles
- Ssperform the task in front
of the class
*T teaches the new words (5’)
- T points topictures on the screen
- T introduceswords, reads aloud
* Game: (4-5’) - Ss look at the screen
Who Is Faster?
* T checks : - Ss listen, repeat, read
- T divides class into 2 groups
- T guides Ss to play a game - Ss listen
- T puts numbers card on the desks - Ssplay the game
- T turns on a piece of music, asks Ss to find
out the numbers as fast as possible
b. Model Sentences (3-4’) -> Ss listen, choose the card
Goodbye/ Bye fast
See you tomorrow / See you later
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T teaches the Sentence patterns

Act 3: Practice (9’)
Task 2: Point and say
- T asks Ss to look at pictures on the screen - Ss listen, observe
- T asks Ss to identifycharacters - Ss look, identify
- T sets the scene - Ss listen
- T sets the scence using pupets, family - S listen
members’ pictures - Ss observe, repeat
- T introduces the M. S
- T models to say and respond to goodbye - Ss, repeat the steps
- T repeats the steps with other pictures
-T divides class into 2, guides Ss to practise - Ss play roles to practise
asking and answering questions about the age - Ss swap their roles to
of family members using Ps as cues. practise
- T asks Ss to prastise in pairs
- T monitors the activity, helps and corrects - Ss prastise
Ss' mistakes when necessary. - Ss perform the task
- T selects a few pairs to perform the task in
front of the class, using Ps
Act 4: Production (7’)
Task 3: Let’s Talk - Ss listen
- T sets the scene - Ss answer
- T asks Ss about greeting,saying and - Ss observe
responding to goodbye
- T models to greet,say and respond to
goodbye - Ss practise
- T asks Ss to practise greeting, saying and
responding to goodbye
- T selects a few pairs to perform the task in - Ss perform the task
front of the class, using Ps
- T asks Ss to practise greeting, saying and - Ss practise
responding to goodbyein the class
- T selects a few pairs to perform the task in - Ss perform the task
front of the class
*Consolidation (3’)
Lucky number - Ss play a game
- T checks Ss’knowledge by guiding Ss to - Ss coppy S.P & words
play a game
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IV.ADJUSTMENT AFTER THE LESSON

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Week: 2 Date of teaching
Period: 3 Monday, September 13th 2021- 4B,D,E
Tuesday, September 14th 2021- 4G,A
Wednesday, September 15th 2021- 4C

UNIT 1: NICE TO SEE YOU AGAIN

Lesson 3: Task 1, 2, 3 (P.10)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Use the words and Pronounce the sounds of the letters l and n in the words
Linda and night respectively.
- Listen and circle the correct words filling the gapped sentences. Then fill the
gapped sentences and say them aloud.
- Say the chant Hello, friends!
- Sentence Patterns: Revision
- Vocabulary: Revision
2. Contribute to student development:
a. Quality:
- To help Ss know how to make friends.
b. General capacities:
- Communication
- Self- study
- Apply what they have learned to solve learning tasks
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
 7

III.PROCEDURES
Teacher’s activities Students’ activities
Act 1: Warm up (3’)
Hello song - Ss sing and dance
- T asks Ss to sing a song and dance - Ss listen, repeat
- T introduces the new lesson
Act 2: Presentation (12’)
Task 1: Look, listen and repeat - Ss listen, find out
/ l/ /n/
- T plays the CD, asks Ss to listen and find out
the letters - Ss read
- T holds up the letter cards - Ss repeat
- T introduces the sounds of the letters, reads
- T asks Ss to look at the words Linda and - Ss identify
night, the sentences: Hello, Linda and
goodnight, noticing the different colored letters
- T introduces the way to pronounce
- T guides Ss to pronounce - Ss listen
- T plays the recording - Ss listen, repeat
- T models to chant - Ss read after
- T asks Ss to practise chanting - Ss practise
- T calls Ss to chant in front of the class - Ss share with class
* Game: - Ss listen, a S runs fast,
Hot chair write the right word to the
/l/ lion,lamp board then sits on the chair
/n/ night,nice, quickly
- T guides Ss to play a game:
-> T chooses 6 Ss in each group
-> T puts a chair in front of the board, reads
aloud words that have sounds: / l/ , /n/(word by
word)
- T gives points
Act 3: Practice (9’)
Task 2: Listen and circle - Ss look, discuss, give
a. Pre-listening their comments
- T asks Ss to look at the screen
- T asks Ss to discuss to guess the missing - Ss listen, do the task
words to fill in the blanks - Ss exchange their
 8

b. While-listening answers
- T plays the recording twice - Ss listen again, check the
- T asks Ss to exchange their answers with their answers
partners - Ss write the answers
- T plays the recording once more
- T asks Ss to write the answers on the sub -
board - Ss answer
- T checks the answers
->T plays the related part of the recording again, - Ss check
asks a few Ss how they come to their answers
- T reads out the correct answers to the class. - Ss play the roles
c. Post-listening - Ss do the task
- T sets the scene, asks Ss to play the roles to
use 2 sentences - Ss perform the task
- T selects a few Ss to perform the task in front
of the class
Act 4: Production (8’) - Ss look
Task 3. Let’s chant - Ss answer
- T shows the picture - Ss listen
- T asks Ss about the characters - Ss listen
- T tells Ss that they are going to chant about - Ss repeat after
greetings. - Ss repeat
- T plays the recording through - Ss chant after the
- T chants sentence by sentence recording.
- T repeats this stepa few times - Ss chant, perform the
- T plays the recording again task
- T asks Ss to chant without the rhythm
*Consolidation (3’) - Ss play the game
Game: Matching - Ss copy down the content
- T holds a game, guides Ss to play of lesson 3

IV.ADJUSTMENT AFTER THE LESSON

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Week: 2 Date of teaching

Period: 4 Wednesday, September 15th 2021- 4A,B,D
Friday, September 17th 2021- 4E,G,C

UNIT 2: I’M FROM JAPAN

Lesson 1: Task 1, 2 (P.12)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer questions about where someone is from.
- Sentence Patterns:
Hi. I’m ____. Where are you from?
Hi, ____. I’m____. I’m from ____.
- Vocabulary:
Akiko, Hakim, Tom, Tony, Linda
Japan, Malaysia, America, Australia, England
2. Contribute to student development:
a. Quality:
- Ss love their countries.
b. General capacities:
- Communication
- Self- study
- Using language to talk about where someone is from
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1: Warm up (3’)
Play Bingo Game. - Ss play game
- T guides Ss to play game - Ss guess
- T asks Ss to guess the topic of the lesson
- T introduces the new lesson, reads aloud - Ss listen and repeat
Act 2: Presentation (9’)
Task 1: Look, listen and repeat
- T asks Ss to look at the pictures on the screen, - Ss look
 10

identify the charaters, give the ideas - Ss identify, give the

ideas
- T sets the scence - Ss listen
- T asks Ss to listen the recording through. -Ss listen, find, give their
ideas
- T plays the recording again, pausing after each - Ss listen and repeat in
sentence. chorus twice
- T divides the class into two groups - Ss read the dialogue,
swap roles
- T checks to make sure Ss can repeat and - Ss perform the task in
understand the dialogue. front of the class
Act 3: Practice (15’)
Task 2: Point and say - Ss look, identify
- T asks Ss to look at pictures on the screen
- T asks Ss to identifyflags and symbols of the - Ss listen
country
- T sets the scene - Ss look at the screen
a. New words
America: nước Mỹ - Ss listen, repeat, read
Australia: Nước Úc
England: nước Anh - Ss listen
Japan: nước Nhật Bản
Vietnam: Nước Việt Nam
*T teaches the new words
- T points picture of rooms in the house on the - Ssplay the game
screen -> Ss listen, choose the
- T introducesrooms in the house , reads aloud card fast
* Game: - Ss listen, observe
Who Is Faster?
* T checks :
- T divides class into 2 groups
- T guides Ss to play a game - S listen
- T puts flags on the desks - Ss observe, repeat
- T turns on a piece of music, asks Ss to find out
the pictures as fast as possible - Ss repeat the steps
b. Model Sentences
A: Where are you from? - Ss play roles to practise
B: I’m from Vietnam
T teaches the Sentence patterns
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- T sets the scence using pupets,flags

- T introduces the M. S
- T models to ask and answer where someone is
from
- T repeats the steps with other countries
-T divides class into 2, guides Ss to practise asking
and answering where someone is from using Ps as
cues.
Act 4: Production (5’) - Ss swap their roles to
Talking practise
Work in pairs - Ss prastise
- T asks Ss to prastise in pairs - Ss perform the task
- T monitors the activity, helps and corrects Ss'
mistakes when necessary.
- T selects a few pairs to perform the task in front
of the class, using Ps
*Consolidation (3’) - Ss play a game
Lucky number - Ss coppy S.P & words
- T checks Ss’knowledge by guiding Ss to play a
game
IV.ADJUSTMENT AFTER THE LESSON
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Week: 3 Date of teaching
Period: 5 Monday, September 20th 2021- 4B,D,E
Tuesday, September 21th 2021- 4G,A
Wednesday, September 22th 2021- 4C

UNIT 2: I’m from Japan.

Lesson 2: Task 1, 2, 3 (P.14)
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I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer question about one's nationality.
- Sentence Patterns: What nationality are you? − I’m ____.
- Vocabulary: nationality, Japanese, Vietnamese, English, Australian,
Malaysian, American, English
2. Contribute to student development:
a. Quality:
- Ss love their countries.
b. General capacities:
- Co- operation
- Self- study
- Using language to solve learning tasks
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1: Warm up (3’)
Where are you from?
- T guides Ss to sing the song - Ss sing the
- T asks Ss to guess the topic of the lesson - Ss guess
- T introduces the new lesson, reads aloud - Ss listen and repeat
Act 2: Presentation (7’)
Task 1: Look, listen and repeat
- T asks Ss to look at the pictures on the screen, - Ss look
identify the charaters, give the ideas - Ss identify, give the ideas
- T sets the scence - Ss listen
- T asks Ss to listen the recording through. - Ss listen, find, give their ideas
- T plays the recording again, pausing after each - Ss listen and repeat in chorus
sentence. twice
- T divides the class into two groups - Ss read the dialogue, swap roles
- T checks to make sure Ss can repeat and - Ssperform the task in front of
understand the dialogue. the class
Act 3: Practice (15’)
Task 2: Point and say
- T asks Ss to look at pictures on the screen - Ss look, identify
- T asks Ss to identifycharacters - Ss listen
 13

- T sets the scene

a. New words - Ss look at the screen
Vietnamese: người Việt Nam
English: người Anh - Ss listen, repeat, read
Australian: người Úc
Malaysian: người Ma-lai-xi-a - Ss listen
Nationality:quốc tịch - Ssplay the game
*T teaches the new words
- T points topictures on the screen
- T introduceswords, reads aloud -> Ss look, choose the card fast
* Game:
Who Is Faster?
* T checks : - Ss listen, observe
- T divides class into 2 groups
- T guides Ss to play a game - S listen
- T puts numbers card on the desks - Ss observe, repeat
- T shows some flags, asks Ss to find out the
words as fast as possible - Ss, repeat the steps
b. Model Sentences
What nationality are you? - Ss play roles to practise
I’m Vietnamese - Ss swap their roles to practise
T teaches the Sentence patterns
- Ss prastise
- T sets the scence using pupets, family
- Ss perform the task
members’ pictures
- T introduces the M. S
- T models to ask and answer about someone’s
nationality
c. Look and say
- T repeats the steps with other pictures
-T divides class into 2, guides Ss to practise
asking and answering questions about
someone’s nationality using Ps as cues.
- T asks Ss to prastise in pairs
- T monitors the activity, helps and corrects Ss'
mistakes when necessary.
- T selects a few pairs to perform the task in
front of the class, using Ps
Act 4: Production (7’)
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Task 3: Let’s Talk

- T sets the scene - Ss listen
- T asks Ss about asking and answering about - Ss answer
someone’s nationality - Ss observe
- T models to ask and answer about someone’s
nationality
- T asks Ss to practise asking and answering - Ss practise
about someone’s nationality
- T selects a few pairs to perform the task in
front of the class, using Ps - Ss perform the task
- T asks Ss to practise asking and answering
about someone’s nationality in the class - Ss practise
- T selects a few pairs to perform the task in
front of the class - Ss perform the task
*Consolidation (3’)
Lucky number
- T checks Ss’knowledge by guiding Ss to play - Ss play a game
a game - Ss coppy S.P & words
IV.ADJUSTMENT AFTER THE LESSON
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Week: 3 Date of teaching
Period: 6 Wednesday, September 22th 2021- 4A,B,D
Friday, September 24th 2021- 4E,G,C

UNIT 2: I’m from Japan.

Lesson 3: Task 1, 2, 3 (P.16)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Pronounce the sounds of the letters j and v in the words Japan and Vietnamese
respectively.
- Listen and tick the correct words. Then say the words aloud.
 15

- Say the chant What nationality are you?

- Sentence Patterns: Revision
- Vocabulary: Revision

2. Contribute to student development:

a. Quality:
- Ss love their countries.
- To help Ss know how to make friends.
b. General capacities:
- Co- operation
- Self- study
- Ss know how to greet and respond to greeting.
- Communicate English with friends and teacher well
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1: Warm up (3’)
Where are you from? - Ss sing and dance
- T asks Ss to sing a song and dance - Ss listen, repeat
- T introduces the new lesson
Act 2: Presentation (15’)
Task 1: Listen and repeat - Ss listen, find out
/ j/ /v/
- T plays the CD, asks Ss to listen and find out
the letters - Ss read
- T holds up the letter cards - Ss repeat
- T introduces the sounds of the letters, reads
- T asks Ss to look at the words Japan and - Ss identify
Vietnamese, the sentences: I’m from
Japanese and I’m from Vietnamese, noticing
the different colored letters
- T introduces the way to pronounce - Ss listen
- T guides Ss to pronounce - Ss listen, repeat
- T plays the recording - Ss read after
- T models to chant - Ss practise
- T asks Ss to practise chanting - Ss share with class
- T calls Ss to chant in front of the class - Ss listen, a S runs fast,
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* Game: write the right word to the

Hot chair board then sits on the chair
/j/juice, jam quickly
/v/ van,violet
- T guides Ss to play a game:
-> T chooses 6 Ss in each group
-> T puts a chair in front of the board, reads
aloud words that have sounds:/ l/, /n/(word by
word)
- T gives points
Act 3: Practice (7’)
Task 2. Listen and tick
a. Pre-listening
- T asks Ss to look at the screen - Ss look, discuss, give their
- T asks Ss to discuss to guess the answer comments
b. While-listening
- T plays the recording twice - Ss listen, do the task
- T asks Ss to exchange their answers with - Ss exchange their answers
their partners - Ss listen again, check the
- T plays the recording once more answers
- T asks Ss to write the answers on the sub - - Ss write the answers
board
- T checks the answers
->T plays the related part of the recording - Ss answer
again, asks a few Ss how they come to their
answers - Ss check
- T reads out the correct answers to the class.
c. Post-listening - Ss play the roles
- T sets the scene, asks Ss to play the roles to - Ss do the task
use 2 sentences
- T selects a few Ss to perform the task in front - Ss perform the task
of the class
Act 4: Production (7’)
Task 3. Let’s chant
- T shows the picture - Ss look
- T asks Ss about the characters - Ss answer
- T tells Ss that they are going to chant about - Ss listen
greetings. - Ss listen
- T plays the recording through - Ss repeat after
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- T chants sentence by sentence - Ss repeat

- T repeats this stepa few times - Ss chant after the recording.
- T plays the recording again - Ss chant, perform the task
- T asks Ss to chant without the rhythm
*Consolidation (3’) - Ss play the game
Game: Matching - Ss copy down the content
- T holds a game, guides Ss to play of lesson 3
IV.ADJUSTMENT AFTER THE LESSON
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Week: 4 Date of teaching
Period: 7 Monday, September 27th 2021- 4B,D,E
Tuesday, September 28th 2021- 4G,A
Wednesday, September 30th 2021- 4C

UNIT 3: WHAT DAY IS IT TODAY?

Lesson 1: Task 1, 2 (P.18)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer questions about the days of the week.
- Pupils can ask and answer about days of the week.
- Sentence Patterns: What day is it today? − It’s ___.
- Vocabulary: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday,
Sunday
July, have, day, today
2. Contribute to student development:
a. Quality:
- Keep their things tidy
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- Confident in learning and practice situations

b. General capacities:
- Communication and co-operation.
- Problem solving and creativity
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.

III.PROCEDURES
Teacher’s activities Students’ activities
Act 1: Warm up (3’)
- Spend a few minutes revising the previous unit by
- Ss sing the song Where
having the class sing the song Where are you from?
are you from?
Then write today’s date on the board. Point to it and
say Today is + (name of the day), and write the day
on the board. In order to give pupils an idea of days,
use a calendar, point to each day and tell pupils that
they go to school on Mondays, Tuesdays,
Wednesdays, Thursdays and Fridays, and that they
study English on Mondays and Wednesdays, for
example.
Act 2: Presentation (7’)
Task 1: Look, listen and repeat
- Open the book to page
- Have students turn their book to page 18.
18.
- Focus students’ attention on:
+ The title of the unit “What day is it today?”
+ The teacher uses pictures to introduce “day” and
asks what it means?
+ The pictures: ask students the names of the
characters. - Ss answer the T’s
questions.
Who’s this?
Is this Hoa/ Mai?
Where are they?
+ the text
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They are in the classroom. They are asking and

answering about what day it is.
- Tell students that they are going to hear the
dialogue between Miss Hien and children.
- Use posters and pictures to present the situation
Monday, Tuesday, Wednesday, Thursday, Friday,
Saturday, Sunday.
- Play the recording all the way through for students - Ss practice new words.
to listen, and point to the appropriate line in their
books.
- Play the recording again for students to repeat the
lines in the speech bubbles. Pause after each line for - Ss listen to the
students to repeat a few times recording while looking
- Check to make sure students can repeat and once
understand the dialogue. - Ss listen to the tape
- T and students take turn to read the dialogue. twice and repeat
(change role)
- Divide class into two groups and take turn to read
dialogue (change the role).
- Ss work in groups to
- Call some pairs of students to read the dialogue read the dialogue
again.
- Some pairs read the
dialogue, others listen
and remark
Act 3: Practice (15’)
Task 2: Point and say.
* Set the context:
- T: They are asking and answering the question
about what day it is.
- T points to a: What day is it today?
- T points to b: It’s Monday.
- Repeat the sentence pattern. - Ss practice with the
sentence patterns.
- Ask students to read the example
 20

- Write the sentence pattern on the board and get ss

to repeat a few times in turns.
* Model the task with the WC.
What day is it today?
 It’s Monday.
- Ss run through all the
- Go through the task with the rest of the characters pictures.
in the same way. Focus on pronunciation and
fluency
- Ss practice with the
* Ask students to work in pairs: students take turns
given pictures.
to point, ask and answer as the model
* Select some pairs of students to demonstrate the
task in front of the class.
Language note: Remind pupils that the days of the
week start with capital letters.
- Write the abbreviations of the days on the board
(i.e. Mon., Tues., Wed., Thurs., Fri., Sat. and Sun.)
and ask pupils to read aloud the days in full forms.
Act 4: Production (7’)
- Tell pupils that they are going to practise asking - Ss work in pairs to
questions about the days of the week, using What practice the task.
day is it? and answering with the name of a specific
- Some pairs of students
day.
to demonstrate the task in
- Have them play a guessing game in pairs. Ask front of the class.
each pair to write each day of the week on a slip of
paper and put the paper slips face down on the desk.
Pupil 1 draws a slip of paper without looking at it.
Pupil 2 asks What day is it? Pupil 1 should guess
and say a day, and then look at the paper. If the
answer matches the day on the paper, he/she scores
one mark and continues to draw another slip.
- If the answer does not match the day on the paper,
Pupil 2 has a turn. The pupil scoring the most marks
will be the winner.
*Consolidation (3’) - Ask and answer
 21

- Ask and answer about the days of the week.

IV.ADJUSTMENT AFTER THE LESSON
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Week: 4 Date of teaching

Period: 8 Wednesday, September 30th 2021- 4A,B,D
Friday, October 01st 2021- 4E,G,C

UNIT 3: WHAT DAY IS IT TODAY?

Lesson 2: Task 1, 2, 3 (P.20)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer question about weekly activities.
- Pupils can ask and answer about each other’s weekly activities.
- Sentence Patterns: What do you do on ____? − I ____.
- Vocabulary: go to school, go to the zoo, help my parents, listen to music,
watch TV, play the guitar, go swimming, visit my friends, play football, visit my
grandparents
2. Contribute to student development:
a. Quality:
- Confident in learning and practice situations
b. General capacities:
- Co-operation
- Using language to ask and answer questions about weekly activities.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1: Warm up (3’)
 22

- Spend a few minutes revising the previous lesson -Ss sing the song We
by having the class sing the song We have English have English today
today before introducing the new lesson.
Act 2: Presentation (7’)
Task 1: Look, listen and repeat
- Have students turn their book to page 20. - Ss open their book to
- Focus students’ attention on: page 20.
+ The pictures: Ask students the names of the
characters.
+ The situations in the pictures.
Who’s this? - Ss answer the T’s
Is this Hoa/ Mai? questions.
Where are they?
+ the text
They are in the school canteen. They are asking
and answering the questions about weekly
activities.
- Tell students that they are going to hear the
dialogue between Akiko and the receptionist.
- Use posters, actions and pictures to introduce go
to school, listen to music, watch TV, play the
guitar, go swimming, visit my friends. - Ss practice new words.
- Play the recording all the way through for
students to listen, and point to the appropriate line
in their books.
- Play the recording again for students to repeat the - Ss listen to the
lines in the speech bubbles. Pause after each line recording while looking
for students to repeat a few times once
- Check to make sure students can repeat and
understand the dialogue. - Ss listen to the tape
- T and students take turn to read the dialogue. twice and repeat
(change role)
- Divide class into two groups and take turn to
read dialogue (change the role).
- Call some pairs of students to read the dialogue
again.

- Ss work in groups to
read the dialogue
 23

- Some pairs read the

dialogue, others listen
and remark
Act 3: Practice (15’)
Task 2: Point and say
- Tell pupils that they are going to practise asking - Ss practice with the
and answering questions about weekly activities. sentence patterns.
- Let them look at the table in their books. Ask - Ss run through all the
them to identify the days when the characters do pictures.
the activities. Check comprehension.
- Point to the table and get pupils to repeat the - Ss practice with the
words in each row. given pictures.
- Then do an example with a pupil: What do you
do on Mondays? I go to school in the morning. I
listen to music in the afternoon.
- Ask pupils to work in pairs to ask and answer the - Ss work in pairs to
questions, using the given text in the bubbles and practice the task.
the information in the table. - Some pairs of students
- Invite a few pairs to act out the exchanges, using to demonstrate the task in
facts about themselves. front of the class.
Act 4: Production (7’)
Task 3: Let’s Talk
- Tell pupils that they are going to revise what they - Ss look at pictures and
have learnt in Lessons 1 and 2. identify the characters in
the pictures
- Get them to work in pairs to prepare exchanges - Ss guess what the girls
based on the questions provided. Remind them to would say to greet each
answer with facts about themselves. other.
- T asks Ss to work in pairs and practice using the - Ss work in pairs and
picture cues and word cues. practice using the picture
cues and word cues.
- Call a few pairs to act out their conversation - Some pairs demonstrate
at the front of class
*Consolidation (3’)
- Ask students to play the game interview. - play a game
IV.ADJUSTMENT AFTER THE LESSON
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 24

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Week: 5 Date of teaching

Period: 9 Monday, October 4th 2021- 4B,D,E
Tuesday, October 5th 2021- 4G,A
Wednesday, October 6th 2021- 4C

UNIT 3: WHAT DAY IS IT TODAY?

Lesson 3: Task 1, 2, 3 (P.22)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Pronounce the sounds of the letters ir, ur and er in the words first, Thursday
and her respectively.
- Pronounce the letter clusters ir in first, ur in Saturday, and er in her.
- Listen and circle the correct words completing the gapped sentences. Then say
the sentences aloud.
- Say the chant: What do you do on … ?
- Sentence Patterns: Revision
- Vocabulary: Revision
2. Contribute to student development:
a. Quality:
- Ss love their countries.
- To help Ss know how to make friends.
b. General capacities:
- Co- operation
 25

- Self- study
- Ss know how to greet and respond to greeting.
- Communicate English with friends and teacher well
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1. Warm up (3’)
- Spend a few minutes revising the previous - Ss do the task.
lesson by calling one or two pairs of pupils
to act out the story in Lesson 2, Activity 1.
Act 2: Presentation (15’)
Task 1: Listen and repeat
- Tell pupils that they are going to practise
saying the sound of the letters ir, ur and er - Ss practise saying the sound
in the words first, Thursday and her. of the letters ir, ur and er in the
- First, put the letters ir, ur and er on the words first, Thursday and her
board. Play the recording and ask pupils to after T
repeat a few times.
- Then write the words first, Thursday and
her and the sentences on the board.
- Play the recording more than once, if
necessary, and let pupils say the words and
the sentences, paying attention to the target - Ss listen to the recording and
sound. repeat.
- Do choral and individual repetition of the
sound, words and sentences until pupils feel
confident. - Ss repeat in choral and
- Get some pupils to perform in front of the individual repetition of the
class. Check as a class and correct the sound, words and sentences
pronunciation, if necessary. until pupils feel confident.
Act 3: Practice (7’)
Task 2. Listen and circle. Then write and
say aloud.
- Tell pupils that they are going to listen to - Ss look at the poster and
the recording and circle the right words, and answer questions :
then read the sentences aloud.
- Introduce the activity and give a few - Ss listen to the recording
 26

seconds for pupils to read the text twice and get the information
- Play the recording once for pupils to circle they hear to the complete the
the words. Then set a time limit for pupils to sentences.
complete the sentences and check the - Ss listen again to check
answers in pairs.
- Call a few pupils to read aloud the
completed sentences. - Ss give answer individually.
Key: 1 b 2 b 3 a
Audio script
1. My birthday is on the first of July.
2. We have English on Wednesdays and
Thursdays.
3. This is her class.
Act 4: Production (7’)
Task 3. Let’s chant
- Tell pupils that they are going to say the - Listen, repeat each the line of
chant. Follow the procedure in Teaching the the chant and clap the syllables
unit components in Introduction. Gr 1: repeat each line of the
- Have them read the chant and check chant
comprehension. Gr 2: clap the syllables
- Play the recording a few times for pupils to Then change role
do choral and individual repetition. - Ss practice reciting the chant
- Divide the class into two groups: one in groups
chants the questions and the other chants the - Ss work in two groups: one
answers. chants the questions and the
- Swap the roles after the first round. other chants the answers.
Remind pupils to pronounce the final s
sounds in Fridays and Saturdays.
- Call two small groups of pupils to the front
of the class to say the chant. The rest of the Some volunteers recite the
class claps along to the rhythm. chant, the rest of class clap the
syllables.
*Consolidation (3’)
- Play the game “point and say”. Ss play the game.

IV.ADJUSTMENT AFTER THE LESSON

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 27

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_______________________________
Week: 5 Date of teaching
Period: 10 Wednesday, October 6th 2021- 4A,B,D
Friday, October 8th 2021- 4E,G,C

UNIT 4: WHEN’S YOUR BIRTHDAY?

Lesson 1: Task 1, 2, 3 (P. 24)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer questions about dates.
- Pupils can ask and answer about dates.
- Sentence Patterns: What is the date today? − It’s ___.
- Vocabulary: the first, the second, the third, the fourteenth, the twenty-second,
the thirty-first, October, date, sorry
2. Contribute to student development:
a. Quality:
- Live responsibly
- Confident in learning and practice situations
b. General capacities:
- Self- study.
- Communication and co-operation.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1. Warm up (3’)
- Spend a few minutes revising the previous - Ss say the chant
lesson by asking the class to say the chant What do you do on ...?
What do you do on ...? and to clap their hands
2Act 2: Presentation (7’)
Task 1: Look, listen and repeat
- Tell pupils that they are going to read a - Ss open their books to P.24,
 28

story in which pupils ask and answer and answer some questions.
questions about dates, using What is the date
today? It’s ...
- Have them look at the four pictures to
discuss the context in which the language is
used.
- Ask them questions such as Who are they? - Miss Hien
Where are they? and What are they saying? - at classroom
(In Pictures a and b, Miss Hien greets the - …….
pupils and they then respond to her greeting
in the classroom.
- Focus pupils on Picture c where Miss Hien - Ss listen to T
asks Nam the date, using What is the date
today? and Nam answers It’s the first of - Ss listen to the recording
October. In Picture d, Mai corrects Nam’s while looking once
answer saying It’s the second of October.
Check comprehension.
- Play the recording more than once, if - Ss listen to the tape twice
necessary, for pupils to listen and repeat. and repeat
- Do choral and individual repetition, - Ss work in pairs to read the
pointing to the characters speaking. dialogue
- Play the recording again for pupils to listen - Some pairs read the
and repeat. dialogue, others listen and
Language note: remark
Ordinal numbers are used for saying dates.
Remember to use the before ordinal numbers.
Examples: 1 (one) – 1 st (the first), 2 (two) –
2nd (the second)
Act 3: Practice (15’)
Task 2: Point and say
- Tell pupils that they are going to practise - Ss practice with the given
asking and answering questions about dates, pictures/ P.24
using What is the date today? It’s ..
- Have them look at the pictures to - T and a good st make an
understand how the language is used. example.
- In order for pupils to say the dates, they
need to know the ordinal numbers 1 st to 31
st. You can find these numbers in Glossary.
(We focus on one month, October, in this
 29

lesson and will teach other months in Lesson

2.)
- Point to Picture a and have them repeat the - Ss make examples.
date under the picture. Do choral and
individual repetition.
- Then tell pupils to practise asking and - Ss work in pairs and practice
answering about the dates in pairs, using the using the picture cues.
prompts in the bubbles and the pictures.
Act 4: Production (7’)
Work in pairs
- Tell pupils that they are going to practise
asking and answering questions about the real - Some pairs to perform the
date, using What is the date today? It’s ... task in front of class.
- Ask them to work in pairs, one points to the
calendar and asks the question, the other
looks at the calendar and answers. You can
call one pupil to write the answer on the
board.
- Call some pairs to practise in front of the
class.
*Consolidation (3’)
- Ask students to play the game lucky number - Ss do the task.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 6 Date of teaching
Period: 11 Monday, October 11th 2021- 4B,D,E
Tuesday, October 12th 2021- 4G,A
Wednesday, October 13th 2021- 4C

UNIT 4: WHEN’S YOUR BIRTHDAY?

 30

Lesson 2: Task 1, 2, 3 (P.26)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer questions about someone's birthday.
- Sentence Patterns:When’s your birthday? − It’s on ____.
- Vocabulary: Months: January, February, March, April, May, June
2. Contribute to student development:
a. Quality:
- Confident in learning and practice situations
b. General capacities:
- Co-operation
- Using language to ask and answer questions about someone's birthday.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’s activities
Act 1. Warm up (3’)
- Spend a few minutes revising the previous - Ss sing the song What’s the
lesson by asking some pupils to go to the front date today?
of the class to sing the song What’s the date
today? Have the class clap hands.
Act 2: Presentation (7’)
Task 1: Look, listen and repeat
- Have students turn their book to page 26. - Ss turn their books to page 26
- Focus students’ attention on:
+ The title of the unit “When’s your
birthday?”
+ The teacher uses explanation to introduce
“birthday” and asks what it means?
+ The pictures: ask students the names of the
characters.
Who’s this?
Is this Hoa/ Mai? - Mai, Nam and Miss Hien
Where are they?
They are in the class. They are asking and
answering the questions about dates.
 31

- Tell students that they are going to hear the

dialogue between Miss Hien and children.
- Use posters to present the situation to - Listen and point to the
introduce October, first, second, third, appropriate line in their books
fourteenth….
- Play the recording all the way through for - Ss listen and repeat (four
students to listen, and point to the appropriate times)
line in their books.
- Play the recording again for students to
repeat the lines in the speech bubbles. Pause
after each line for students to repeat a few
times
- Check to make sure students can repeat and
understand the dialogue.
- T and students take turn to read the dialogue. - T and ss read
(change role)
- Divide class into two groups and take turn to - Ss work in groups to read the
read dialogue (change the role). dialogue
- Call some pairs of students to read the - Ss work in pairs to read the
dialogue again. dialogue
Act 3: Practice (15’)
Task 2: Point and say
- Tell pupils that they are going to practise - Ss take turn to repeat the
asking and answering questions about sentence patterns.
someone’s birthday.
- Ask them to look at the pictures and focus on
the months and the circled dates.
- In order for pupils to say the dates, teach the - Ss make examples.
months of the year: January, February, March,
April, May, June, July, August, September,
October, November, December. Check
comprehension.
- Have pupils repeat each word a few times. - Look at the picture and
You may use a calendar to aid teaching. identify the characters in the
* Model the task with the WC. T points to a pics and their names.
student.
T: When is your birthday?  It’s on......... - Ss repeat the sentences in the
Go through the task with the rest of the right way
characters in the same way. Focus on
 32

pronunciation and fluency

* Ask students to work in pairs: students take - Some pairs perform the task at
turns to point, ask and answer as the model the front of class.
* Select some pairs of students to demonstrate Others observe and give
the task in front of the class. comments.
Language note: On is used for answering
When’s someone’s birthday? It’s on the ... The
first letters of the names of the months must be
in capitals.
Act 4: Production (7’)
Task 3: Let’s Talk
- Tell pupils that they are going to revise what - Ss revise what they have
they have learnt in Lessons 1 and 2. learnt in Lessons 1 and 2.
- Remind pupils of the questions What is the
date today? and When’s your birthday?, and
how to respond to them.
- Ask them to work in pairs and ask and - Ss work in pairs and ask and
answer the above two questions. answer the above two
- Remind them to use the real dates of their questions.
birthdays.
- Go around offering help and correcting
pronunciation, if necessary.
- Call on a few pairs to act out the dialogue in
front of the class. - Ss practice in pairs.
*Consolidation (3’)
- Ask students to tell about the dates as given - Ss do the task.
pictures.
IV.ADJUSTMENT AFTER THE LESSON
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_______________________________
Week: 6 Date of teaching
Period: 12 Wednesday, October 13h 2021- 4A,B,D
Friday, October 15th 2021- 4E,G,C
 33

UNIT 4: WHEN’S YOUR BIRTHDAY?

Lesson 3: Task 1, 2, 3 (P.28)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Pronounce the sounds of the letters th and ch in the words fourth and March
respectively.
- Listen and circle the words filling the gapped sentences. Then write the words
and say the completed sentences aloud.
- Say the chant When’s your birthday?
- Sentence Patterns: Revision
- Vocabulary: Revision
2. Contribute to student development:
a. Quality:
To help Ss loving English.
b. General capacities:
- Self-study
- Communication
- Using language to talk about someone’s birthday
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1. Warm up (3’)
- Spend a few minutes revising the previous - Ss chant and clap their hands
lesson by calling some pupils to the front of or do actions.
the class to sing the chant Months of the year.
- Ask the class to chant and clap their hands
or do actions.
Act 2: Presentation (15’)
Task 1. Listen and repeat
- Tell pupils that they are going to practise - Ss practise saying the sound
saying the sounds of the letters th and ch in of the letters th and ch in the
the words fourth and March respectively. words fourth and March
- First, put the letters th and ch on the board. respectively. after T
- Play the recording and ask pupils to repeat a
few times.
 34

- Then put the words fourth and March, the

sentences It’s the fourth of June and My
birthday is on the fifth of March on the board.
- Play the recording more than once, if - Ss listen to the recording and
necessary, and let pupils say the words and repeat.
the sentences, paying attention to the target
sounds.
- Do choral and individual repetition of the - Ss repeat in choral and
sounds, words and sentences until pupils feel individual repetition of the
confident. sound, words and sentences
- Get some pupils to say the sentences in until pupils feel confident
front of the class.
- Correct the pronunciation, if necessary.
Act 3: Practice (7’)
Task 2: Listen and circle. Then write and
say aloud
- Tell pupils that they are going to listen to - Ss look at the poster and
the recording and circle the correct answers. answer questions.
- Give them a few seconds to read the
sentences in silence and guess the words to
fill the gaps.
- Have pupils listen to the recording and - Ss listen to the recording
circle the appropriate words. twice and get the information
- If necessary, have pupils listen to the they hear to the complete the
recording more than once. sentences.
- Give them time to write the words in the - Ss listen again to check
gaps independently.
- Have pupils swap their answers before
checking as a class. - Ss swap their answers before
- Go around offering help, if necessary. checking as a class.
- Ask pupils to read the sentences aloud.
Key: 1 b 2 a 3 a 4 a - Ss give answer individually.
Audio script
1. My birthday is on the fifth of December.
2. His birthday is on the twenty-first of
March.
3. Her birthday is on the sixteenth of October.
4. My friend’s birthday is on the thirtieth of
March.
 35

Act 4: Production (7’)

Task 3. Let’s chant
- Tell pupils that they are going to say the - Listen, repeat each the line
chant. of the chant and clap the
- Have them read the chant and check syllables
comprehension. Gr 1: repeat each line of the
- Play the recording a few times for pupils to chant
do choral and individual repetition. Gr 2: clap the syllables
- Show them how to chant and do actions. Then change role
- Call two groups of four to give a - Ss practice reciting the chant
demonstration, one group chants the first in groups
verse and another chants the second verse.
- Get pairs or groups to sit opposite of each - Ss work in two groups: one
other and practise chanting and doing actions. chants the questions and the
- Go around offering help, if necessary. other chants the answers.
- Call two groups of four to the front of the
class to chant and do actions.
- The rest of the class claps along to the - Some volunteers recite the
rhythm. chant, the rest of class clap the
syllables.
*Consolidation (3’)
- Ask students to ask and answer about their - Ss ask and answer about
birthday. their birthday.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 7 Date of teaching
Period: 13 Monday, October 18th 2021- 4B,D,E
Tuesday, October 19th 2021- 4G,A
Wednesday, October 20th 2021- 4C
 36

UNIT 5: CAN YOU SWIM?

Lesson 1: Task 1, 2, 3 (P.30)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer question about what someone can/ cannot do.
- Sentence Patterns: What can you do? − I can ___.
- Vocabulary: can, skip, skate, cook, swim, but.
2. Contribute to student development:
a. Quality:
- Ss know to take care of their friends.
b. General capacities:
- Co-operation love schools and about daily activities of someone.
- Self-study ability, ability to operate, live responsibly.
- Using language to talk about the days of the week.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1. Warm up (3’)
- Revise the verbs/verb phrases to talk about - Ss play the game “guesing
activities pupils learnt in Tieng Anh 3 (e.g. game.
read, cycle, skip, skate, cook, swim, play
football, play volleyball).
Act 2: Presentation (7’)
Task 1: Look, listen and repeat
- Have students turn their book to page 30. - Ss open their books to P.30,
- Focus students’ attention on “Can you and answer some questions.
swim?”
+ The teacher uses an action to introduce
“swim” and asks what it means?
+ The pictures: ask students the names of the
characters.
Who’s this?
Is this Hoa/ Mai?
Where are they?
+ the text
 37

They are in the school yard. They are asking

and answering about the things they can do.
- Tell students that they are going to hear the - Ss listen to T
dialogue between Miss Hien and children.
- Use posters, actions to present the situation to - Ss listen to the recording
introduce skate, skip, cook, swim, draw, dance. while looking once
- Play the recording all the way through for - Ss listen to the tape twice
students to listen, and point to the appropriate and repeat.
line in their books.
- Play the recording again for students to
repeat the lines in the speech bubbles. Pause
after each line for students to repeat a few
times
- Check to make sure students can repeat and
understand the dialogue.
- T and students take turn to read the dialogue.
(change role)
- Divide class into two groups and take turn to - Ss work in groups to read
read dialogue (change the role). the dialogue.
- Call some pairs of students to read the - Some pairs read the
dialogue again. dialogue, others listen and
remark
Act 3: Practice (15’)
Task 2: Point and say
- Tell pupils that they are going to practise - Ss practice with the given
asking and answering questions about what pictures/ P.30
someone can do.
- Have them look at the bubbles to understand - T and a good st make an
how to use the language. example.
- Ask pupils to look at the four pictures to
identify what the girl can do in each picture.
Revise the words skip, skate, cook and swim.
- Point to the first picture and model the task
with one pupil, using the expressions in the - Ss make examples.
bubbles and the word under the picture.
(Teacher: What can you do? Pupil: I can skip.)
- Ask pupils to say the phrases chorally and
individually. - Repeat the same procedure with
the rest of the pictures.
 38

- Ask pupils to practise in pairs, using the

prompts in the bubbles and the pictures. - Ss work in pairs and
- Select some pairs to role-play the dialogue in practice using the picture
front of the class. Monitor the activity and cues.
offer help, if necessary.
Act 4: Production (7’)
Work in pairs
- Tell pupils that they are going to practise
using What can you do? and I can ...
- Ask them to work in pairs: one pupil asks the - Some pairs to perform the
question and the other answers with facts about task in front of class.
themselves.
- Monitor the activity and offer help, if
necessary.
- Select some pairs of pupils to role-play in
front of the class.
- To extend this activity, ask them to say
something they cannot do (e.g. I can’t skate.)
*Consolidation (3’)
- T asks students to play the game guessing - Students to play the game
game. guessing game.

IV.ADJUSTMENT AFTER THE LESSON

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Week: 7 Date of teaching
Period: 14 Wednesday, October 20h 2021- 4A,B,D
Friday, October 21th 2021- 4E,G,C

UNIT 5: CAN YOU SWIM?

Lesson 2: Task 1, 2, 3 (P.32)
 39

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer question about whether someone can do something.
- Sentence Patterns: Can you ___? − Yes, I can. / No, I can’t.
- Vocabulary: Play table tennis, play volleyball, play the piano, play the guitar
2. Contribute to student development:
a. Quality:
Ss know to take care of their friends.
b. General capacities:
- Co-operation love schools and about daily activities of someone.
- Self-study ability, ability to operate, live responsibly.
- Using language to talk about whether someone can do something.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1. Warm up (3’)
- Spend a few minutes revising the previous - Play the game chain
lesson by calling some pupils to the front of the game.
class to talk about what they can or cannot do.
Act 2: Presentation (7’)
Task 1: Look, listen and repeat
- Have students turn their book to page 32. - Ss turn their books to
- Focus students’ attention on: page 32
+ The pictures: Ask students the names of the
characters.
+ The situations in the pictures.
Who’s this?
Is this Hoa/ Mai?
Where are they?
+ the text
They are in the class. They are asking and
answering about if they can do something.
- Tell students that they are going to hear the
dialogue between Tom and Peter.
- Use posters to present the situation to introduce
play table tennis, play volleyball, play the piano,
 40

play the guitar

- Play the recording all the way through for
students to listen, and point to the appropriate Listen and point to the
line in their books. appropriate line in their
- Play the recording again for students to repeat books
the lines in the speech bubbles. Pause after each
line for students to repeat a few times - Ss listen and repeat (four
- Check to make sure students can repeat and times)
understand the dialogue.
- T and students take turn to read the dialogue.
(change role)
- Divide class into two groups and take turn to
read dialogue (change the role).
- Call some pairs of students to read the dialogue
again. - Ss work in groups to read
the dialogue
- Ss work in pairs to read
the dialogue
Act 3: Practice (15’)
Task 2: Point and say
- Tell pupils that they are going to practise asking - Ss take turn to repeat the
and answering questions about someone’s ability. sentence patterns.
- Have them look at the bubbles to understand
how to ask and answer questions about
someone’s ability, using Can you ...? Yes, I
can./No, I can’t.
- Ask pupils to look at the four pictures to - Ss make examples.
identify what the boy can do in each picture.
Teach the phrases play table tennis, play
volleyball, play the piano and play the guitar.
- Point to the first picture and model the task with Look at the picture and
one pupil, using the sentences in the bubbles and identify the characters in
the phrases under the picture. (Teacher: Can you the pics and their names.
play table tennis? Pupil: Yes, I can.) Ask pupils
to say the question and answer chorally and
individually. Repeat the same procedure with the
rest of the pictures.
- Ask pupils to practise in pairs, one asking the Ss repeat the sentences in
question and the other giving the answer, using the right way
 41

the prompts in the bubbles and pictures. - Some pairs perform the
- Select some pairs to demonstrate the task in task at the front of class.
front of the class. Monitor the activity and offer - Others observe and give
help, if necessary. comments.
Language note: Draw pupils’ attention to the
expression play + the + (musical instrument)
(e.g. play the guitar, play the piano).
Act 4: Production (7’)
Task 3: Let’s Talk
- Tell pupils that they are going to practise asking - Ss look at pictures and
and answering about ability, using What can you identify the characters in
do? I can ... and Can you ...? Yes, I can./No, I the pictures.
can’t.
- Do the task with one pupil as a model.
- Put the sentences on the board and do choral - Ss guess what the girls
and individual repetition. would say to greet each
- Ask them to work in pairs, one pupil asking the other.
questions and the other giving the answers to talk
about their abilities. Monitor the activity and - Ss work in pairs and
offer help, if necessary. practice using the picture
- Select some pairs of pupils to role-play in front cues and word cues.
of the class.
- Some pairs demonstrate
at the front of class.
*Consolidation (3’)
Ask students to say play the game Guessing - play the game Guessing
IV.ADJUSTMENT AFTER THE LESSON
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Week: 8 Date of teaching

Period: 15 Monday, October 25th 2021- 4B,D,E
 42

Tuesday, October 26th 2021- 4G,A

Wednesday, October 27th 2021- 4C

UNIT 5: CAN YOU SWIM?

Lesson 3: Task 1, 2, 3 (P.34)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer question about whether someone can do something.
- Pronounce the letter s in sing, and the letter cluster sw in swim.
- Listen and number the sentences. Then say them aloud.
- Say the chant Can you sing?
- Sentence Patterns: Revision
- Vocabulary: Revision
2. Contribute to student development:
a. Quality:
- To help Ss loving English.
b. General capacities:
- Be proactive when performing tasks
- Have communication skills and active participate in teamwork
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1. Warm up (3’)
- Spend a few minutes revising the previous - Ss sing the song Can you
lesson by calling some pupils to the front of swim?
the class to sing the song Can you swim? Have
the class listen and clap their hands.
Act 2: Presentation (15’)
Task 1. Listen and repeat
- Tell pupils that they are going to practise - Ss practise saying the sound
saying the sounds of the letters s and sw in the of the letters s and sw in the
words sing and swim respectively. words sing and swim
- First, put the letters s and sw on the board. respectively.
- Play the recording and ask pupils to repeat a
 43

few times.
- Then put the words sing and swim on the
board, play the recording and ask pupils to
repeat a few more times.
- After that, write the sentences I can sing and
I can’t swim on the board.
- Play the recording a few more times and let
pupils say the sentences, paying attention to - Ss listen to the recording
the target sounds. and repeat.
- Do choral and individual repetition of the
sounds, words and sentences until pupils feel - Ss repeat in choral and
confident. individual repetition of the
- Get some pupils to perform in front of the sound, words and sentences
class. Check as a class and correct the until pupils feel confident
pronunciation, if necessary
Act 3: Practice (7’)
Task 2. Listen and number. Then say aloud
- Tell pupils that they are going to listen to - Ss look at the poster and
four sentences with the sounds s and sw and answer questions.
number them.
- Ask them to read the sentences and identify
the words with the letters s and sw.
- Explain the new word swing. Check pupils’
understanding.
- Play the recording for pupils to listen and - Ss listen to the recording
number the sentences. twice and get the information
- Remind pupils to focus on the words with the they hear to the complete the
sounds s and sw while listening. sentences.
- Play the recording again for them to check - Ss listen again to check
their answers.
- Get pupils to swap their answers before you
check as a class. - Ss swap their answers
- Monitor the activity and offer help, if before checking as a class.
necessary. - Ss give answer
- Ask pupils to say the sentences aloud. individually.
Key: a 4 b 1 c 2 d 3
Audio script
1. Can you swim? 2. Can you sit on the chair?
3. Can you swing? 4. Can you sing?
 44

Act 4: Production (7’)

Task 3. Let’s chant
- Tell pupils that they are going to say the - Listen, repeat each the line
chant. Follow the procedure in Teaching the of the chant and clap the
unit components in Introduction. syllables
- Have them read the chant and check Gr 1: repeat each line of the
comprehension. chant
- Play the recording more than once, if Gr 2: clap the syllables
necessary, for pupils to do choral and Then change role
individual repetition until they get familiarized
with the pronunciation, the stress, the rhythm - Ss practice reciting the
and the intonation of the chant. Show pupils chant in groups
how to chant and do actions.
- Divide the class into groups of four and call - Ss work in two groups: one
two groups to give a demonstration: one group chants the questions and the
chants the questions, the other chants the other chants the answers.
answers.
- Get groups to sit opposite of each other and
practise chanting and doing actions.
- Go around offering help, if necessary.
- Call three groups to the front of the class to - Some volunteers recite the
chant and do actions. The rest of the class chant, the rest of class clap
claps along to the rhythm. the syllables.
*Consolidation (3’)
- Ask students to play the game “passing the - play the game “passing the
ball”. ball”.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 8 Date of teaching
Period: 16 Wednesday, October 27th 2021- 4A,B,D
 45

Friday, October 28th 2021- 4E,G,C

REVIEW 1

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Review all the structures from lesson 1 to lesson 5.
- Listen and tick the correct pictures.
- Read the paragraph, and write the answers to the questions.
- Fill the gapped sentences, using the pictures. Then say the completed
sentences.
- Write about themselves, using a guiding frame.
2. Contribute to student development:
a. Quality:
- Confident when using English
- Working hard
- United friends
b. General capacities:
- Co-operation love schools and about the sounds.
- Self-study ability, ability to operate, live responsibly.
- Using language to talk about the sounds of letters s and sw in the words sing
and swim respectively.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Task 1. Listen and tick. (7’)
- Tell pupils that they are going to listen to - Ss look at pictures and
five dialogues and tick the correct pictures. identify the things in the
- Give them a few seconds to look at the pictures by answer the
pictures. questions:
- Ask them to identify the similarities and - Ss speak out the name of
differences among the pictures. characters. Ss predict the
- Check understanding. answers.
- Play the recording three times for pupils - Ss listen to the tapes twice
to listen, do the task and check their and tick the correct pictures
 46

answers. - Ss work individually to

- Get pupils to swap their answers before complete Part 1 and trade their
you check as a class. work for correction.
- Explain the answers and give further - Some volunteers read aloud
support to pupils who got more than half of their answers.
the answers wrong. - Ss listen to the tape again to
Key: 1 b 2 b 3 b 4 c 5 a check their answer and elicit
Audio script comments from the rest of the
1.Linda: Good night, Mum. class.
Mother: Good night, Linda.
2. Hoa: What’s your name?
Tony: My name’s Tony.
Hoa: What nationality are you?
Tony: I’m Australian.
3. Mr Loc: Good morning, class.
Class: Good morning, Mr Loc.
Mr Loc: What day is it today?
Boy: It’s Thursday.
4.Girl: When’s your birthday?
Boy: It’s on the first of September.
5. Boy: Who’s that?
Girl: It’s my brother.
Boy: What can he do?
Girl: He can ride a bike.
Task 2. Read and write (7’)
- Tell pupils that they are going to read the - Run through all sentences
text and write the answers to the questions.
- Give them a few seconds to read the text
and questions in silence.
- Check understanding.
- Then have pupils read the text again,
focusing on the information to answer the
questions. - Ss work individually to do
- Give pupils time to do the task the task and then work in
independently. pairs.
- Get pupils to swap their answers before
checking as a class. - Give answer
- Provide explanations, if necessary.
Key:
 47

1 She’s from England.

2 She’s nine years old.
3 She can play the guitar and sing many
Vietnamese songs.
4 She goes to the Music Club.
Task 3. Read and match (7’)
- Tell pupils that they are going to read the - Ss look at posters and
sentences on the left and pair them with identify the content by answer
those on the right by drawing a line the questions:
between them. 1 read and match……
- Check understanding. - Ss run throught the poster
- Give them time to do the task - Ss read text silently to put
independently. the correct match. Then have
- Get pupils to swap their answers before them trade their work for
checking as a class. correction
- Provide explanations, if necessary. - Some volunteers read aloud
- Have a few pairs act out the dialogues. their answers.
Key: 1 d 2 a 3 e 4 c 5 b

Task 4. Look and write. Then say (7’)

- Tell pupils that they are going to look at - Ss look at posters and
the pictures and write about the character identify the content by answer
Tom. the questions:
- Give them a few seconds to look at the ………
pictures to get some information about - Ss run throught the poster.
Tom. Elicit the words to fill the gaps.
- Get them to work in pairs. Monitor the - Ss read text silently to give
activity and offer help, if necessary. the correct word. Then have
- Select some pairs to say the sentences them trade their work for
about Tom in front of the class. correction
Key: 1 America 2 the fifteenth of January - Some volunteers read aloud
3 play badminton 4 Sunday their answers.

Task 5. Write about you (7’)

- Tell pupils that they are going to - Ss look at poster and run
complete a paragraph about themselves, through the uncompleted
using word cues. paragraph,by answer the
- Ask them to look at the incomplete questions:
sentences to identify the information ………………………………
 48

needed to fill the gaps. …

- Then ask them to think of possible words
or phrases to complete the sentences. T models with a student
- Give pupils time to do the task dialogue 1
independently.
- Go around offering help, if necessary. - Ss look at each poster to
- Get them to swap their answers before speak as required
checking as a class.
- If there is enough time, call some pupils - Ss work in pairs.
to read their paragraphs aloud. - Some volunteers speak
aloud

- Ss do the task

IV.ADJUSTMENT AFTER THE LESSON

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Week: 9 Date of teaching

Period: 17 Monday, November 1st 2021- 4B,D,E
Tuesday, November 2nd 2021- 4G,A
Wednesday, November 3rd 2021- 4C

EXERCISE

I. Listening
Ex1. Circle the correct answer
1. Where are you from? – I’m from ______ .
A. America B. Malaysia C. Australia
2. What day is it today? - It’s
A. Tuesday B. Thursday C. Saturday
Ex2. Fill in the blanks
Tony: (1) ………., Mai. (2) ……….. is the date today?
Mai: It’s the seventh of (3) …………..
Tony: When’s you birthday?
 49

Mai: It’s ……. The twenty-seven of March.

II. Reading
Ex3. Read and match:
1. What can you do? a. I’m from England. 1. …..
2. What nationality are you? b. It’s on the second of October. 2. …..
3. When’s your birthday? c. I’m Vietnamese. 3. …..
4. Where are you from? d. I can skate. 4. …..
5. What day is it today e. It’s Sunday 5. …..
III. Writing
Ex4. Put the words in correct orders:
1. am/ Vietnamese/ I/./
............................................................................................................................
2. can/ play /the /guitar/ I/./
............................................................................................................................
3. nationality/ you/ What/ are /?/
............................................................................................................................
4. My/ of/ May/on/ the/ first/ birthday/is /./
............................................................................................................................
IV. Speaking
Ex5: Fill in the blanks and the say aloud.
Hello. My name is ……… I’m ……… years old. I’m from ……………
I’m ………………..My birthday is on the …………………… of………………
I can …………….. How about you?
IV.ADJUSTMENT AFTER THE LESSON
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Week: 9 Date of teaching
Period: 18 Monday, November 1st 20214E,G
Wednesday, November 3rd 2021- 4A,B,D,C

UNIT 6: WHERE’S YOUR SCHOOL!

Lesson 1: Task 1, 2 (P.40)

I. THE REQUIREMENTS TO ACHIEVE

 50

- By the end of the lesson, students will be able to:

1. Knowledge:
- Use the words and phrases related to the topic School.
- Ask and answer questions about where a school is, using Where’s your school?
It’s in + (place).
2. Contribute to student development:
a. Quality:
- To know talk about their school.
- Practise in pairs
b. General capacities:
- Students develop communication, cooperation, self-study, problem-solving
abilities.
- Students develop skills of listening and speaking.
- Students know how to combine words with gestures, gestures, facial
expressions when communicating.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1. Warm up (3’)
- Spend a few minutes asking and answering - Ss do the task.
questions about the pupils’ school (in
Vietnamese) such as What’s the name of your
school? Where is it? What class are you in? What
do you know about the school?
Act 2: Presentation (7’)
Task 1: Look, listen and repeat
- Have students turn their book to page 40. - Ss open their books to
- Focus students’ attention on: P.40, and answer some
+ The title of the unit “Where’s your school?” questions.
+ The teacher uses pictures to introduce “Where”
and asks what it means?
+ The pictures: ask students the names of the
characters.
Who’s this?
Is this Hoa/ Mai?
Where are they?
+ the text
 51

They are at home. They are asking and

answering about where someone’s school is.
- Tell students that they are going to hear the
dialogue between Phong, Peter and Jack.
- Use posters and pictures to present the words - Ss listen to T
where, street, road, village, district.
- Play the recording all the way through for
students to listen, and point to the appropriate
line in their books.
- Play the recording again for students to repeat - Ss listen to the
the lines in the speech bubbles. Pause after each recording while looking
line for students to repeat a few times once.
- Check to make sure students can repeat and - Ss listen to the tape
understand the dialogue. twice and repeat.
- T and students take turn to read the dialogue.
(change role)
- Divide class into two groups and take turn to
read dialogue (change the role).
- Call some pairs of students to read the dialogue
again. - Ss work in groups to
Language note: What about you? Is used when read the dialogue.
people do not want to repeat the previous - Some pairs read the
question. E.g. What about you, Jack? In Picture d dialogue, others listen
means Where’s your school, Jack? and remark
Act 3: Practice (15’)
Task 2: Point and say
- Tell pupils that they are going to practice asking - T and a good st make an
and answering questions about where a school is, example.
using Where’s your school? It’s in + (place).
- Have them look at the bubbles and the pictures
to understand how the language is used. - Ss make examples.
- Point to the first picture and teach the words
Oxford Street.
- Get pupils to ask the question Where’s your
school? And give the answer It’s in Oxford Street
chorally and individually.
- Then tell them to practice asking and answering
the question in pairs, using the prompts in the
bubbles and the words under the picture. Repeat - Ss work in pairs and
 52

the same procedure with the rest of the pictures. practice using the picture
- Invite a few pairs to act out the dialogue in front cues.
of the class.
- Check as a class and correct pronunciation.
Language note: Use capital letters at the
beginning of proper names.
Act 4: Production (7’)
Work in pairs…
- Tell pupils that they are going to say the name - Some pairs to perform
and location of their own school. the task in front of class.
- First, tell pupils to work in pairs: one pupil asks
What’s the name of your school? Where is it?
And the other answers My school is + (school).
It’s in + (place).
*Consolidation (3’)
- T asks students to make a dialogue to say - Ss do the task.
greetings, introduce their name, and tell where
their school is.

IV.ADJUSTMENT AFTER THE LESSON

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Week: 10 Date of teaching

Period: 19 Monday, November 8th 2021- 4B,D,E
Tuesday, November 9th 2021- 4G,A
 53

Wednesday, November 10th 2021- 4C

UNIT 6: WHERE IS YOUR SCHOOL?

Lesson 2: Task 1, 2, 3 (P.42)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer questions about what class the other speaker or someone is in.
- Sentence Patterns:
What class are you in? − I’m in Class___.
What class is he / she in? − He’s / She’s in Class___.
- Vocabulary: 4A, 5B, 3C, 2D
2. Contribute to student development:
a. Quality:
- Love their class, school
- United friend
b. General capacities:
- To know talk about their class
- Practise in pairs
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1. Warm up (3’)
- Spend a few minutes revising the - Ss sing the song This is the way.
previous lesson by calling some pupils to
the front of the class to sing the song This
is the way. The class may sing the song,
clapping hands.
Act 2: Presentation (7’)
Task 1: Look, listen and repeat
- Ss students turn their book to page
- Have students turn their book to page 42
42.
- Focus students’ attention on:
+ The pictures: Ask students the names of
the characters.
 54

+ The situations in the pictures.

Who’s this?
Is this Hoa/ Mai?
Where are they?
+ the text
They are at the school. They are asking
and answering the questions about what
someone’s class is.
- Tell students that they are going to hear
the dialogue between Phong and a new
friend.
- Use explanation to present the situation to
introduce class
- Play the recording all the way through for
students to listen, and point to the
appropriate line in their books. - Listen and point to the appropriate
- Play the recording again for students to line in their books
repeat the lines in the speech bubbles.
Pause after each line for students to repeat
- Ss listen and repeat (four times)
a few times
- Check to make sure students can repeat
and understand the dialogue.
- T and students take turn to read the
dialogue. (change role)
- Divide class into two groups and take
turn to read dialogue (change the role).
- Students take turn to read the
- Call some pairs of students to read the
dialogue.
dialogue again.
- Ss work in groups to read the
dialogue
- Ss work in pairs to read the
dialogue
 55

Act 3: Practice (15’)

Task 2: Point and say
- Tell pupils that they are going to practise
asking and answering questions about the - Ss take turn to repeat the sentence
classes the pupils are in. patterns.

- Draw their attention to the bubbles and

pictures to understand how the language is
used in different contexts.
- In the first two bubbles, pupils ask and
answer questions about what class they are
in, using What class are you in? I’m in - Ss make examples.
Class ...
- In the next two bubbles, pupils ask and
answer questions about what class
someone is in, using What class is he/she
in? He’s/ She’s in Class ...
Look at the picture and identify the
- Ask pupils to look at the pictures and say characters in the pics and their
the classes 4A, 5B, 3C and 2D. Check names.
comprehension.
- Point to the first picture and get one pupil
Ss repeat the sentences in the right
to ask What class are you in? and the other
way
to answer I’m in Class 4A.
- Do choral and individual repetition.
- Point to the second picture and get one
pupil to ask What class is she in? and the
other to answer She’s in Class 5B. Repeat
the procedure with the rest of the pictures.
- Ask pupils to work in pairs, pointing to
the characters speaking.
- Then call on a few pairs to act out the
dialogue in front of the class. Check as a
class and correct pronunciation, if
necessary.
- Some pairs perform the task at the
front of class.
 56

Others observe and give comments.

Act 4: Production (7’)
Task 3: Let’s Talk
- Ss look at pictures and identify
- Tell pupils that they are going to revise
the characters in the pictures.
what they have learnt in Lessons 1 and 2,
using facts about themselves.
- Have them work in pairs: one pupil asks
the questions What’s the name of your
school? Where is it? What class are you - Ss guess what the girls would say
in? and the other gives the answers. to greet each other.

- Call on a few pairs to role-play in front of

the class. - Ss work in pairs and practice
- Correct the pronunciation, if necessary. using the picture cues and word
cues.
- If there is enough time, ask one pupil to
talk about his/her school and class, e.g. My - Some pairs demonstrate at the
school is Nguyen Trai Primary School. It’s front of class
in Nguyen Trai Street, Ha Noi. I’m in Class
4D2.
*Consolidation (3’)
- Ask and answer the questions about their
- Ss do the task.
school.

IV.ADJUSTMENT AFTER THE LESSON

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Week: 10 Date of teaching

Period: 20 Wednesday, November 10th2021- 4A,B,D
Friday, November 11th 2021- 4E,G,C
 57

UNIT 6: WHERE IS YOUR SCHOOL?

Lesson 3: Task 1, 2, 3 (P.44)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Pronounce the sounds of the letters sch, sk and str in the words school,
skipping and street respectively.
- Listen and circle the letters showing the correct words completing the
sentences. Then write, and say the completed sentences aloud.
- Say the chant: School, school, school!
2. Contribute to student development:
a. Quality:
- Confident when talking English
- United friend
b. General capacities:
- Know how to practise some sounds
- Practise in pairs
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1. Warm up (3’)
- Spend a few minutes revising the previous - Ss do the task.
lesson by getting pupils to do a dictation. You
can choose some sentences learnt in the
previous lessons (e.g. Our school is Nguyen
Hue Primary School. It is in Nguyen Hue
Street in Ha Noi. We are in Class 4C.)
Act 2: Presentation (15’)
Task 1: Listen and repeat
- Tell pupils that they are going to practise - Ss practise saying the sound
saying the sounds of the letters sch, sk and str of the letters sch, sk and str in
in the words school, skipping and street the words school, skipping
respectively. and street respectively.
- First, put the letters sch, sk and str on the
board.
- Play the recording and ask pupils to repeat a
 58

few times.
- Then write the words school, skipping and
street, and the three sentences from the
Pupil’s Book on the board. - Ss listen to the recording and
- Play the recording more than once, if repeat.
necessary, and let pupils say the words and
the sentences, paying attention to the target - Ss repeat in choral and
sounds. individual repetition of the
- Do choral and individual repetition of the sound, words and sentences
sounds, words and sentences until pupils feel until pupils feel confident.
confident.
- Get some pupils to perform in front of the
class.
- Check as a class and correct the
pronunciation, if necessary.
Act 3: Practice (7’)
Task 2. Listen and write
- Tell pupils that they are going to listen to - Ss look at the poster and
the recording, circle the correct options and answer questions.
then write the words in the blanks.
- Give them a few seconds to read the
sentences in silence and guess the words to
fill the gaps.
- Have pupils listen to the recording and - Ss listen to the recording
circle the appropriate options. twice and get the information
- Allow them time to do the task they hear to the complete the
independently. sentences.
- If necessary, have pupils listen to the
recording more than once. - Ss listen again to check
- Give them time to write the words in the
gaps independently.
- Have them swap their answers before
checking as a class. - Ss swap their answers before
- Go around and offer help, if necessary. checking as a class.
- Ask pupils to read the sentences aloud. - Ss give answer individually.
Key: 1 b 2 b 3 b 4 a 5 a
Audio script
1. This is a street.
2. The street is beautiful.
 59

3. The stream is long.

4. I love my school.
5. Linda likes skating.
Act 4: Production (7’)
Task 3. Let’s chant
- Tell pupils that they are going to say the - Listen, repeat each the line
chant. Follow the procedure in Teaching the of the chant and clap the
unit components in Introduction. syllables
- Have them read the chant and check Gr 1: repeat each line of the
comprehension. chant
- Play the recording more than once, if Gr 2: clap the syllables
necessary, for pupils to do choral and Then change role
individual repetition.
- Show them how to chant and do actions. - Ss practice reciting the chant
- Put the class into two groups to practise in groups
chanting and doing actions. - Ss work in two groups: one
- Each of the groups should sing one verse of chants the questions and the
the chant. other chants the answers.
- Go around and offer help, if necessary.
- Call two pairs to the front of the class to
chant and do actions. - Some volunteers recite the
- The rest of the class claps along to the chant, the rest of class clap the
rhythm. syllables.
*Consolidation (3’)
- Find the words with sch, sk and str sounds. - Ss do the task.

IV.ADJUSTMENT AFTER THE LESSON

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Week: 11 Date of teaching
Period: 21 Monday, November 15th 2021- 4B,D,E
 60

Tuesday, November 16th 2021- 4G,A

Wednesday, November 17th 2021- 4C

UNIT 7: WHAT DO YOU LIKE DOING?

Lesson 1: Task 1, 2 (P.46)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer question about what someone like doing.
- Sentence Patterns: What do you like doing? − I like _____.
- Vocabulary: swimming, cooking, collecting stamps, playing chess
2. Contribute to student development:
a. Quality:
- Ss will be active.
b. General capacities:
- To know talking about activities they likes.
- Work in pairs
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1. Warm up (3’)
- Spend a few minutes revising the previous
lesson by asking a group of five pupils to go
to the front of the class and sing the song This
is the way.
- Have the class sing along and do actions - Ss sing the song This is the
way.
Act 2: Presentation (7’)
Task 1: Look, listen and repeat
- Ss open their books to P.46,
- Have students turn their book to page 46.
and answer some questions.
- Focus students’ attention on:
+ The title of the unit “What do you like
doing?”
 61

+ The teacher uses pictures to introduce

“like” and asks what it means?
+ The pictures: ask students the names of the
characters.
Who’s this?
Is this Hoa/ Mai?
Where are they?
+ the text
They are at school. They are asking and
answering about what someone likes.
- Tell students that they are going to hear the
dialogue between Phong, Linda, Tony and - Ss listen to T
Nam.
- Use posters and pictures to present the
situation collect stamp
- Play the recording all the way through for
students to listen, and point to the appropriate - Ss listen to the recording
line in their books. while looking once.
- Play the recording again for students to - Ss listen to the tape twice
repeat the lines in the speech bubbles. Pause and repeat.
after each line for students to repeat a few
times
- Check to make sure students can repeat and
understand the dialogue.
- T and students take turn to read the
dialogue. (change role)
- Ss work in groups to read the
- Divide class into two groups and take turn dialogue.
to read dialogue (change the role).
- Some pairs read the
- Call some pairs of students to read the dialogue, others listen and
dialogue again. remark
Act 3: Practice (15’)
Task 2: Point and say
 62

- Tell pupils they are going to practise asking

and answering questions about what someone
- T and a good st make an
likes doing.
example.
- Have them look at the bubbles to understand
how to ask and answer questions about things
someone likes doing.
- Ask pupils to look at the four pictures to - Ss make examples.
identify what Tony likes doing in each
picture.
- Teach the words and phrases swimming,
cooking, collecting stamps and playing chess.
- Point to the first picture and model the task
with one pupil, using the expressions in the
bubbles and the word under the picture.
(Teacher: What do you like doing? Pupil: I
like swimming.) Ask pupils to say the
question and the answer chorally and
individually. Repeat the same procedure with
the rest of the pictures.
- Ask pupils to practise in pairs, using the
prompts in the bubbles and the words and
phrases under the pictures. Monitor the
activity and offer help, if necessary.
- Tell pupils they are going to practise using - Ss work in pairs and practice
What do you like doing? I like ... using the picture cues.
Act 4: Production (7’)
Work in pairs…
- Ask them to work in pairs: one pupil asks
the question and the other gives the answer
about their own hobbies. Monitor the activity
and offer help, if necessary.
- Some pairs to perform the
- Ask some pairs to role-play in front of the
task in front of class.
class.
*Consolidation (3’) - Ss do the task.
- Ask students to tell about their hobbies.
 63

IV.ADJUSTMENT AFTER THE LESSON

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Week: 11 Date of teaching

Period: 22 Wednesday, November 17th2021- 4A,B,D
Friday, November 19th 2021- 4E,G,C

UNIT 7: WHAT DO YOU LIKE DOING?

Lesson 2: Task 1, 2, 3 (P.48)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer question about someone's hobbies.
- Sentence Patterns: What’s your hobby? − I like _____.
- Vocabulary: riding a bike, playing badminton, playing a kite, taking photos,
watching TV
2. Contribute to student development:
a. Quality:
- United friend
b. General capacities:
- To know talk about their class
- Practise in pairs
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1. Warm up (3’)
 64

- Spend a few minutes revising the previous - Ss sing the song I like
lesson by calling some pupils to the front of the doing things.
class to sing the song I like doing things. The
class may sing the last four lines as a whole,
clapping hands.
Act 2: Presentation (7’)
Task 1: Look, listen and repeat
- Tell pupils that they are going to look at a story
in which the characters ask and answer questions - Ss students turn their
about hobbies. book

- Ask them to look at the three pictures to

identify the characters and the context in which
the language is used. Ask them questions such as
Who are the pupils? Where are they? What are
they talking about? (In Picture a, Phong asks
Linda about her hobby. In Picture b, Tony says
- Listen and point to the
that his hobby is playing the guitar. In Picture c,
appropriate line in their
Mai says her hobby is singing and they all go
books.
to Super Music Club because they all like music.)
Check comprehension. - Ss listen and repeat (four
times).
- Play the recording more than once, if necessary,
for pupils to listen and repeat. - Students take turn to read
the dialogue.
- Do choral and individual repetition, pointing to
the characters speaking. - Ss work in groups to read
the dialogue.
- Play the recording again for pupils to listen and
repeat. - Ss work in pairs to read
the dialogue.
Act 3: Practice (15’)
Task 2: Point and say
- Tell pupils that they are going to practise asking
and answering questions about someone’s - Ss take turn to repeat the
hobbies. sentence patterns.

- Have them look at the bubbles to understand

how to ask and answer questions about
someone’s hobby, using What’s your hobby? I
like ...
 65

- Ask pupils to look at the five pictures to

identify what the characters like doing.
- Ss make examples.
- Teach the phrases riding a bike, playing
badminton, flying a kite, taking photographs,
watching TV. Point to the first picture and do the
task with one pupil as a model, using the
expressions in the bubbles and the phrase under
the picture. (Teacher: What’s your hobby? Pupil: Look at the picture and
I like riding a bike.) Ask pupils to say the identify the characters in
question and the answer chorally and the pics and their names.
individually. Repeat the same procedure with the
rest of the pictures.
Ss repeat the sentences in
- Ask them to practise in pairs: one asks the the right way
question and the other gives the answer, using the
prompts in the bubbles and the picture cues.
Monitor the activity and offer help, if necessary. - Some pairs perform the
task at the front of class.
- Select some pairs to demonstrate the task in
front of the class. Others observe and give
comments.
- Check as a class or correct pronunciation, if
necessary.
Act 4: Production (7’)
Task 3: Let’s Talk
- Ss look at pictures and
- Tell pupils that they are going to practise asking
identify the characters in
and answering questions about someone’s
the pictures.
hobbies, using What do you like doing? and
What’s your hobby?
- Do the task with two pupils. Put the questions - Ss guess what the girls
and the answers on the board and do choral and would say to greet each
individual repetition. other.

- Ask them to work in pairs: one asks the - Ss work in pairs and
questions and the other gives the answers about practice using the picture
their own hobbies. cues and word cues.

- Tell pupils that both questions can be used to - Some pairs demonstrate
ask about one’s hobbies. at the front of class

- They should practise both with their partners.

 66

Monitor the activity and offer help, if necessary.

- Select some pairs to role-play in front of the
class
*Consolidation (3’) - Ss do the task.
- Play the game Interview
IV.ADJUSTMENT AFTER THE LESSON
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Week: 12 Date of teaching
Period: 23 Monday, November 22th 2021- 4B,D,E
Tuesday, November 23th 2021- 4G,A
Wednesday, November 244h 2021- 4C

UNIT 7: WHAT DO YOU LIKE DOING?

Lesson 3: Task 1, 2, 3 (P.50)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Pronounce the initial letter clusters fl in flying, and pl in playing.
- Listen and circle the correct letters showing the correct verb phrases filling the
gapped sentences. Then say the completed sentences aloud.
- Say the chant: Flying a little kite.
- Sentence Patterns: Revision
- Vocabulary: Revision
2. Contribute to student development:
a. Quality:
- Confident when talking English
- United friend
b. General capacities:
 67

- Know how to practise some sounds

- Practise in pairs
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1. Warm up (3’)
- Spend a few minutes revising the previous - Ss play the game What’s your
lesson by calling two groups of three pupils to hobby?
the front of the class to play the game What’s
your hobby?
Act 2: Presentation (15’)
Task 1. Listen and repeat
- Tell pupils that they are going to practise
- Ss practise saying the sound
saying the sounds f and pl in the words fling
of the letters f and pl in the
and playing respectively.
words fling and playing
- First, put the sounds f and pl on the board. respectively
- Play the recording and ask pupils to repeat a
few times. Then put the words fling and
playing and the sentences I like fling a kite.
and He likes playing the piano. on the board.
- Play the recording more than once, if
necessary, and let pupils say the words and the - Ss listen to the recording and
sentences, paying attention to the target repeat.
sounds.
- Do choral and individual repetition of the
sounds, words and sentences until pupils feel
confident. - Ss repeat in choral and
- Get some pupils to perform in front of the individual repetition of the
class. Check as a class and correct the sound, words and sentences
pronunciation, if necessary. until pupils feel confident.
Act 3: Practice (7’)
Task 2. Listen and write
 68

- Tell pupils that they are going to listen to the

recording and circle the correct phrases to
complete the sentences.
- Ss look at the poster and
- Give them a few seconds to read the
answer questions.
sentences in silence and guess the phrases to
fill the gaps.
- Have pupils listen to the recording and circle - Ss listen to the recording
the appropriate phrases to fill the gaps. twice and get the information
they hear to the complete the
- If necessary, have them do the task in groups.
sentences.
- Have them swap their answers before
- Ss listen again to check
checking as a class. Go around offering help, if
necessary. - Ss swap their answers before
checking as a class.
- Ask pupils to read aloud the sentences.
- Ss give answer individually.
Key: 1 b 2 a 3 b 4 a
Audio script
1. I like flying a kite.
2. He likes playing the guitar.
3. She likes playing with a yo-yo.
4. We like flying in a plane.
Act 4: Production (7’)
Task 3. Let’s chant
- Listen, repeat each the line of
- Tell pupils that they are going to say the the chant and clap the syllables
chant in the books. Follow the procedure in
Gr 1: repeat each line of the
Teaching the unit components in Introduction.
chant
- Have pupils read the chant and check
Gr 2: clap the syllables
comprehension.
- Play the recording more than once, if Then change role
necessary, for pupils to do choral and - Ss practice reciting the chant
individual repetition. Show pupils how to in groups
chant and do actions.
- Ss work in two groups: one
- Call one group of five to give a chants the questions and the
demonstration. other chants the answers.
 69

- Get pupils to sit opposite of each other and - Some volunteers recite the
practise chanting and doing actions. chant, the rest of class clap the
syllables.
- Go around offering help, if necessary.
- Call some groups to the front of the class to
chant and do actions. The rest of the class
claps along to the rhythm.
*Consolidation (3’) - Ss do the task.
- Ask students to play the game “passing the
ball”.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 12 Date of teaching

Period: 24 Wednesday, November 24th2021- 4A,B,D
Friday, November 26th 2021- 4E,G,C

UNIT 8: WHAT SUBJECTS DO YOU HAVE TODAY?

Lesson 1: Task 1, 2(P.52)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Pupils can ask and answer questions about what subjects the other speaker has
for the current day.
- Sentence Patterns: What subjects do you have today? − I have ____.
- Vocabulary: Maths, Science, IT, Vietnamese, Art, Music
2. Contribute to student development:
a. Quality:
- Love their class, love subjects
- Have positive attitudes with subjects
- United friend
 70

b. General capacities:
- To know talk about subjects in their class
- Practise in pairs
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1. Warm up (3’)
-Spend a few minutes revising the previous - Ss sing the song What do you
lesson by asking the class the question What like doing?
do you like doing? Then have the class say
the chant Flying a little kite and clap their
hands.
Act 2: Presentation (7’)
Task 1: Look, listen and repeat
- Ss open their books, and
- Tell pupils that they are going to read a
answer some questions.
story in which pupils ask and answer
questions about school subjects, using What
subjects do you have today? I have ...
- Have them look at the four pictures to
discuss the context in which the language is
used. Ask some questions such as Who are
they? Where are they? What are they talking
about? (In Picture a, Nam and Tom talk
about what day it is today. In Picture b, Nam
asks Tom Do you have Maths today? In
Picture c, Tom asks Nam What subjects do
you have today? and Nam answers I have
Vietnamese, Maths and English. In Picture
d, Tom looks at his wristwatch saying they
are late for school, so they have to run.)
Check comprehension. - Ss listen to T
- Play the recording more than once, if - Ss listen to the recording
necessary, for pupils to listen and repeat. while looking once.
- Do choral and individual repetition, - Ss listen to the tape twice and
pointing to the characters speaking. repeat.
 71

- Play the recording again for pupils to listen - Ss work in groups to read the
and repeat. dialogue.
Language note: Maths is the short form of - Some pairs read the dialogue,
Mathematics. others listen and remark
Act 3: Practice (15’)
Task 2: Point and say
- T and a good st make an
- Tell pupils that they are going to practise
example.
asking and answering questions about
school subjects, using What subjects do you
have today? I have ...
- Have them look at the pictures to - Ss make examples.
understand how to name the school subjects.
- Point to Picture a and have pupils repeat
the word of the subject under it.
- Do choral and individual repetition.
- Then tell pupils to practise asking and
answering about the subject in pairs, using - Ss work in pairs and practice
the prompts in the bubbles and the word using the picture cues.
under the picture.
- Repeat the same procedure with the rest of
the pictures.
- Invite a few pairs to act out the dialogue in
front of the class.
- Check as a class and correct pronunciation.
Language note: Names of school subjects
start with capital letters, e.g. Maths, Science.
- Tell pupils that they are going to practise
in pairs: one asks and the other answers
questions about the actual subjects they have
today, using What subjects do you have
today? I have ...
Act 4: Production (7’)
Work in pairs …
- Have them work in pairs, one asking and
 72

the other giving the answer.

- Call on a few pairs to act out the dialogue - Some pairs to perform the task
in front of the class. in front of class.
- Correct pronunciation, if necessary.
*Consolidation (3’)
- Teacher asks students to play the game
passing ball to talk about what day it is.
- Teacher praises good students.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 13 Date of teaching
Period: 25 Monday, November 29th 2021- 4B,D,E
Tuesday, November 30th 2021- 4G,A
Wednesday, December 1st 2021- 4C

UNIT 8: WHAT SUBJECTS DO YOU HAVE TODAY?

Lesson 2: Task 1, 2, 3 (P.54)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer questions about when someone has a subject.
- Sentence Patterns: When do you have ___? − I have it on ___.
- Vocabulary: Mon., Tues., Wed., Thurs., Fri.
2. Contribute to student development:
a. Quality:
- Love their class, love subjects and love teachers.
- United friend
 73

b. General capacities:
- To know talk about their subjects.
- Practise in pairs
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1: Warm up (3’)
* Chatting :
- How are you today?
- Are you happy ?
- Let’s sing a song.
* Students sing a "school subjects" song.
- Ss sing the song "school
I like Science. subjects"
I like IT
I like Music
I like Maths.
I like English
I like PE
I like Art
I like them all.
* List all the subjects in the song.
Act 2: Presentation (7’)
Task 1: Look, listen and repeat
+ Ask students to look at the picture then ask
some questions: - Ss students turn their book

- Who are they? ( Nam and Tom )

- What are they doing ?
- What are they talking about ?
- Tell pupils that they are going to read a text
 74

in which pupils ask and answer questions

about their timetables.
- Give them a few seconds to look at the
pictures and read the text.
- Ask students to listen to the dialogue .
- Play the recording through for students to
listen and read the text.
- Play the recording again for students to - Listen and point to the
repeat the dialogue a few time to reinforce appropriate line in their books
their pronunciation.
- Divide the class into two groups. Ask the - Ss listen and repeat (four
groups to repeat Nam’s, and Tom’s parts . times)
Repeat the step, but this time ask the groups
to swap their roles. - Students take turn to read the
dialogue.
- Ask students to practice reading the
dialogue in pairs. - Ss work in groups to read the
dialogue
- Call some pairs to demonstrate in front of
the class. - Ss work in pairs to read the
dialogue
- Correct students’ pronunciation mistakes
when necessary.
- T elicits the sentence patterns from students
and the dialogue:
* Sentence patterns:
When do you have Science?
 I have it on Mondays.
* Concept check
- Use
- Pronunciation
- Intonation.
Act 3: Practice (15’)
Task 2: Point and say
- Ss take turn to repeat the
- Tell pupils that they are going to practise
 75

the question and answer When do you have sentence patterns.

Science? and I have it on.
- Let them look at the timetable. Ask them to
identify the names of the four pupils in the
first column and the days when these pupils
have Science. Check comprehension.
- Point to the first row of the table and get - Ss make examples.
one pupil to ask When do you have Science,
Sam? And another to answer I have it on
Mondays and Thursdays.
- Repeat the procedure with the other rows in
the table.
Look at the picture and
- Ask them to work in pairs and ask and identify the characters in the
answer the question, using the given text in pics and their names.
the bubbles and the information in the
Ss repeat the sentences in the
timetable.
right way
- Call a few pairs to act out the exchanges.
- Some pairs perform the task
- Encourage pupils to observe and give at the front of class.
comments in English.
Others observe and give
* Game: Passing game comments.
Act 4: Production (7’)
Task 3: Let’s Talk
- Ss look at pictures and
- T runs through all the questions.
identify the characters in the
- Students read the questions. pictures.
- Student asks, T answers. Remind students to
change the underlined words.
- Ss guess what the girls
- Give students time to practice in pairs then would say to greet each other.
call some pairs to practice.
- Ss work in pairs and practice
- Ask students to play the game Mining using the picture cues and
game. T divides students into two groups. word cues.
Students choose the number and answer the
- Some pairs demonstrate at
questions. If they are correct, they get the
the front of class
scores as given.
 76

Questions:
Who’s your English teacher?
What subjects do you have today?
Do you have Maths today?
When do you have English?
When do you have Science?
What subjects do you like?
*Consolidation (3’)
- T asks students to make the dialogue to ask
- Ss do the task.
and answer about the subjects they have
today.
Sing a song:
When do you have Science?
When do you have English?
Hi-ho, the derry-o
When do you have Maths?
I have Science today.
I have English today.
Hi-ho, the derry-o
I have Maths on Mondays.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 13 Date of teaching
Period: 26 Wednesday, December 1st2021- 4A,B,D
Friday, December 3rd 2021- 4E,G,C
UNIT 8: WHAT SUBJECTS DO YOU HAVE TODAY?
 77

Lesson 3: Task 1, 2, 3 (P.56)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Pronounce the ending letter clusters ct in subject, and cts in subjects.
- Listen and tick the correct boxes showing the words filling the gapped
sentences. Then complete the sentences, and read them aloud.
- Say the chant What subject do you have today?
- Sentence Patterns: Revision
- Vocabulary: Revision
2. Contribute to student development:
a. Quality:
- Confident when talking English
- United friend
- Love English more
b. General capacities:
- Know how to practise some sounds
- Practise in pairs
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1. Warm up (3’)
Spend a few minutes revising the previous Ss play the game Slap the
lesson by organising a Slap the board game board
using the words for school subjects
Act 2: Presentation (15’)
Task 1. Listen and repeat
- Tell pupils that they are going to practise - Ss practise saying the sound
saying the sounds of the letters ct and cts in of the letters ct and cts in the
the words subject and subjects respectively. words subject and subjects
- First, put the letters ct and cts on the board. respectively
- Play the recording and ask pupils to repeat
a few times. Then put the words subject,
subjects and the sentences on the board.
- Play the recording a few times and let
 78

pupils say the words and the sentences, - Ss listen to the recording and
paying attention to the target sounds. repeat.
- Do choral and individual repetition of the
sounds, words and sentences until pupils - Ss repeat in choral and
feel confident. individual repetition of the
- Get some pupils to say the sentences in sound, words and sentences
front of the class. until pupils feel confident.
- Correct the pronunciation, if necessary.
Act 3: Practice (7’)
Task 2. Listen and write
- Tell pupils that they are going to listen to - Ss look at the poster and
the recording and tick the correct boxes. answer questions.
- Give them a few seconds to read the
sentences in silence and guess the words to - Ss listen to the recording
fill the gaps. twice and get the information
- Have pupils listen to the recording and tick they hear to the complete the
the appropriate boxes. sentences.
- Then ask them to fill the gaps with subject - Ss listen again to check
or subjects.
- Have them swap their answers before
checking as a class. - Ss swap their answers before
- Go around offering help, if necessary. checking as a class.
- Ask pupils to read the sentences aloud. - Ss give answer individually.
Key: 1 subjects 2 subject 3 subjects 4
subject
Audio script
1. What subjects do you have today?
2. What subject do you like?
3. What subjects does she have on Fridays?
4. What subject does she like?
Act 4: Production (7’)
Task 3. Let’s chant
- Tell pupils that they are going to say the - Listen, repeat each the line of
chant What subjects do you have today? the chant and clap the syllables
Follow the procedure in Teaching the unit Gr 1: repeat each line of the
components in Introduction. chant
- Have them read the chant and check Gr 2: clap the syllables
comprehension. Then change role
- Play the recording more than once, if - Ss practice reciting the chant
 79

necessary, for pupils to do choral and in groups

individual repetition. - Ss work in two groups: one
- Show them how to chant and do actions. chants the questions and the
- Call two groups of three to give a other chants the answers.
demonstration, one group chants the three - Some volunteers recite the
questions and the other chants the three chant, the rest of class clap the
answers. syllables.
- Get pairs or groups to sit opposite of each
other and practise chanting and doing
actions.
- Go around offering help, if necessary.
- Call two groups of three to the front of the
class to chant and do actions.
- The rest of the class claps along to the
rhythm.
*Consolidation (3’)
- Ask students to play the game “passing the - Ss do the task.
ball”.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 14 Date of teaching
Period: 27 Monday, December 6th 2021- 4B,D,E
Tuesday, December 7th 2021- 4G,A
Wednesday, December 8th 2021- 4C

UNIT 9: WHAT ARE YOU DOING?

Lesson 1: Task 1, 2, 3 (P.58)

I. THE REQUIREMENTS TO ACHIEVE

 80

- By the end of the lesson, students will be able to:

1. Knowledge:
- Ask and answer questions about what someone is doing.
- Sentence Patterns: What’s he / she doing? − He’s / She’s___.
- Vocabulary: watching a video, listening to music, writing a dictation, reading a
text
2. Contribute to student development:
a. Quality:
- Love their class
- United friend
b. General capacities:
- To know talk about their class
- Practise in pairs
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1. Warm up (3’)
- Ask pupils to play Bingo to revise verbs -Ss play Bingo game.
for learning activities in the classroom (e.g.
read, write, listen, talk). Follow the
procedure in Games in Introduction.
Act 2: Presentation (7’)
Task 1: Look, listen and repeat
- Ss open their books, and
- Tell pupils that they are going to read a
answer some questions.
story in which pupils ask and answer
questions about what someone is doing in
the classroom.
- Ask them to look at the four pictures to
identify the characters (Mai, Nam, Tom
and Peter) and the context in which the
language is used.
- Ask questions such as Where are they?
What are they doing? Remind pupils of the
meaning of be + verb-ing. Check
comprehension.
 81

They are at school. They are asking and

answering about the things someone is
doing.
- Use posters, actions to present the
situation to introduce write a dictation,
read a text.
- Play the recording all the way through for
pupils to listen, and point to the appropriate
line in their books.
- Play the recording again for pupils to
repeat the lines in the speech bubbles. - Ss listen to T
Pause after each line for pupils to repeat a
- Ss listen to the recording while
few times
looking once.
- Check to make sure pupils can repeat and
understand the dialogue.
- Ss listen to the tape twice and
- T and pupils take turn to read the
repeat.
dialogue. (change role)
- Divide class into two groups and take
turn to read dialogue (change the role).
- Call some pairs of students to read the
dialogue again.
- Ss work in groups to read the
Language note: be + verb-ing is used to dialogue.
express an action happening at the moment
- Some pairs read the dialogue,
of speaking (e.g. They are making a boat.)
others listen and remark
Act 3: Practice (15’)
Task 2: Point and say
- T and a good st make an
- Tell pupils that they are going to practise
example.
asking and answering questions about what
someone is doing.
- Have them look at the bubbles to
understand how to use the language. - Ss make examples.
- Ask pupils to look at the four pictures to
identify what the girl/boy is doing in each
picture.
 82

- Point to the first picture and model the

task with one pupil, using the expressions
in the bubbles and the phrases under the
picture. (Teacher: What’s she doing? Pupil:
She’s watching a video.)
- Ask pupils to say the sentences chorally
and individually.
- Repeat the same procedure with the rest
of the pictures.
- Ask pupils to practise in pairs, using the
prompts in the bubbles and the pictures. - Ss work in pairs and practice
- Select some pairs to role-play the using the picture cues.
dialogue in front of the class.
Language note: Draw pupils’ attention to
the ing-forms of different verbs (e.g. write
- Some pairs to perform the task
→ writing).
in front of class.
- Tell pupils that they are going to practise
asking and answering questions about what
one of their classmates is doing in the
classroom, using What’s he/she doing? and
He’s/She’s ... You may ask pupils to mime
different activities.
Act 4: Production (7’)
Work in pairs …
- Ask them to work in pairs: one pupil asks
the question and the other gives the
answer.
- Select some pairs to role-play the
dialogue.
*Consolidation (3’) - Ss play the game guessing
- T asks students to play the game guessing game.
game.
IV.ADJUSTMENT AFTER THE LESSON
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 83

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Week: 14 Date of teaching
Period: 28 Wednesday, December 8th 2021- 4A,B,D
Friday, December 10th 2021- 4E,G,C
UNIT 9: WHAT ARE YOU DOING?
Lesson 2: Task 1, 2, 3 (P.60)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer questions about what people are doing.
- Sentence Patterns: What are they doing? − They’re ___.
- Vocabulary: painting masks, making a puppet, playing badminton, making
paper planes
2. Contribute to student development:
a. Quality:
- United friend
b. General capacities:
- To know talk about their class
- Practise in pairs
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1. Warm up (3’)
Spend a few minutes revising the previous Ss play the game What’s he/she
lesson by calling some pupils to the front of doing? He’s/She’s
the class to ask and answer questions about
activities happening in the classroom, using
What’s he/she doing? He’s/She’s
Act 2: Presentation (7’)
Task 1: Look, listen and repeat
- Ss students turn their book
- Tell pupils that they are going to read a
story in which pupils ask and answer
 84

questions about what pupils are doing in the

classroom.
- Ask pupils to look at the pictures to
identify the context in which the language is
used.
- Ask some questions such as Who’s the
girl/boy? Where are they? What are they
doing? Check comprehension.
- Use posters to present the situation to
introduce paint masks, make puppets, make - Listen and point to the
paper plane. appropriate line in their books
- Play the recording all the way through for
pupils to listen, and point to the appropriate
- Ss listen and repeat (four times)
line in their books.
- Play the recording again for pupils to
repeat the lines in the speech bubbles. Pause
after each line for pupils to repeat a few
times
- Check to make sure pupils can repeat and
understand the dialogue.
- T and pupils take turn to read the dialogue. - Students take turn to read the
(change role) dialogue.

- Divide class into two groups and take turn - Ss work in groups to read the
to read dialogue (change the role). dialogue

- Call some pairs of students to read the - Ss work in pairs to read the
dialogue again. dialogue

Language note: they’re = they are

Act 3: Practice (15’)
Task 2: Point and say
- Ss take turn to repeat the
- Tell pupils that they are going to practise
sentence patterns.
asking and answering questions about what
people are doing.
- Have them look at the bubbles to
understand how to ask and answer questions
 85

about what people are doing, using What are

they doing? They’re ... Ask pupils to look at
the four pictures to identify what the pupils
are doing in each picture. Teach the phrases - Ss make examples.
painting masks, making a puppet, playing
badminton and making paper planes.
- Point to the first picture and model the task
with one pupil, using the sentences in the
bubbles and the phrase under the picture.
(Teacher: What are they doing? Pupil:
They’re painting masks). Look at the picture and identify
the characters in the pics and their
- Ask pupils to say the question and answer
names.
chorally and individually.
- Repeat the same procedure with the rest of
the pictures.
- Ask pupils to practise in pairs, one asking Ss repeat the sentences in the right
the question and the other giving the answer, way
using the prompts in the bubbles and the
- Some pairs perform the task at
pictures.
the front of class.
- Select some pairs to demonstrate the task
Others observe and give
in front of the class.
comments.
Act 4: Production (7’)
Task 3: Let’s Talk
- Ss look at pictures and identify
- Tell pupils that they are going to practise
the characters in the pictures.
asking and answering questions about where
their classmates are and what they are doing,
using Where is he/she? What’s he/she
doing? Where are they? and What are they
doing? Remind pupils how to use be + verb-
ing to ask and answer about what people are
doing at the moment of speaking.
- Do the task with one pupil as a model. Put
the sentences on the board and do choral and
individual repetition. - Ss guess what the girls would
say to greet each other.
- Ask pupils to work in pairs, one pupil
 86

asking the questions and the other giving the

answers about what their classmates are
- Ss work in pairs and practice
doing at the moment of speaking.
using the picture cues and word
- Monitor the activity and offer help, if cues.
necessary.
- Select some pairs to role-play in front of
- Some pairs demonstrate at the
the class
front of class
*Consolidation (3’) - Ss play the game: guessing
- T asks students to play the game: guessing game.
game.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 15 Date of teaching

Period: 29 Monday, December 13th 2021- 4B,D,E
Tuesday, December 14th 2021- 4C,G,A

UNIT 9: WHAT ARE YOU DOING?

Lesson 3: Task 1, 2, 3 (P.62)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Pronounce the sound of the letters sk and xt in the words mask and text
respectively.
 87

- Listen and tick the correct words filling the gapped sentences. Then complete
the sentences and read them aloud.
- Say the chant What’s he doing?
- Sentence Patterns: Revision
- Vocabulary: Revision
2. Contribute to student development:
a. Quality:
- Confident when talking English
- United friend
b. General capacities:
- Know how to practise some sounds
- Practise in pairs
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1. Warm up (3’)
Spend a few minutes revising the previous Ss sing the song What are they
lesson by calling some pupils to the front of doing?
the class to sing the song What are they
doing? Have the class listen and clap their
hands.
Act 2: Presentation (15’)
Task 1. Listen and repeat
- Tell pupils that they are going to practise - Ss practise saying the sound of
saying the sounds of the letters sk and xt in the letters sk and xt in the words
the words mask and text respectively. mask and text respectively
- First, put the letters sk and xt on the board.
- Play the recording and ask pupils to repeat
a few times.
- Then put the words mask and text on the - Ss listen to the recording and
board, play the recording and ask pupils to repeat.
repeat a few times.
- After that, write the sentences He’s making - Ss repeat in choral and
a mask. and She’s reading a text on the individual repetition of the sound,
board. words and sentences until pupils
- Play the recording a few times and let feel confident.
pupils say the sentences, paying attention to
 88

the target sounds.

- Do choral and individual repetition of the
sounds, words and sentences until pupils
feel confident.
- Get some pupils to say the sentences in
front of the class.
- Check as a class and correct the
pronunciation, if necessary.
Act 3: Practice (7’)
Task 2. Listen and write
- Tell pupils that they are going to listen to - Ss look at the poster and answer
the four sentences and tick the correct questions.
words.
- Ask them to look at the sentences and - Ss listen to the recording twice
guess the words to fill the gaps. and get the information they hear
- Play the recording so they can listen and to the complete the sentences.
tick the words.
- Remind pupils to focus on the words with - Ss listen again to check
the letters sk and xt while listening.
- Play the recording again for pupils to - Ss swap their answers before
check their answers. checking as a class.
- Get them to swap their answers before you - Ss give answer individually.
check as a class.
- Monitor the activity and offer help, if
necessary.
- Ask pupils to read aloud the sentences.
Key: 1 a 2 a 3 a 4 b
Audio script
1. She’s looking at the mask. 2. The desk is
long.
3. She’s drawing a desk. 4. They’re painting
a mask.
Act 4: Production (7’)
Task 3. Let’s chant
- Tell pupils that they are going to say the - Listen, repeat each the line of the
chant What’s he doing? Follow the chant and clap the syllables
procedure in Teaching the unit components Gr 1: repeat each line of the chant
in Introduction. Gr 2: clap the syllables
- Have them read the chant and check Then change role
 89

comprehension.
- Play the recording more than once, if - Ss practice reciting the chant in
necessary, for pupils to do choral and groups
individual repetition until they get
familiarized with the pronunciation, the
stress, the rhythm and the intonation of the
chant. Show pupils how to chant and do
actions.
- Divide the class into groups of four and - Ss work in two groups: one
call two groups of pupils to give a chants the questions and the other
demonstration: one group chants the chants the answers.
questions, the other chants the answers.
- Get groups to sit opposite of each other
and practise chanting and doing actions.
- Go around offering help, if necessary.
- Call three groups to the front of the class to
chant and do actions.
- The rest of the class claps along to the - Some volunteers recite the chant,
rhythm. the rest of class clap the syllables.
*Consolidation (3’) - Ss play the game “passing the
- Ask ss to play the game “passing the ball”. ball”.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 14 Date of teaching

Period: 28 Monday, December 13th 2021- 4D,B
Tuesday, December 14th 2021- 4A
Friday, December 10th 2021- 4E,G,C

UNIT 10. WHERE WERE YOU YESTERDAY?

Lesson 1: Task 1, 2 (P.64)
 90

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Pupils can ask and answer questions about where the other speaker was the day
before.
- Sentence Patterns: Where were you yesterday? − I was ___.
- Vocabulary: at home, at the zoo, on the beach, in the school library
2. Contribute to student development:
a. Quality:
- Love English
- United friend
b. General capacities:
- To know talk about where they were.
- Practise in pairs.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1. Warm up (3’)
- Get some pupils to go to the front of the - Ss do the task.
class to tell what their family members are
possibly doing at the moment, e.g. My mum
is working in the hospital. My dad is
working on the farm. My sister is learning at
school.
Act 2: Presentation (7’)
Task 1: Look, listen and repeat
- Ss open their books, and
- Have students turn their book to page 64.
answer some questions.
- Focus students’ attention on:
+ The title of the unit “Where were you
yesterday?”
+ The teacher uses pictures to introduce
“yesterday” and asks what it means?
+ The pictures: ask students the names of
the characters.
 91

Who’s this?
Is this Hoa/ Mai?
Where are they?
+ the text
They are in the classroom. They are asking
and answering about where someone was in
the past.
- Tell students that they are going to hear
the dialogue between Miss Hien and
students.
- Use posters and pictures to present the
situation at home, at the zoo, on the beach,
in the school library. - Ss listen to T

- Play the recording all the way through for

students to listen, and point to the
appropriate line in their books.
- Ss listen to the recording
- Play the recording again for students to while looking once.
repeat the lines in the speech bubbles. Pause
after each line for students to repeat a few
times
- Check to make sure students can repeat - Ss listen to the tape twice and
and understand the dialogue. repeat.
- T and students take turn to read the
dialogue. (change role)
- Divide class into two groups and take turn
- Ss work in groups to read the
to read dialogue (change the role).
dialogue.
- Call some pairs of students to read the
- Some pairs read the dialogue,
dialogue again.
others listen and remark
Act 3: Practice (15’)
Task 2: Point and say
- T and a good st make an
- T: They are asking and answering the
example.
question about where someone was in the
past.
 92

- T points to a: Where were you yesterday?

- T points to b: I was at home. - Ss make examples.
- Repeat the sentence pattern.
- Ask students to read the example
- Write the sentence pattern on the board
and get ss to repeat a few times in turns.
* Model the task with the WC.
Where were you yesterday?
- I was at home.
- Go through the task with the rest of the
characters in the same way. Focus on
pronunciation and fluency
Act 4: Production (7’)
Work in pairs … - Ss work in pairs and practice
* Ask students to work in pairs: students using the picture cues.
take turns to point, ask and answer as the
model
* Select some pairs of students to - Some pairs to perform the task
demonstrate the task in front of the class. in front of class.

*Consolidation (3’)
- T asks students to play the game passing
ball to talk about where were they.
- Ss play the game passing ball.
- T praises good students.

IV.ADJUSTMENT AFTER THE LESSON

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 93

Week: 16 Date of teaching

Period: 31 Monday, December 20th 2021- 4B,D,E
Tuesday, December 21th 2021- 4G,A
Wednesday, December 22th 2021- 4C

UNIT 10. WHERE WERE YOU YESTERDAY?

Lesson 2: Task 1, 2, 3 (P.66)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer questions about what someone did in the past.
- Sentence Patterns: What did you do yesterday? − I ___.
- Vocabulary: played badminton, painted a picture, watered the flowers
2. Contribute to student development:
a. Quality:
- Love their class
- United friend
b. General capacities:
- To know talk about their class
- Practise in pairs
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Task 1. Warm up (3’)
- Spend a few minutes revising the previous - Ss sing the song Where were you
lesson by calling some pupils to the front of yesterday?
the class to sing the song Where were you
yesterday?
Act 2: Presentation (7’)
Task 1: Look, listen and repeat
- Have students turn their book to page 66.
 94

- Focus students’ attention on: - Ss students turn their book

+ The pictures: Ask students the names of
the characters.
+ The situations in the pictures.
Who’s this?
Is this Hoa/ Mai?
Where are they?
+ the text
They are in the school library. They are
asking and answering the questions about
what someone did in the past.
- Tell students that they are going to hear the
dialogue between Akiko and the
receptionist.
- Use posters, actions and pictures to
introduce water the flowers - Listen and point to the
appropriate line in their books
- Play the recording all the way through for
students to listen, and point to the
appropriate line in their books. - Ss listen and repeat (four times)
- Play the recording again for students to
repeat the lines in the speech bubbles. Pause
after each line for students to repeat a few
times
- Check to make sure students can repeat
and understand the dialogue.
- T and students take turn to read the
- Students take turn to read the
dialogue. (change role)
dialogue.
- Divide class into two groups and take turn
- Ss work in groups to read the
to read dialogue (change the role).
dialogue
- Call some pairs of students to read the
- Ss work in pairs to read the
dialogue again.
dialogue
 95

Act 3: Practice (15’)

Task 2: Point and say
- T: They are asking and answering the
questions about what someone did in the - Ss take turn to repeat the
past. sentence patterns.

- T points to a: What did you do yesterday?

- T points to b: I watered the flowers.
- Repeat the sentence pattern.
- Ask students to read the example - Ss make examples.

-Write the sentence pattern on the board and

get students to repeat a few times in turns.
* Model the task with the WC. T points. - Look at the picture and identify
What did you do yesterday? the characters in the pics and their
names.
 I watered the flowers.
- Go through the task with the rest of the
characters in the same way. Focus on - Ss repeat the sentences in the
pronunciation and fluency right way.

- Ask students to work in pairs: students - Some pairs perform the task at
take turns to point, ask and answer as the the front of class.
model
- Select some pairs of students to - Others observe and give
demonstrate the task in front of the class. comments.
 96

Act 4: Production (7’)

Task 3: Let’s Talk
- Ss look at pictures and identify
- Tell pupils that they are going to revise
the characters in the pictures.
what they have learnt in Lesson 1 and
Lesson 2, using Where were you yesterday? - Ss guess what the girls would
and What did you do? say to greet each other.

- Ask them to work in pairs: one asks the - Ss work in pairs and practice
questions and the other gives the answers, using the picture cues and word
using facts about themselves. cues.

- Select some pairs to role-play in front of - Some pairs demonstrate at the

the class. front of class

*Consolidation (3’) - Ss play the game: guessing

- Ask students to play the game “passing the game.
ball”.
- Listen
- Give compliments

IV.ADJUSTMENT AFTER THE LESSON

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Week: 16 Date of teaching

Period: 32 Wednesday, December 22th 2021- 4A,B,D
Friday, December 24th 2021- 4E,G,C

UNIT 10. WHERE WERE YOU YESTERDAY?

Lesson 3: Task 1, 2, 3 (P.68)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
 97

1. Knowledge:
- Pronounce the final ed in played, watched, and painted.
- Listen and tick the boxes showing the correct sounds of the final ed of the
verbs in the sentences. Then say the sentences aloud.
- Say the chant What did he do yesterday?
- Sentence Patterns: Revision
- Vocabulary: Revision
2. Contribute to student development:
a. Quality:
- Confident when talking English
- United friend
b. General capacities:
- Know how to practise some sounds
- Practise in pairs
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s activities Students’ activities
Act 1: Warm up (3’)
- Spend a few minutes revising the previous - Ss play the game Pelmanism
lesson by calling a group of three pupils to
the front of the class to play the game
Pelmanism with activities in the present and
past tenses.
Act 2: Presentation (13’)
Task 1. Listen and repeat
- Tell pupils that they are going to practise - Ss practise saying the sound
saying the sounds of the letters ed in the of the letters ed in the words
words played, watched and painted played, watched and painted
respectively. respectively
- First, put the letters ed with the three
phonetic symbols and the words played,
watched and painted on the board.
- Play the recording and ask pupils to repeat
a few times. - Ss listen to the recording and
- Draw their attention to the three different repeat.
pronunciations of ed.
- Then put the three sentences on the board.
 98

- Play the recording more than once and let - Ss repeat in choral and
pupils say the sentences. individual repetition of the
- Do choral and individual repetition of the sound, words and sentences
sounds, words and sentences until pupils until pupils feel confident.
feel conffdent.
- Get some pupils to perform in front of the
class. Check as a class and correct the
pronunciation, if necessary.
Language note: ed in verbs ending with
voiced sounds (e.g. m, n, l) is pronounced
/d/; ed in verbs ending with voiceless sounds
(e.g. s, x, sh, ch) is pronounced /t/; ed in
verbs ending with t or d is pronounced /ɪd/.
Act 3: Practice (7’)
Task 2. Listen and write
- Tell pupils that they are going to listen to - Ss look at the poster and
the recording and tick the correct boxes. answer questions.
- Give them a few seconds to read the
sentences in silence and guess how the verbs - Ss listen to the recording
played, watched and painted are twice and get the information
pronounced. they hear to the complete the
- Play the recording more than once, if sentences.
necessary, for pupils to listen and tick the
correct boxes. - Ss listen again to check
- Have pupils swap their answers before
checking as a class. Then ask pupils to read - Ss swap their answers before
the sentences aloud. checking as a class.
Key: 1 /d/ 2 /t/ 3 /ɪd/ - Ss give answer individually.
Act 4: Production (7’)
Task 3. Let’s chant
- Tell pupils that they are going to say the - Listen, repeat each the line
chant What did he do yesterday? of the chant and clap the
- Have them read the chant and check syllables
comprehension. Gr 1: repeat each line of the
- Play the recording more than once, if chant
necessary, for pupils to do choral and Gr 2: clap the syllables
individual repetition. Then change role
- Show pupils how to chant and do actions. - Ss practice reciting the chant
- Call one group to chant the questions and in groups
 99

another to chant the answers. - Ss work in two groups: one

- Get pupils to sit opposite of each other and chants the questions and the
practise chanting and doing actions. other chants the answers.
- Go around offering help, if necessary.
- Call some groups to the front of the class - Some volunteers recite the
to chant and do actions. The rest of the class chant, the rest of class clap the
claps along to the rhythm. syllables.
*Consolidation (5’)
- Ask students to play the game “lucky - Ss play the game game
number”. “lucky number”.
- Give compliments

IV.ADJUSTMENT AFTER THE LESSON

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Week: 17 Date of teaching

Period: 33+34 Monday, December 27th 2021- 4B,D,E
Tuesday, December 28th 2021- 4G,A
Wednesday, December 29th 2021- 4C

REVIEW 2 AND REVIEW UNIT 1- UNIT 10

I. THE REQUIREMENTS TO ACHIEVE
- By the end of the lesson, students will be able to:
1. Knowledge:
- Review all the structures from lesson 6 to lesson 10.
- Listen and tick the correct pictures.
- Read the paragraph, and circle the letters showing the correct words filling the
gapped sentences.
 100

- Read and match the questions with the answers.

- Read, and complete the gapped exchanges, using the pictures.
- Read and fill the gapped paragraph, using the pictures.
2. Contribute to student development:
a. Quality:
- Confident when using English
- Working hard
- United friends
b. General capacities:
- Co-operation love schools and about the sounds.
- Self-study ability, ability to operate, live responsibly.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES

Teacher’s activities Students’ activities

Act 1: Warm up (4’)
Net work game.
- Have ss find the words and put in to the right - Work in group of 3
group
School Days of the School
subjects week objects

- Check some groups.

Act 2: Practice (30’)
1. Listen and tick (5’)
- Tell pupils that they are going to listen to - Ss look at pictures and
four dialogues and tick the correct pictures. identify the things in the
- Give pupils a few seconds to look at the pictures by answer the
pictures. questions:
- Check comprehension and elicit information - Ss speak out the name of
about the pictures and give feedback. Ask characters
questions such as What can you see in the - Ss predict
pictures? What are the dates? What are the - Ss listen to the tapes twice
school subjects? What is he doing? and tick the correct pictures
- Play the recording three times for pupils to - Ss work individually to
 101

listen, do the task and check their answers. complete Part 1 and trade
- Get pupils to swap and check their answers their work for correction
before checking as a class. - Some volunteers read
- Explain the answers and give further support aloud their answers.
to pupils who got more than half of the - Ss listen to the tape again
answers wrong. to check their answer and
Key: 1 c 2 b 3 a 4 b elicit comments from the
rest of the class.
2. Read and circle (5’)
- Tell pupils that they are going to read the text - Run through all sentences
and circle the correct answers.
- Give pupils a few seconds to read the text in
silence.
- Check comprehension and give feedback.
- Give them time to do the task.
- Do choral and individual repetition of the - Ss work individually to do
text. If time allows, ask them further questions the task and then work in
about the text pairs.
(e.g. Does Peter study Science at school? What - Give answer
day was it yesterday? Did he go to school?
What did he do yesterday morning/afternoon?)
Key: 1 a 2 b 3 a 4 c.
3. Read and match (5’)
- Tell pupils that they are going to read and - Ss look at posters and
match the questions on the left with the identify the content by
answers on the right by drawing a line between answer the questions:
them. 1 read and match……
- Give pupils a few seconds to read the - Ss run throught the
questions and answers in silence. poster
- Check comprehension and give feedback.
- Give them time to do the task. - Ss read text silently to put
- Get pupils to swap and check their answers the correct match. Then
before checking as a class. have them trade their work
- If time allows, ask pupils to work in pairs and for correction
ask each other the five questions. They should
answer the questions using facts about - Some volunteers read
themselves. aloud their answers.
Key: 1 d 2 e 3 a 4 b 5 c
4. Look and write. Then say aloud (5’)
- Tell pupils that they are going to look at the - Ss look at posters and
pictures and questions and write the answers. identify the content by
 102

- Give pupils a few seconds to read the answer the questions:

questions in silence. ………
- Check comprehension and give feedback. - Ss run throught the
- Give them time to do the task individually. poster.
- Get pupils to swap and check their answers - Ss read text silently to
before checking as a class. give the correct word. Then
- Invite open pairs to do the dialogues. have them trade their work
for correction
- Some volunteers read
aloud their answers.

5. Write about you (10’)

- Tell pupils that they are going to read the - Ss look at poster and run
incomplete text and fill the gaps. through the uncompleted
- Give pupils a few seconds to look at the paragraph,by answer the
pictures and read the text in silence. questions:
- Check comprehension and elicit the words to ……………………………
fill the gaps.
- Give them time to do the task. - T models with a student
- Get pupils to swap and check their answers dialogue 1
before checking as a class. If there is enough - Ss look at each poster to
time, ask pupils to suggest what else they can speak as required
do at break time and rewrite the paragraph - Ss work in pairs.
(e.g. It’s break time at school and pupils are - Some volunteers speak
doing dif erent things. A boy is eating a aloud
sandwich. Some girls are studying in the - Ss do the task
library. Some boys are playing basketball. Our
teacher is in the playground. He is talking to
some pupils.)

* Review and remind Ss learn by heart

vocabularies and sentence patterns from unit
1 to unit 10.
*Consolidation (1’)
- Summary the lesson -Retell
- Give compliments
IV.ADJUSTMENT AFTER THE LESSON
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Week: 17 Date of teaching

Period: 35 Wednesday, December 29th 2021- 4A,B,D
Friday, December 31st 2021- 4E,G,C

KIỂM TRA ĐỊNH KÌ CUỐI HỌC KÌ I MÔN TIẾNG ANH LỚP 4

I. LISTENING (3,0pts)
Task 1: Listen and number. (1,0pt)
a.(M2-0,25) b.(M1-0,25) c.(M1-0,25) d.(M3-0,25)

Task 2: Listen and tick ( ). (2,0pts)

1. (M3-0,5) 2. (M2-0,5) 3. (M4-0,5) 4. (M1-0,5)
a. a. a. a.

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 104

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II. READING (2,5pts)

Task 3: Read and match (1,25pts)
Answer
1. Where’s your school? a. It’s today. 1- … (M4-0,25)
2. What do you like doing? b. I’m English. 2- … (M1-0,25)
3. What nationality are you, c. I like reading books. 3- … (M2-0,25)
Linda?
4. When’s your sister’s d. He’s writing a dictation. 4- … (M3-0,25)
birthday?
5. What’s Tom doing? e. It’s in Huu Bang village. 5- … (M2-0,25)
Task 4: Read and complete. (1,25pts)
Monday painted school flowers afternoon
Hello, I’m Mia from Oxford Primary (1)__________ (M1-0,25). It was
Sunday yesterday. I was at home. In the morning, I (2) _________(M1-0,25) a
 106

picture. In the (3) ____________ (M2-0,25), I played tennis. In the evening, I

played computer games. Today is (4) _____________ (M4-0,25). We have Art
and Science. I’m in the Art class now. The girls are drawing
(5)___________(M3-0,25). The boys are making paper planes.
II. WRITING (2,5pts)
Task 5: Look and write. (1,0pt)
Name: Jane

Nationality: English

School: Oxford Primary school

School address: Oxford Street, London

Class: 4A

Hello. My name is (1) _______ (M1-0,25). I’m (2) __________ (M3-

0,25) London, England. I’m (3) ____________ (M4-0,25). I study at Oxford
Prrimary school. It’s a big school in Oxford Street, London. I’m in (4) ________
(M2-0,25) 4A.

Task 6: Order the word. (1,0pt)

1. you /doing/ do/ What / like /?/ (M1-0,25)
 -----------------------------------------------------------------------------------------
2. is / a / hobby / kite / flying / my/ brother’s/. (M2-0,25)
 -----------------------------------------------------------------------------------------
3. yesterday / and/ watered/ my/ trees / flowers / mother / (M3-0,25)
 -----------------------------------------------------------------------------------------
4. / Kien Thuy / Hai Phong/ in / school / city/ district/ my/ is/ ,/ ./ (M4-0,25)
 -----------------------------------------------------------------------------------------
Task 7: Answer the questions (0,5pt)
1. Who’s your Maths teacher? (M2-0,25)
 -----------------------------------------------------------------
2. What does your best friend like doing? (M3-0,25)
 -----------------------------------------------------------------
IV. SPEAKING (2,0pts)
Part 1. Getting to know each other. (1,0pt)
 107

Part 2. Talking about familiar objects. (1.0pt)

________________________________________________________________

Week: 18

Date of teaching
Tuesday, January 4th 2022- 4G,A,B,D
Wednesday, January 5th 2022- 4C
Friday, January 7th 2022- 4E
Period: 37

UNIT 11: WHAT TIME IS IT?

Lesson 1: Task 1, 2 (P.6)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
 108

- Ask and answer questions about time.

- Sentence Patterns: What time is it? − It’s _____.
- Vocabulary: seven, seven fifteen, seven-twenty five, seven-thirty, seven forty-
five
2. Contribute to student development:
a. Quality:
- Save the time
- Confident in learning and practice situations
b. General capacities:
- Communication and co-operation.
- Problem solving and creativity
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s Activities Students’ Activities
Act 1: Warm up (3’)
- To prepare pupils for this lesson, play a - Ss play a game with them
game with them using the numbers five, ten, using the numbers.
fifteen, twenty, twenty-five, thirty, thirty-five,
forty, forty-five, fifty and fifty-five. Say five.
Then choose a pupil to say the next number
(i.e. ten). That pupil then chooses another
pupil to say the next number. Continue until
fifty-five.
Act 2: Presentation (8’)
Task 1: Look, listen and repeat
- Have students turn their book to page 6. - Ss open their books, and
- Focus students’ attention on: answer some questions.
+ The title of the unit What time is it?
+ The teacher uses pictures to introduce
“yesterday” and asks what it means?
+ The pictures: ask students the names of
the characters.
Who’s this?
Is this Hoa/ Mai?
Where are they?
+ the text
They are at home. They are asking and
 109

answering about time.

- Tell students that they are going to hear
hear the dialogue between Phong and his
mum.
- Use posters and pictures to present the
situation breakfast, number from 1 to 60,
time.
- Play the recording all the way through for - Ss listen to T
students to listen, and point to the
appropriate line in their books.
- Play the recording again for students to - Ss listen to the recording
repeat the lines in the speech bubbles. Pause while looking once.
after each line for students to repeat a few
times
- Check to make sure students can repeat - Ss listen to the tape twice and
and understand the dialogue. repeat.
- T and students take turn to read the
dialogue. (change role)
- Divide class into two groups and take turn - Ss work in groups to read the
to read dialogue (change the role). dialogue.
- Call some pairs of students to read the - Some pairs read the dialogue,
dialogue again. others listen and remark
Act 3: Practice (22’)
Task 2: Point and say
- T: They are asking and answering the - T and a good st make an
question about what time it is. example.
- T points to a: What time is it?
- T points to b: It’s seven o’clock.
- Repeat the sentence pattern. - Ss make examples.
- Ask students to read the example
- Write the sentence pattern on the board
and get ss to repeat a few times in turns.
- Model the task with the WC.
What time is it?
It’s seven o’clock.
- Go through the task with the rest of the
characters in the same way. Focus on
pronunciation and fluency
- Ask students to work in pairs: students - Ss work in pairs and practice
 110

take turns to point, ask and answer as the using the picture cues.
model
- Select some pairs of students to - Some pairs to perform the task
demonstrate the task in front of the class. in front of class.
*Consolidation (2’)
- Summary the lesson. - Ss play the game passing ball.
- Comments according to Circular 22.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 18 Date of teaching
Period: 38 Wednesday, January 5th 2022- 4A,B,D
Friday, January 7th 2022- 4G,C, E

UNIT 11: WHAT TIME IS IT?

Lesson 2: Task 1, 2, 3 (P.8)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer questions about daily routines.
- Sentence Patterns: What time do you ____? − I _____ at _____.
- Vocabulary: get up, have breakfast, have dinner, go to bed
2. Contribute to student development:
a. Quality:
- Save the time.
- Confident in learning and practice situations
b. General capacities:
- Co-operation
- Using language to ask and answer questions about daily routines.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s Activities Students’ Activities
 111

Act 1: Warm up (3’)

- Spend a few minutes revising the previous - Ss sing the song What time is
lesson by calling some pupils to the front of it? on page 7.
the class to sing the song What time is it? on
page 7.
Act 2: Presentation (8’)
Task 1: Look, listen and repeat
- Have students turn their book to page 8. - Ss students turn their book
- Focus students’ attention on:
+ The pictures: Ask students the names of
the characters.
+ The situations in the pictures.
Who’s this?
Is this Hoa/ Mai?
Where are they?
+ the text
They are on the way to the school. They are
asking and answering the questions about
daily routine.
- Tell students that they are going to hear the
dialogue between Akiko and the
receptionist.
- Use posters, actions and pictures to
introduce get up, have breakfast, have
dinner, go to bed.
- Play the recording all the way through for - Listen and point to the
students to listen, and point to the appropriate line in their books
appropriate line in their books.
- Play the recording again for students to - Ss listen and repeat (four
repeat the lines in the speech bubbles. Pause times)
after each line for students to repeat a few
times
- Check to make sure students can repeat
and understand the dialogue.
- T and students take turn to read the
dialogue. (change role) - Students take turn to read the
- Divide class into two groups and take turn dialogue.
to read dialogue (change the role). - Ss work in groups to read the
- Call some pairs of students to read the dialogue
 112

dialogue again. - Ss work in pairs to read the

dialogue
Act 3: Practice (15’)
Task 2: Point and say
- T: They are asking and answering the - Ss take turn to repeat the
questions about the time they do something. sentence patterns.
- T points to a: What time do you get up?
- T points to b: I get up at ix o’clock.
- Repeat the sentence pattern.
- Ask students to read the example - Ss make examples.
- Write the sentence pattern on the board
and get students to repeat a few times in
turns.
- Model the task with the WC. T points.
What time do you get up? Look at the picture and identify
 I get up at ix o’clock. the characters in the pics and
- Go through the task with the rest of the their names.
characters in the same way. Focus on
pronunciation and fluency Ss repeat the sentences in the
- Ask students to work in pairs: students right way.
take turns to point, ask and answer as the - Some pairs perform the task at
model the front of class.
- Select some pairs of students to Others observe and give
demonstrate the task in front of the class. comments.
Act 4: Production (7’)
Task 3: Let’s Talk
- Tell pupils that they are going to practise - Ss look at pictures and
more with their friends. identify the characters in the
- Give a few seconds for pupils to look at pictures.
the pictures and check understanding by - Ss guess what the girls would
pointing to each activity and eliciting the say to greet each other.
name.
- Get a pair of pupils to give a
demonstration of the dialogue before - Ss work in pairs and practice
starting the activity. using the picture cues and word
- Have pupils work in pairs, using the cues.
pictures in the book or other activities that - Some pairs demonstrate at the
pupils know. front of class
- Go around to offer help and correct the
 113

pronunciation, if necessary.
- Call a few pairs to act out the dialogue in
front of the class.
- If there is time, tell pupils to ask and
answer questions about their own activities
at break time.
*Consolidation (2’)
- Summary the lesson. - Ss play the game: “passing the
- Comments according to Circular 22. ball”.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 19 Date of teaching
Period: 39+36 Monday, January 10th 2022- 4B,D,E
Tuesday, January 11th 2022- 4G,A
Wednesday, January 12th 2022- 4C

UNIT 11: WHAT TIME IS IT?

Lesson 3: Task 1, 2, 3 (P.10)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Pronounce the letter clusters oo in cook, book, noon, and school.
- Listen and complete the sentences with cook, book, noon, and school. Then
say the completed sentences aloud.
- Say the chant: What time do you go to school?
- Sentence Patterns: Revision
- Vocabulary: Revision
2. Contribute to student development:
a. Quality:
 114

- Save the time, in time.

- Confident in learning and practice situations
b. General capacities:
- Communication and co-operation.
- Problem solving and creativity
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.

III.PROCEDURES
Teacher’s Activities Students’ Activities
Act 1: Warm up (5’)
- Spend a few minutes revising the previous - Ss play the game Pass the
lesson by getting some pupils to play the secret!
game Pass the secret! You may also ask
them to do a dictation, using some sentences
learnt in the previous lessons (e.g. Mai gets
up at six o’clock. She has breakfast at 6.15.
She goes to school at 6.30. In the evening,
she watches TV at eight and goes to bed at
9.45.)
Act 2: Presentation (12’)
Task 1. Listen and repeat
- Tell pupils that they are going to practise - Ss practise saying the sound
saying the sounds of the letters oo in the of the letters oo in the words
words cook, book, school and noon cook, book, school and noon
respectively. respectively
- First, put the letters oo in the words cook,
book, school and noon on the board.
- Play the recording and ask pupils to repeat
a few times.
- Draw their attention to the three different
pronunciations of ed. - Ss listen to the recording and
- Then put the three sentences on the board. repeat.
- Play the recording more than once and let
pupils say the sentences.
- Do choral and individual repetition of the
sounds, words and sentences until pupils - Ss repeat in choral and
feel confident. individual repetition of the
 115

- Get some pupils to perform in front of the sound, words and sentences
class. Check as a class and correct the until pupils feel confident.
pronunciation, if necessary.
Act 3: Practice (8’)
Task 2. Listen and write. Then say aloud.
(9’)
- Tell pupils that they are going to listen to - Ss look at the poster and
the recording and tick the correct boxes. answer questions.
- Give the class a few seconds to read the - Ss listen to the recording
sentences in silence and guess the words to twice and get the information
fill in the blanks. they hear to the complete the
- Play the recording more than once, if sentences.
necessary, for pupils to listen and tick the - Ss listen again to check
correct boxes.
- Have pupils swap their answers before - Ss swap their answers before
checking as a class. Then ask pupils to read checking as a class.
the sentences aloud. - Ss give answer individually.
Act 4: Production (7’)
Task 3. Let’s chant
- Tell pupils that they are going to say the - Listen, repeat each the line
chant What time do you go to school? of the chant and clap the
- Have them read the chant and check syllables
comprehension.
- Play the recording more than once, if
necessary, for pupils to do choral and
individual repetition.
- Show pupils how to chant and do actions. - Ss practice reciting the chant
- Call one group to chant the questions and in groups
another to chant the answers.
- Get pupils to sit opposite of each other and - Ss work in two groups: one
practise chanting and doing actions. chants the questions and the
- Go around offering help, if necessary. other chants the answers.
- Call some groups to the front of the class - Some volunteers recite the
to chant and do actions. The rest of the class chant, the rest of class clap the
claps along to the rhythm. syllables.
*Consolidation (3’)
- Summary the lesson. - Ss play the game game
- Comments according to Circular 22. “lucky number”.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 19
Date of teaching
Wednesday, January 12th 2022-
4A,B,D
Friday, January 14th 2022- 4E,G,C
Period: 40

UNIT 12. WHAT DOES YOUR FATHER DO?

Lesson 1: Task 1, 2 (P.12)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer questions about someone's job.
- Sentence patterns: What does your______ do? − He's / She’s ______.
- Vocabulary: farmer, nurse, driver, factory
2. Contribute to student development:
a. Quality:
- Live responsibly, Love family
- Confident in learning and practice situations
b. General capacities:
- Self- study.
- Communication and co-operation.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s Activities Students’ Activities
Act 1: Warm up (3’)
- Introduce the lesson by writing the title of
 117

the unit on the board and check - Ss play a game What do I do?
comprehension. Have pupils repeat the title What’s my job?
twice. Then write the word Jobs on the
board and ask pupils What do I do? What’s
my job? Prompt pupils to say You’re a
teacher.
Act 2: Presentation (8’)
Task 1: Look, listen and repeat
- Have students turn their book to page 12.
- Ss open their books, and
- Focus students’ attention on:
answer some questions.
+ The title of the unit What does your
father do?
+ The teacher uses pictures to introduce
“work” and asks what it means?
+ The pictures: ask students the names of
the characters.
Who’s this?
Is this Hoa/ Mai?
Where are they?
+ the text
They are at the school. They are asking
and answering about the jobs.
- Ss listen to T
- Tell ss that they are going to hear the
dialogue between Nam and Mai.
- Use posters and pictures to present the
situation teacher, farmer, nurse, student, - Ss listen to the recording while
driver, factory worker. looking once.
- Play the recording all the way through for
students to listen, and point to the
appropriate line in their books.
- Ss listen to the tape twice and
- Play the recording again for students to
repeat.
repeat the lines in the speech bubbles.
Pause after each line for students to repeat
 118

a few times
- Check to make sure students can repeat
and understand the dialogue.
- T and students take turn to read the
dialogue. (change role)
- Divide class into two groups and take
turn to read dialogue (change the role). - Ss work in groups to read the
dialogue.
- Call some pairs of students to read the
dialogue again. - Some pairs read the dialogue,
others listen and remark
Act 3: Practice (22’)
Task 2: Point and say
* Set the context:
- T and a good st make an
- T: They are asking and answering the
example.
question about someone’s job.
- T points to a: What does your
father do?
 - T points to b: He’s a teacher. - Ss make examples.
- Repeat the sentence pattern.
- Ask students to read the example
- Write the sentence pattern on the board
and get ss to repeat a few times in turns.
* Model the task with the WC.
What does your father do?
 He’s a teacher.
- Go through the task with the rest of the
characters in the same way. Focus on
pronunciation and fluency
* Ask students to work in pairs: students
- Ss work in pairs and practice
take turns to point, ask and answer as the
using the picture cues.
model
* Select some pairs of students to
demonstrate the task in front of the class.
 119

- Some pairs to perform the task

in front of class.
*Consolidation (2’)
- Summary the lesson.
- Ss make a dialogue to tell about
- Comments according to Circular 22.
the job of people in their family.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 20 Date of teaching
Period: 41 Monday, January 17th 2022- 4B,D,E
Tuesday, January 18th 2022- 4G,A
Wednesday, January 19th 2022- 4C

UNIT 12: WHAT DOES YOUR FATHER DO?

Lesson 2: Task 1, 2, 3 (P.14)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Pupils can ask and answer questions about places to work.
- Sentence Patterns: Where does a ____ work? − A _____ works _____.
- Vocabulary: doctor, in a hospital / farmer, in a field / worker, in a factory /
clerk, in an office
2. Contribute to student development:
a. Quality:
- Live responsibly
- Love family
- Confident in learning and practice situations
b. General capacities:
 120

- Self- study.
- Communication and co-operation.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s Activities Students’ Activities
Act 1: Warm up (3’)
- Spend a few minutes revising the previous - Ss sing the song My family.
lesson by having the class sing the song My
family. Then invite a few pairs to ask and
answer questions about the jobs of their
parents.
Act 2: Presentation (8’)
Task 1: Look, listen and repeat
- Have students turn their book to page 14. - Ss students turn their book
- Focus students’ attention on:
+ The pictures: Ask students the names of
the characters.
+ The situations in the pictures.
Who’s this?
Is this Hoa/ Mai?
Where are they?
+ the text
They are at school. They are asking and
answering about the places of work.
- Tell students that they are going to hear the
dialogue between Akiko and the
receptionist.
- Use posters, actions and pictures to
introduce doctor, hospital, field, factory,
clerk, office.
- Play the recording all the way through for - Listen and point to the
students to listen, and point to the appropriate line in their books
appropriate line in their books.
- Play the recording again for students to - Ss listen and repeat (four
repeat the lines in the speech bubbles. Pause times)
after each line for students to repeat a few
times
 121

- Check to make sure students can repeat

and understand the dialogue.
- T and students take turn to read the - Students take turn to read the
dialogue. (change role) dialogue.
- Divide class into two groups and take turn - Ss work in groups to read the
to read dialogue (change the role). dialogue
- Call some pairs of students to read the - Ss work in pairs to read the
dialogue again. dialogue
Act 3: Practice (15’)
Task 2: Point and say
- T: They are asking and answering the - Ss take turn to repeat the
questions about the places of work. sentence patterns.
- T points to a: Where does a doctor work?
- T points to b:  In a hospital.
- Repeat the sentence pattern.
- Ask students to read the example - Ss make examples.
- Write the sentence pattern on the board
and get students to repeat a few times in
turns.
* Model the task with the WC. T points.
T: Where does a doctor work? Look at the picture and identify
Class:  In a hospital. the characters in the pics and
- Go through the task with the rest of the their names.
characters in the same way. Focus on
pronunciation and fluency Ss repeat the sentences in the
* Ask students to work in pairs: students right way.
take turns to point, ask and answer as the - Some pairs perform the task at
model the front of class.
* Select some pairs of students to Others observe and give
demonstrate the task in front of the class. comments.
Act 4: Production (7’)
Task 3: Let’s Talk
- Tell pupils that they are going to practise - Ss look at pictures and
more with their friends. identify the characters in the
- Give a few seconds for pupils to look at pictures.
the pictures and check understanding by - Ss guess what the girls would
pointing to each activity and eliciting the say to greet each other.
name.
- Get a pair of pupils to give a
 122

demonstration of the dialogue before - Ss work in pairs and practice

starting the activity. using the picture cues and word
- Have pupils work in pairs, using the cues.
pictures in the book or other activities that - Some pairs demonstrate at the
pupils know. front of class
- Go around to offer help and correct the
pronunciation, if necessary.
- Call a few pairs to act out the dialogue in
front of the class.
- If there is time, tell pupils to ask and
answer questions about their own activities
at break time.
*Consolidation (2’)
- Summary the lesson. - Ss play the game: “passing the
- Comments according to Circular 22. ball”.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 20

Date of teaching
Wednesday, January 19th 2022-
4A,B,D
Friday, January 21th 2022- 4E,G,C
Period: 42

UNIT 12. WHAT DOES YOUR FATHER DO?

Lesson 3: Task 1, 2, 3 (P.16)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Pronounce the letter clusters ie in field and piece, and ea in teacher and
reading.
 123

- Listen and circle the correct words. Then say the sentences with the circled
words.
- Say the chant Jobs and places of work.
- Sentence Patterns: Revision
- Vocabulary: Revision
2. Contribute to student development:
a. Quality:
- Ss look after, solve problems and study themselves.
- Studious and obedient students and love their family.
b. General capacities:
- Communication and co-operation.
- problem solving and creativity
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s Activities Students’ Activities
Act 1: Warm up (3’)
- Spend a few minutes revising the previous
- Ss play the game Pass the
lesson by inviting one or two pairs of pupils
secret!
to act out the story in Lesson 2, Activity 1.
Act 2: Presentation (15’)
Task 1. Listen and repeat
- Tell pupils that they are going to practise
- Ss practise saying the sound
saying the sounds of the letters ie and ea in
of the letters ie and ea in the
the words field, piece and teacher, reading
words field, piece and teacher,
respectively.
reading respectively
- First, put the letters ie and ea in the words
field, piece and teacher, reading on the
board.
- Play the recording and ask pupils to repeat
a few times.
- Draw their attention to the three different
pronunciations of ie and ea.
- Ss listen to the recording and
- Then put the three sentences on the board. repeat.
 124

- Play the recording more than once and let

pupils say the sentences.
- Do choral and individual repetition of the
- Ss repeat in choral and
sounds, words and sentences until pupils
individual repetition of the
feel confident.
sound, words and sentences
- Get some pupils to perform in front of the until pupils feel confident.
class. Check as a class and correct the
pronunciation, if necessary.
Act 3: Practice (8’)
Task 2. Listen and write. Then say aloud.
- Tell pupils that they are going to listen to
- Ss look at the poster and
the recording and tick the correct boxes.
answer questions.
- Give the class a few seconds to read the
- Ss listen to the recording
sentences in silence and guess the words to
twice and get the information
fill in the blanks.
they hear to the complete the
- Play the recording more than once, if sentences.
necessary, for pupils to listen and tick the
- Ss listen again to check
correct boxes.
- Ss swap their answers before
- Have pupils swap their answers before
checking as a class.
checking as a class. Then ask pupils to read
the sentences aloud. - Ss give answer individually.

Act 4: Production (7’)

Task 3. Let’s chant
- Tell pupils that they are going to say the
- Listen, repeat each the line of
chant You’re going to chant about jobs and
the chant and clap the syllables
places to work. Now look at the pictures and
draw lines to match each person with
his/her job and the place where he/she
works.
- Have them read the chant and check
comprehension. - Ss practice reciting the chant
in groups
- Play the recording more than once, if
necessary, for pupils to do choral and
individual repetition.
 125

- Show pupils how to chant and do actions.

- Call one group to chant the questions and
another to chant the answers.
- Get pupils to sit opposite of each other and
practise chanting and doing actions.
- Ss work in two groups: one
- Go around offering help, if necessary.
chants the questions and the
- Call some groups to the front of the class other chants the answers.
to chant and do actions. The rest of the class
- Some volunteers recite the
claps along to the rhythm.
chant, the rest of class clap the
syllables.
*Consolidation (2’)
- Summary the lesson.
- Comments according to Circular 22.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 21 Date of teaching

Period: 43 Monday, January 24th 2022- 4B,D,E
Tuesday, January 25th 2022- 4G,A
Wednesday, January 26th 2022- 4C

UNIT 13. WOULD YOU LIKE SOME MILK?

Lesson 1: Task 1, 2 (P.18)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
 126

- Pupils can ask and answer questions about the someone’s favourite food and
drink.
- Sentence Patterns:What your favourite ______? − It’s ______.
- Vocabulary:food, beef / food, pork / drink, orange juice / drink, water
2. Contribute to student development:
a. Quality:
- Educate Ss how to keep healthy
- Positive about recipes and eating habits
- Students know how to learn English in right way.
b. General capacities:
- Self- study.
- Communication and co-operation.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s Activities Students’ Activities
Act 1: Warm up (3’)
- Spend a few minutes revising the previous
- Ss sing the song My family.
lesson by asking the class to sing the song My
family and clap their hands.
Act 2: Presentation (8’)
Task 1: Look, listen and repeat
- Have students turn their book to page 18.
- Ss open their books, and
- Focus students’ attention on:
answer some questions.
+ The title of the unit What’s your favourite
food/drink? It’s ...
+ The teacher uses pictures to introduce
“favorite” and asks what it means?
+ The pictures: ask students the names of the
characters.
- Have them look at the four pictures and
discuss with them the context in which the
language is used. Ask questions such as Who
are they? Where are they? and What are they
saying?
 127

- Use posters and pictures to present the

situation beef, pork, orange juice, water.
- Ss listen to T
- Play the recording all the way through for
students to listen, and point to the appropriate
line in their books.
- Play the recording again for students to - Ss listen to the recording while
repeat the lines in the speech bubbles. Pause looking once.
after each line for students to repeat a few
times
- Check to make sure students can repeat and
understand the dialogue. - Ss listen to the tape twice and
repeat.
- T and students take turn to read the
dialogue. (change role)
- Divide class into two groups and take turn
to read dialogue (change the role). - Ss work in groups to read the
- Call some pairs of students to read the dialogue.
dialogue again. - Some pairs read the dialogue,
others listen and remark
Act 3: Practice (22’)
Task 2: Point and say
- T and a good st make an
- Tell pupils that they are going to practise
example.
asking and answering questions about their
favourite food and drink, using What’s your
favourite food/drink? It’s ... Have pupils look
at the bubbles to understand how the language
is used - Ss make examples.

- T points to a: What’s your favourite

food?
 - T points to b: It’s fish.
- Repeat the sentence pattern.
- Ask students to read the example
- Write the sentence pattern on the board and
get ss to repeat a few times in turns.
 128

* Model the task with the WC.

What’s your favourite food?
 It’s fish.
- Go through the task with the rest of the
characters in the same way. Focus on
pronunciation and fluency
* Ask students to work in pairs: students take - Ss work in pairs and practice
turns to point, ask and answer as the model using the picture cues.

* Select some pairs of students to - Some pairs to perform the task

demonstrate the task in front of the class. in front of class.

*Consolidation (2’)
- Summary the lesson.
- Comments according to Circular 22.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 21

Date of teaching
Wednesday, January 26th 2022-
4A,B,D
Friday, January 28th 2022- 4E,G,C
Period: 44

UNIT 13: WOULD YOU LIKE SOME MILK?

Lesson 2: Task 1, 2, 3 (P. 20)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Offer someone food or drink and accept / decline someone's offer.
 129

- Sentence Patterns: Would you like to some ______? ̶ Yes, please. / ̶ No,
thanks.
- Vocabulary: bread, rice, vegetable, lemonade
2. Contribute to student development:
a. Quality:
- Educate Ss how to keep healthy
b. General capacities:
- Self- study.
- Communication and co-operation.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES

Teacher’s Activities Students’ Activities

Act 1: Warm up (3’)
- Spend a few minutes revising the previous
- Ss sing the song My favourite
lesson. Ask some pupils to go to the front of
food.
the class to sing the song My favourite food
and drink. Have the class clap hands.
Act 2: Presentation (8’)
Task 1: Look, listen and repeat
- Tell the class that they are going to read a
story in which the characters offer food and - Ss students turn their book
drink, using Would you like some ...? and
accept/decline offers, using Yes, please./No,
thanks.
- Ask them some questions such as Who are
they? Where are they? and What are they
saying?
- Use posters, actions and pictures to
- Listen and point to the
introduce bread, rice, vegetables, lemonade.
appropriate line in their books
- Play the recording all the way through for
students to listen, and point to the
appropriate line in their books. - Ss listen and repeat (four
times)
 130

- Play the recording again for students to

repeat the lines in the speech bubbles. Pause
after each line for students to repeat a few
times
- Check to make sure students can repeat
and understand the dialogue.
- T and students take turn to read the - Students take turn to read the
dialogue. (change role) dialogue.
- Divide class into two groups and take turn - Ss work in groups to read the
to read dialogue (change the role). dialogue
- Call some pairs of students to read the - Ss work in pairs to read the
dialogue again. dialogue
Act 3: Practice (15’)
Task 2: Point and say
- Ss take turn to repeat the
- T: They are asking and answering the
sentence patterns.
questions about how to make an offer and
responding.
- T points to a: Would you like some milk?
- T points to b:  Yes, please/ No, thanks.
- Repeat the sentence pattern. - Ss make examples.

- Ask students to read the example

- Write the sentence pattern on the board
and get students to repeat a few times in
turns.
* Model the task with the WC. T points.
Would you like some milk?
Look at the picture and identify
 Yes, please/ No, thanks. the characters in the pics and
- Go through the task with the rest of the their names.
characters in the same way. Focus on
pronunciation and fluency
Ss repeat the sentences in the
* Ask students to work in pairs: students right way.
take turns to point, ask and answer as the
 131

model - Some pairs perform the task at

the front of class.
* Select some pairs of students to
demonstrate the task in front of the class. Others observe and give
comments.
Act 4: Production (7’)
Task 3: Let’s Talk
- Tell pupils that they are going to practise
more with their friends. - Ss look at pictures and
identify the characters in the
- Give a few seconds for pupils to look at
pictures.
the pictures and check understanding by
pointing to each activity and eliciting the - Ss guess what the girls would
name. say to greet each other.

- Get a pair of pupils to give a

demonstration of the dialogue before
starting the activity.
- Have pupils work in pairs, using the
pictures in the book or other activities that
pupils know. - Ss work in pairs and practice
- Go around to offer help and correct the using the picture cues and word
pronunciation, if necessary. cues.

- Call a few pairs to act out the dialogue in - Some pairs demonstrate at the
front of the class. front of class

*Consolidation (2’)
- Summary the lesson.
- Comments according to Circular 22.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 22 Date of teaching
 132

Period: 45 Monday, February 7th 2022- 4B,D,E

Tuesday, February 8th 2022- 4G,A
Wednesday, February 9th 2022- 4C

UNIT 13. WOULD YOU LIKE SOME MILK?

Lesson 3: Task 1, 2, 3 (P.22)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Pronounce the final letters f in beef and leaf, and the final letter clusters sh in
fish and dish.
- Listen and tick the letters showing the correct words filling the gapped
sentences. Then say the completed sentences aloud.
- Say the chant Would you like some fish?
- Sentence Patterns: Revision
- Vocabulary: Revision
2. Contribute to student development:
a. Quality:
- Educate Ss how to keep healthy
- Positive about recipes and eating habits
- Students know how to learn English in right way
- Confident in learning and practice situations
b. General capacities:
- Communication and co-operation.
- problem solving and creativity.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s Activities Students’ Activities
Act 1: Warm up (3’)
- Spend a few minutes revising the previous - Ss play the game Food or
lesson by calling two pairs of pupils to the drink?
board to play the game Food or drink?
Act 2: Presentation (15’)
Task 1. Listen and repeat
- Tell pupils that they are going to practise - Ss practise saying the sound
 133

saying the sounds of the letters f and sh in of the letters f and sh in the
the words beef, leaf and fish, dish words beef, leaf and fish, dish
respectively. respectively.
- First, put the letters f and sh in the words
beef, leaf and fish, dish on the board.
- Play the recording and ask pupils to repeat
a few times.
- Draw their attention to the three different
pronunciations of f and sh.
- Then put the three sentences on the board.
- Play the recording more than once and let - Ss listen to the recording and
pupils say the sentences. repeat.
- Do choral and individual repetition of the
sounds, words and sentences until pupils
feel confident. - Ss repeat in choral and
- Get some pupils to perform in front of the individual repetition of the
class. Check as a class and correct the sound, words and sentences
pronunciation, if necessary. until pupils feel confident.
Act 3: Practice (8’)
Task 2. Listen and write. Then say aloud.
- Tell pupils that they are going to listen to - Ss look at the poster and
the recording and tick the correct boxes. answer questions.
- Give the class a few seconds to read the - Ss listen to the recording
sentences in silence and guess the words to twice and get the information
fill in the blanks. they hear to the complete the
- Play the recording more than once, if sentences.
necessary, for pupils to listen and tick the - Ss listen again to check
correct boxes. - Ss swap their answers before
- Have pupils swap their answers before checking as a class.
checking as a class. Then ask pupils to read - Ss give answer individually.
the sentences aloud.
Act 4: Production (7’)
Task 3. Let’s chant.
- Tell pupils that they are going to say the - Listen, repeat each the line of
chant Would you like some fish? Follow the the chant and clap the syllables
procedure in Teaching the unit components Gr 1: repeat each line of the
in Introduction chant
- Have them read the chant and check Gr 2: clap the syllables
comprehension. Then change role
 134

- Play the recording more than once, if

necessary, for pupils to do choral and - Ss practice reciting the chant
individual repetition. in groups
- Show pupils how to chant and do actions.
- Call one group to chant the questions and
another to chant the answers.
- Get pupils to sit opposite of each other and - Ss work in two groups: one
practise chanting and doing actions. chants the questions and the
- Go around offering help, if necessary. other chants the answers.
- Call some groups to the front of the class - Some volunteers recite the
to chant and do actions. The rest of the class chant, the rest of class clap the
claps along to the rhythm. syllables.
*Consolidation (2’)
- Summary the lesson.
- Comments according to Circular 22.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 22
Date of teaching
Wednesday, February 9th 2022-
4A,B,D
Friday, February 11th 2022- 4E,G,C
Period: 46

UNIT 14. WHAT DOES HE LOOK LIKE?

Lesson 1: Task 1, 2 (P.24)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer questions about someone's physical appearance.
- Pupils can ask and answer questions about someone’s physical appearance.
- Sentence Patterns: What does he / she like? − He’s / She’s ____.
- Vocabulary: tall, short, slim, old, young
2. Contribute to student development:
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a. Quality:
- Live responsibly
- Confident in learning and practice situations
b. General capacities:
- Self- study.
- Communication and co-operation.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s Activities Students’ Activities
Act 1: Warm up (3’)
Ask pupils to bring a photo of their Ss introduce their hobby.
father/mother and talk about him/her (e.g.
his/her name, age, job and hobby).
Act 2: Presentation (8’)
Task 1: Look, listen and repeat
- Have students turn their book to page 24. - Ss open their books, and
- Focus students’ attention on: answer some questions.
+ The title of the unit What does he look like?
+ The teacher uses pictures to introduce “look
like” and asks what it means?
+ The pictures: ask students the names of the
characters.
Who’s this?
Is this Hoa/ Mai?
Where are they?
+ the text
They are chatting. They are asking and
answering the questions about someone’s
physical appearance.
- Tell ss that they are going to hear the
dialogue between Linda and Phong.
- Use posters and pictures to present the
situation tall, short, slim, old, young..
- Play the recording all the way through for - Ss listen to T
students to listen, and point to the appropriate
line in their books.
- Play the recording again for students to - Ss listen to the recording
repeat the lines in the speech bubbles. Pause while looking once.
 136

after each line for students to repeat a few

times
- Check to make sure students can repeat and - Ss listen to the tape twice
understand the dialogue. and repeat.
- T and students take turn to read the dialogue.
(change role)
- Divide class into two groups and take turn to - Ss work in groups to read
read dialogue (change the role). the dialogue.
- Call some pairs of students to read the - Some pairs read the
dialogue again. dialogue, others listen and
remark
Act 3: Practice (15’)
Task 2: Point and say
- T: They are asking and answering the - T and a good st make an
questions about someone’s physical example.
appearance.
- T points to a: What does he look like?
- T points to b:  He’s tall. - Ss make examples.
- Repeat the sentence pattern.
- Ask students to read the example
- Write the sentence pattern on the board and
get ss to repeat a few times in turns.
* Model the task with the WC.
T: What does he look like?
St:  He’s tall.
- Go through the task with the rest of the
characters in the same way. Focus on
pronunciation and fluency
Act 4: Production (7’)
Talking
* Ask students to work in pairs: students take
turns to point, ask and answer as the model - Ss work in pairs and
* Select some pairs of students to demonstrate practice using the picture
the task in front of the class. cues.
- Some pairs to perform the
task in front of class.
*Consolidation (2’)
- Summary the lesson.
- Comments according to Circular 22.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 23 Date of teaching

Period: 47 Monday, February 28th 2022- 4B,D,E
Tuesday, March 1st 2022- 4G,A
Wednesday, March 2nd 2022- 4C

UNIT 14: WHAT DOES HE LOOK LIKE?

Lesson 2: Task 1, 2, 3 (P.26)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer questions to make comparisons in physical appearance.
- Sentence Patterns: Who’s ______? ̶ ______ is ______.
- Vocabulary: tall – taller; short – shorter; big – bigger; small – smaller; old –
older; young – younger

2. Contribute to student development:

a. Quality:
- Live responsibly, love themselves, family and friends
- Confident in learning and practice situations
b. General capacities:
- Self- study.
- Communication and co-operation.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s Activities Students’ Activities
Act 1: Warm up (3’)
 138

- Spend a few minutes revising the previous - Ss play the game Find
lesson by having students to play the game Someone Who…
Find Someone Who… On page 25.
Act 2: Presentation (8’)
Task 1: Look, listen and repeat
- Have students turn their book to page 26. - Ss students turn their book
- Focus students’ attention on:
+ The pictures: Ask students the names of
the characters.
+ The situations in the pictures.
Who’s this?
Is this Hoa/ Mai?
Where are they?
+ the text
They are at the school. They are asking and
answering the questions about the
comparisons.
- Tell students that they are going to hear the
dialogue between Akiko and the
receptionist.
- Use posters, actions and pictures to
introduce taller, shorter, older, younger.
- Play the recording all the way through for - Listen and point to the
students to listen, and point to the appropriate line in their books
appropriate line in their books.
- Play the recording again for students to - Ss listen and repeat (four
repeat the lines in the speech bubbles. Pause times)
after each line for students to repeat a few
times
- Check to make sure students can repeat
and understand the dialogue.
- T and students take turn to read the
dialogue. (change role) - Students take turn to read the
- Divide class into two groups and take turn dialogue.
to read dialogue (change the role). - Ss work in groups to read the
- Call some pairs of students to read the dialogue
dialogue again. - Ss work in pairs to read the
dialogue
Act 3: Practice (15’)
Task 2: Point and say
- T: They are asking and answering the - Ss take turn to repeat the
 139

questions about comparisons. sentence patterns.

- T points to a: Who is taller? - Ss make examples.
- T points to b: He’s taller
- Repeat the sentence pattern.
- Ask students to read the example
- Write the sentence pattern on the board
and get students to repeat a few times in
turns. Look at the picture and identify
* Model the task with the WC. T points. the characters in the pics and
T: Who is taller? their names.
Class: He’s taller.
- Go through the task with the rest of the Ss repeat the sentences in the
characters in the same way. Focus on right way.
pronunciation and fluency - Some pairs perform the task at
* Ask students to work in pairs: students the front of class.
take turns to point, ask and answer as the Others observe and give
model comments.
* Select some pairs of students to
demonstrate the task in front of the class.
Act 4: Production (7’)
Task 3: Let’s Talk
- Tell pupils that they are going to practise - Ss look at pictures and
more with their friends. identify the characters in the
- Give a few seconds for pupils to look at pictures.
the pictures and check understanding by - Ss guess what the girls would
pointing to each activity and eliciting the say to greet each other.
name.
- Get a pair of pupils to give a
demonstration of the dialogue before
starting the activity.
- Have pupils work in pairs, using the
pictures in the book or other activities that
pupils know.
- Go around to offer help and correct the
pronunciation, if necessary.
- Call a few pairs to act out the dialogue in - Ss work in pairs and practice
front of the class. using the picture cues and word
- If there is time, tell pupils to ask and cues.
answer questions about their own activities - Some pairs demonstrate at the
at break time. front of class.
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*Consolidation (2’)
- Ask students to work in pairs to practice - Ss work in pairs to practice
the sentence pattern again. the sentence pattern again.
- T praises good students. - Comments
according to Circular 22.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 23
Date of teaching
Wednesday, March 2nd 2022-
4A,B,D
Friday, March 4th 2022- 4E,G,C
Period: 48

UNIT 14: WHAT DOES HE LOOK LIKE?

Lesson 3: Task 1, 2, 3 (P.28)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Pronounce the initial clusters th in this, that, thin, and thick.
- Listen and tick the letters showing the correct words filling the gapped
sentences. Then say the completed sentences aloud.
- Say the chant This is my family.
- Sentence Patterns: Revision
- Vocabulary: Revision
2. Contribute to student development:
a. Quality:
- Ss look after, solve problems and study themselves.
- Studious and obedient students and love their family.
b. General capacities:
- Communication and co-operation.
- Problem solving and creativity
II. PREPARATION
 141

1. Teacher’s: student’s and teacher’s book, flashcards, soft book.

2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s Activities Students’ Activities
Act 1: Warm up (3’)
- Spend a few minutes revising the previous - Ss sing the song What do
lesson by calling some pupils to the front of they look like?
the class to sing the song What do they look
like? Have the class listen and clap their
hands.
Act 2: Presentation (15’)
Task 1: Listen and repeat
- Tell pupils that they are going to practise - Ss practise saying the sound
saying the sounds of the letters th as in the of the letters f and sh in the
word this, th as in the word that, th as in the words beef, leaf and fish,
word thin and th as in the word thick. dish respectively.
- First, put the letters th as in the word this, th
as in the word that, th as in the word thin and
th as in the word thick on the board.
- Play the recording and ask pupils to repeat a
few times.
- Draw their attention to the three different
pronunciations of th.
- Then put the three sentences on the board. - Ss listen to the recording
- Play the recording more than once and let and repeat.
pupils say the sentences.
- Do choral and individual repetition of the
sounds, words and sentences until pupils feel
confident. - Ss repeat in choral and
- Get some pupils to perform in front of the individual repetition of the
class. Check as a class and correct the sound, words and sentences
pronunciation, if necessary. until pupils feel confident.
Act 3: Practice (8’)
Task 2. Listen and tick. Then write and say
aloud.
- Tell pupils that they are going to listen to - Ss look at the poster and
the recording and tick the correct boxes. answer questions.
- Give the class a few seconds to read the - Ss listen to the recording
sentences in silence and guess the words to twice and get the information
fill in the blanks. they hear to the complete the
 142

- Play the recording more than once, if sentences.

necessary, for pupils to listen and tick the - Ss listen again to check
correct boxes. - Ss swap their answers
- Have pupils swap their answers before before checking as a class.
checking as a class. Then ask pupils to read - Ss give answer
the sentences aloud. individually.

Act 4: Production (7’)

Task 3. Let’s chant
- Tell pupils that they are going to say the - Listen, repeat each the line
chant This is my family. Follow the procedure of the chant and clap the
in Teaching the unit components in syllables
Introduction. Gr 1: repeat each line of the
- Have them read the chant and check chant
comprehension. Gr 2: clap the syllables
- Play the recording more than once, if Then change role
necessary, for pupils to do choral and
individual repetition.
- Show pupils how to chant and do actions.
- Call one group to chant the questions and - Ss practice reciting the
another to chant the answers. chant in groups
- Get pupils to sit opposite of each other and
practise chanting and doing actions. - Ss work in two groups: one
- Go around offering help, if necessary. chants the questions and the
- Call some groups to the front of the class to other chants the answers.
chant and do actions. The rest of the class - Some volunteers recite the
claps along to the rhythm. chant, the rest of class clap
the syllables.
*Consolidation (2’)
- Summary the lesson.
- Comments according to Circular 22.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 24 Date of teaching

Period: 49 Monday, March 7th 2022- 4B,D,E
Tuesday, March 8th 2022- 4G,A
Wednesday, March 9th 2022- 4C

UNIT 15: WHEN’S CHILDREN’S DAY?

Lesson 1: Task 1, 2 (P.30)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer about when a festival is.
- Pupils can ask and answer questions about when a festival is.
- Sentence Patterns: When is….? − It’s on _______.
- Vocabulary : New Year, the first of January; Children’s Day, the first of June;
Teachers’ Day, the twentieth of November; Christmas, the twenty-fifth of
December
2. Contribute to student development:
a. Quality:
- Live responsibly
- Confident in learning and practice situations
b. General capacities:
- Self- study.
- Communication and co-operation.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s Activities Students’ Activities
Act 1: Warm up (3’)
- Name some festivals in Vietnam they know. - Ss Name some festivals in
Vietnam they know.
Act 2: Presentation (8’)
Task 1. Look, listen and repeat
*Aims: - To introduce target language,
- Check Students’comprehension.
- To set students in context.
- Ss open their books, and
 144

* Procedures: answer some questions.

- Have students turn their book to page 30.
- Focus students’ attention on:
+ The title of the unit When is children’s
day?
+ The teacher uses pictures to introduce
“children’s Day” and asks what it means?
+ The pictures: ask students the names of
the characters.
- Tell the class that they are going to f nd out - Ss listen to T
about how to ask and answer questions
about popular festivals.
- Ask pupils to look at the four pictures to
discuss the context in which the language is
used.
- Ask questions such as Who are they?
Where are they? and What are they talking
about?
- Use posters and pictures to present the - Ss listen to the recording
situation beef, pork, orange juice, water. while looking once.
- Play the recording all the way through for
students to listen, and point to the - Ss listen to the tape twice and
appropriate line in their books. repeat.
- Play the recording again for students to
repeat the lines in the speech bubbles. Pause
after each line for students to repeat a few
times
- Check to make sure students can repeat
and understand the dialogue.
- T and students take turn to read the - Ss work in groups to read the
dialogue. (change role) dialogue.
- Divide class into two groups and take turn - Some pairs read the dialogue,
to read dialogue (change the role). others listen and remark
- Call some pairs of students to read the
dialogue again.
Act 3: Practice (15’)
Task 2: Point and say
- T: They are asking and answering about - T and a good st make an
when a festival is. example.
- T points to a: When is children’s day?
- T points to b: It’s on the first of June.
 145

- Repeat the sentence pattern.

- Ask students to read the example
- Write the sentence pattern on the board
and get ss to repeat a few times in turns.
* Model the task with the WC.
T: When is children’s day?
Class: It’s on the first of June.
- Go through the task with the rest of the
characters in the same way. Focus on - Ss make examples.
pronunciation and fluency.
Act 4: Production (7’)
Talk in pairs
* Ask students to work in pairs: students - Ss work in pairs and practice
take turns to point, ask and answer as the using the picture cues.
model.
* Select some pairs of students to - Some pairs to perform the task
demonstrate the task in front of the class. in front of class.
*Consolidation (2’)
- Summary the lesson.
- Comments according to Circular 22.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 24
Date of teaching
Wednesday, March 9th 2022- 4A,B,D
Friday, March 11th 2022- 4E,G,C
Period: 50

UNIT 15: WHEN’S CHILDREN’S DAY?

Lesson 2: Task 1, 2, 3 (P.32)
I. THE REQUIREMENTS TO ACHIEVE
- By the end of the lesson, students will be able to:
1. Knowledge:
 146

- Ask and answer questions about what people do at a festival.

- Pupils can ask and answer questions about what the other speaker does at Tet.
- Sentence Patterns: What do you do at Tet? ̶ I _________.
- Vocabulary: make banh chung, decorate the house, watch firework displays,
visit grandparents
2. Contribute to student development:
a. Quality:
- Live responsibly
- Confident in learning and practice situations
b. General capacities:
- Self- study.
- Communication and co-operation.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s Activities Students’ Activities
Act 1: Warm up (3’)
- Sing the song Happy New Year - Sing the song Happy New Year
Act 2: Presentation (8’)
Task 1: Look, listen and repeat
- They are in the market. They are asking - Ss students turn their book
and answering about things they do at
festivals.
- Ask pupils to look at the four pictures to
identify the characters and the context in
which the language is used. Ask pupils
questions such as Who are they? Where
are they? What are they doing?
- Use posters to present the situation to
introduce make Banh Chung, decorate the
house, watch firework displays, visit
grandparents.
- Play the recording all the way through for
students to listen, and point to the - Listen and point to the
appropriate line in their books. appropriate line in their books
- Play the recording again for students to
repeat the lines in the speech bubbles. - Ss listen and repeat (four times)
Pause after each line for students to repeat
a few times
 147

- Check to make sure students can repeat

and understand the dialogue.
- T and students take turn to read the - Students take turn to read the
dialogue. (change role) dialogue.
- Divide class into two groups and take - Ss work in groups to read the
turn to read dialogue (change the role). dialogue
- Call some pairs of students to read the - Ss work in pairs to read the
dialogue again. dialogue
Act 3: Practice (15’)
Task 2: Point and say
- T: They are asking and answering about - Ss take turn to repeat the
things they do at festivals. sentence patterns.
- T points to a: What do you do at Tet?
- T points to b: I make Banh Chung -
Repeat the sentence pattern.
- Ask students to read the example
- Write the sentence pattern on the board
and get students to repeat a few times in
turns.
* Model the task with the WC. T points.
T: What do you do at Tet? - Ss make examples.
Class: I make Banh Chung.
- Go through the task with the rest of the Look at the picture and identify
characters in the same way. Focus on the characters in the pics and
pronunciation and fluency their names.
* Ask ss to work in pairs: students take Ss repeat the sentences in the
turns to point, ask and answer as the model right way.
* Select some pairs of students to - Some pairs perform the task at
demonstrate the task in front of the class. the front of class.
Act 4: Production (7’)
Task 3: Let’s Talk
- Tell pupils that they are going to practise - Ss look at pictures and identify
more with their friends. the characters in the pictures.
- Give a few seconds for ss to look at the - Ss guess what the girls would
pictures and check understanding by say to greet each other.
pointing to each activity and eliciting the
name.
- Get a pair of pupils to give a - Ss work in pairs and practice
demonstration of the dialogue before using the picture cues and word
starting the activity. cues.
 148

- Have pupils work in pairs, using the - Some pairs demonstrate at the
pictures in the book or other activities that front of class
pupils know.
- Go around to offer help and correct the
pronunciation, if necessary.
- Call a few pairs to act out the dialogue in
front of the class.
- If there is time, tell pupils to ask and
answer questions about their own activities
at break time.
*Consolidation (2’)
- Summary the lesson.
- Comments according to Circular 22.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 25 Date of teaching
Period: 51 Monday, March 14th 2022- 4B,D,E
Tuesday, March 15th 2022- 4G,A
Friday, March 18th 2022- 4C

UNIT 15: WHEN’S CHILDREN’S DAY?

Lesson 3: Task 1, 2, 3 (P.34)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Pronounce the initial letter clusters cl in clothes, close, and fl in flower and
floor.
- Listen and complete the sentences. Then say the completed sentences aloud.
- Say the chant What do you do at Tet?
- Sentence Patterns: Revision
 149

- Vocabulary: Revision
2. Contribute to student development:
a. Quality:
- Ss look after, solve problems and study themselves.
- Studious and obedient students and love their family.
b. General capacities:
- Communication and co-operation.
- problem solving and creativity
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s Activities Students’ Activities
Act 1: Warm up (3’)
- Spend a few minutes revising the - Ss play the game Physical line-
previous lesson by calling a group of four up.
pupils to the front of the class to play the
game Physical line-up, using the sentence
halves you prepared for the last lesson.
Act 2: Presentation (15’)
Task 1. Listen and repeat
- Tell pupils that they are going to - Ss practise saying the sound of
practise pronouncing the sounds of the the letters f and sh in the words
letters cl and f in the words clothes, close, beef, leaf and fish, dish
flowers and floor respectively. respectively.
- First, put the letters cl and f and the
words clothes, close, flowers and floor on
the board.
- Play the recording and ask pupils to
repeat a few times. Then write the four
sentences on the board. Play the recording
more than once, if necessary, and let
pupils say the sentences. - Ss listen to the recording and
- Play the recording and ask pupils to repeat.
repeat a few times.
- Draw their attention to the three
different pronunciations of f and sh.
- Then put the three sentences on the
board.
- Play the recording more than once and
 150

let pupils say the sentences.

- Do choral and individual repetition of
the sounds, words and sentences until - Ss repeat in choral and
pupils feel confident. individual repetition of the
- Get some pupils to perform in front of sound, words and sentences until
the class. Check as a class and correct the pupils feel confident.
pronunciation, if necessary.
Act 3: Practice (8’)
Task 2. Listen and write. Then say
aloud.
- Tell pupils that they are going to listen - Ss look at the poster and
to the recording and tick the correct answer questions.
boxes. - Ss listen to the recording twice
- Give the class a few seconds to read the and get the information they hear
sentences in silence and guess the words to the complete the sentences.
to fill in the blanks. - Ss listen again to check
- Play the recording more than once, if - Ss swap their answers before
necessary, for pupils to listen and tick the checking as a class.
correct boxes. - Ss give answer individually.
- Have pupils swap their answers before
checking as a class. Then ask pupils to
read the sentences aloud.
Act 4: Production (7’)
Task 3. Let’s chant
- Tell pupils that they are going to say the - Listen, repeat each the line of
chant What do you do at Tet? Follow the the chant and clap the syllables
procedure in Teaching the unit Gr 1: repeat each line of the
components in Introduction. chant
- Have them read the chant and check Gr 2: clap the syllables
comprehension. Then change role
- Play the recording more than once, if
necessary, for pupils to do choral and
individual repetition.
- Show pupils how to chant and do - Ss practice reciting the chant in
actions. groups
- Call one group to chant the questions
and another to chant the answers. - Ss work in two groups: one
- Get pupils to sit opposite of each other chants the questions and the
and practise chanting and doing actions. other chants the answers.
- Go around offering help, if necessary. - Some volunteers recite the
chant, the rest of class clap the
 151

- Call some groups to the front of the syllables.

class to chant and do actions. The rest of
the class claps along to the rhythm.
*Consolidation (2’)
- Summary the lesson.
- Comments according to Circular 22.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 25
Date of teaching
Monday, March 14th 2022- 4B,D
Tuesday, March 15th 2022- 4A
Friday, March 18th 2022- 4E,G,C
Period: 52

REVIEW 3 (P.36)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Perform their abilities in listening, speaking and writing related to the topics
from units 11-15, using the phonics, vocabulary and sentence patterns they have
learnt.
- Listen and number the boxes showing the details in the picture of Tet.
- Read and fill the gapped paragraph with the words provided.
- Read and match the questions with the answers.
- Read and fill the gapped sentences, using the pictures.
- Write about their father or other, using the writing frame.
2. Contribute to student development:
a. Quality:
- Students get interested in the lesson and participate actively in all class
activities.
- Students love themselves and their family.
 152

b. General capacities:
- Students develop communication, cooperation, self-study, problem-solving
abilities.
- Students develop skills of listening and speaking.
- Students know how to combine words with gestures, gestures, facial
expressions when communicating.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s Activities Students’ Activities
1: Listen and number. (7’)
- Tell the class that they are going to listen to - Ss look at pictures and
a text and number the items in the picture. identify the things in the
- Give them a few seconds to look at the pictures by answer the
picture. Check comprehension by pointing to questions:
the items and asking questions: Are there - Ss speak out the name of
any flowers in the room? What are they like? characters
What time is it now?What are the parents - Ss predict
doing? What are they giving to the children? - Ss listen to the tapes twice
What can you see on the table? What are the and tick the correct pictures
food and drinks? - Ss work individually to
- Play the recording three times: the first complete Part 1 and trade
time for pupils to listen; the second time for their work for correction
them to do the task and the last time for them - Some volunteers read aloud
to check the answers. Pause after each time. their answers.
- Get pupils to swap their answers before - Ss listen to the tape again to
checking as a class. Give further support to check their answer and elicit
pupils who got more than half of the answers comments from the rest of the
wrong. class.

2. Read and complete. (7’)

- Tell pupils that they are going to complete - Run through all sentences
a text about Hoa’s family.
- Ask pupils to guess what Hoa’s family does
in the morning and read the text to check
their answers. Give a few seconds for them
to read the text in silence. Check
comprehension by asking: What time is it? Is - Ss work individually to do
 153

Hoa’s family still sleeping? What is the the task and then work in
family doing? What kinds of food pairs.
do Hoa and her father like eating? What - Give answer
time does the family leave for work?
- Set a time limit for the task.
- Have pupils swap and check their answers
before checking as a class.
3. Read and match. (7’)
- Tell pupils that they are going to read and - Ss look at posters and
match each question with its answer by identify the content by
drawing a line between them. Give them a answer the questions:
few seconds to read the questions and 1 read and match……
answers in silence. - Ss run throught the poster
- Set a time limit for the task. - Ss read text silently to put
- Get pupils to swap and check their answers the correct match. Then have
before checking as a class. them trade their work for
- If time allows, ask them more questions. correction
They may use the given answers or facts - Some volunteers read aloud
about themselves. their answers.
4. Look, write. (7’)
- Tell pupils that they are going to look at the - Ss look at posters and
pictures and complete the sentences. Check identify the content by
comprehension by asking: What can you see answer the questions:
in this picture? What time is it? Can you ………
guess what is behind this man? What does he
do/What is his job? Can you guess what kind - Ss run throught the poster.
of festival it is? What fruit is it? What kind of - Ss read text silently to give
drink is it? the correct word. Then have
- Set a time limit for the task. Remind pupils them trade their work for
to write the words for the time in Question 1, correction
rather than numbers. - Some volunteers read aloud
- Get pupils to swap and check their answers their answers.
before checking as a class.
- Invite one or two pupils to read the
sentences aloud.
- If time allows, ask them more questions
(e.g. When do you usually get up in the
morning? What does your father do? Do you
like Children’s Day? Which is your favourite
festival? Do you like juice?)
5. Write about the mother. (7’)
 154

- Tell pupils that they are going to complete - Ss look at poster and run
the paragraph about their father or mother. through the uncompleted
paragraph,by answer the
questions:
- Give them a few seconds to read the - T models with a student
paragraph in silence and check their dialogue 1
understanding. - Ss look at each poster to
- Set a time limit for the task. speak as required
- Get pupils to read their partners’ - Ss work in pairs.
paragraphs. Then invite a few of them to tell - Some volunteers speak
the class about their partners’ father/mother. aloud
- Ss do the task
IV.ADJUSTMENT AFTER THE LESSON
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Week: 26 Date of teaching
Period: 53 Monday, March 21th 2022- 4B,D,E
Tuesday, March 22th 2022- 4G,A
Wednesday, March 23th 2022- 4C
UNIT 16: LET’S GO TO THE BOOKSHOP?
Lesson 1: Task 1, 2 (P.40)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Suggest some place to go with a reason, and accept or decline the suggestion.
- Sentence Patterns: Let’s go to the ___. I want to ___. ̶ Great idea! / Sorry. I’m
busy.
- Vocabulary : bakery - buy some bread; pharmacy - buy some medicine;
supermarket buy some food; sweet shop - buy some chocolate
2. Contribute to student development:
a. Quality:
 155

- Be polite.
- Confident in learning and practice situations
b. General capacities:
- Self- study.
- Communication and co-operation.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s Activities Students’ Activities
Act 1: Warm up (3’)
Play the game: Simon says Ss play the game: Simon says
Act 2: Presentation (8’)
Task 1: Look, listen and repeat
- Have students turn their book to page 40. - Ss open their books, and
- Focus students’ attention on: answer some questions.
+ The title of the unit “Let’s go to the
bookshop”
+ The teacher uses pictures to introduce
“Where” and asks what it means?
+ The pictures: ask students the names of the - Ss listen to T
characters.
- Tell the class that they are going to learn
about making suggestions to go somewhere
and responding to the suggestions.
- Have pupils read the story to understand
how the language is used. Ask questions such
as Who are they? Where are they going?
What are they talking about?
- Play the recording all the way through for - Ss listen to the recording while
students to listen, and point to the appropriate looking once.
line in their books.
- Play the recording again for students to - Ss listen to the tape twice and
repeat the lines in the speech bubbles. Pause repeat.
after each line for students to repeat a few
times
- Check to make sure students can repeat and
understand the dialogue.
- T and students take turn to read the
 156

dialogue. (change role)

- Divide class into two groups and take turn - Ss work in groups to read the
to read dialogue (change the role). dialogue.
- Call some pairs of students to read the - Some pairs read the dialogue,
dialogue again. others listen and remark
Act 3: Practice (15’)
Task 2: Point and say
- T: They are asking and answering the - T and a good st make an
question about the place they want to go and example.
the reason to go there.
- T points to a: Let’s go to the bookshop. I
want to buy some books.
- T points to b: Great idea.
- Repeat the sentence pattern.
- Ask students to read the example
- Write the sentence pattern on the board and
get ss to repeat a few times in turns.
* Model the task with the WC.
Let’s go to the bookshop. I want to buy some
books.
 Great idea.
- Go through the task with the rest of the - Ss make examples.
characters in the same way. Focus on
pronunciation and fluency
* Ask students to work in pairs: students take - Ss work in pairs and practice
turns to point, ask and answer as the model using the picture cues.
Act 4: Production (7’)
Talking
* Select some pairs of students to - Some pairs to perform the task
demonstrate the task in front of the class. in front of class.
*Consolidation (2’)
- Summary the lesson. Ss play the game passing ball to
- Comments according to Circular 22. talk about what day it is.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 26
Date of teaching
Wednesday, March 23th 2022- 4A,B,D
Friday, March 25th 2022- 4E,G,C
Period: 54
UNIT 16: LET’S GO TO THE BOOKSHOP?
Lesson 2: Task 1, 2, 3 (P.42)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask for the reasons for going somewhere, and respond to the questions.
- Sentence Patterns: Why do you want to go to the ... ?
̶ Because I want to ___.
- Vocabulary : zoo, see the animals / cinema, see a film / bakery, buy some
bread / swimming pool / swim
2. Contribute to student development:
a. Quality:
- Live responsibly, know how to keep safe.
- Confident in learning and practice situations
b. General capacities:
- Self- study.
- Communication and co-operation.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s Activities Students’ Activities
Act 1: Warm up (3’)
Sing the song Let’s go Page 41. Sing the song Let’s go Page
41.
Act 2: Presentation (8’)
Task 1: Look, listen and repeat
- Have students turn their book to page 32. - Ss students turn their book.
- Tell students that they are going to hear the
dialogue among Mai, Phong and Linda.
 158

They are at the school. They are asking and

answering the questions about the reason
they go somewhere.
- Have pupils look at the four pictures to
understand the context in which the language
is used.
- Use posters to present the situation to
introduce zoo, see animals, cinema, see a
film, swimming pool. - Listen and point to the
- Play the recording all the way through for appropriate line in their books
students to listen, and point to the appropriate
line in their books. - Ss listen and repeat (four
- Play the recording again for students to times)
repeat the lines in the speech bubbles. Pause
after each line for students to repeat a few
times
- Check to make sure students can repeat and
understand the dialogue.
- T and students take turn to read the - Students take turn to read the
dialogue. (change role) dialogue.
- Divide class into two groups and take turn - Ss work in groups to read the
to read dialogue (change the role). dialogue
- Call some pairs of students to read the - Ss work in pairs to read the
dialogue again. dialogue
Act 3: Practice (15’)
Task 2: Point and say
- T: They are asking and answering the - Ss take turn to repeat the
questions about the reason they go sentence patterns.
somewhere.
- T points to a: Why do you want to go to the
supermarket?
- T points to b: Because I want to buy
something to eat
- Repeat the sentence pattern.
- Ask students to read the example
- Write the sentence pattern on the board and
get students to repeat a few times in turns.
T: Why do you want to go to the
supermarket?
 159

Class:  Because I want to buy something to - Ss make examples.

eat.
- Go through the task with the rest of the Look at the picture and
characters in the same way. Focus on identify the characters in the
pronunciation and fluency pics and their names.
* Ask students to work in pairs: students take Ss repeat the sentences in the
turns to point, ask and answer as the model right way.
* Select some pairs of students to - Some pairs perform the task
demonstrate the task in front of the class. at the front of class.
Act 4: Production (7’)
Task 3: Let’s Talk
- Tell pupils that they are going to practise - Ss look at pictures and
more with their friends. identify the characters in the
- Give a few seconds for pupils to look at the pictures.
pictures and check understanding by pointing - Ss guess what the girls
to each activity and eliciting the name. would say to greet each other.
- Get a pair of pupils to give a demonstration
of the dialogue before starting the activity.
- Have pupils work in pairs, using the
pictures in the book or other activities that - Ss work in pairs and practice
pupils know. using the picture cues and
- Go around to offer help and correct the word cues.
pronunciation, if necessary. - Some pairs demonstrate at
- Call a few pairs to act out the dialogue in the front of class.
front of the class.
*Consolidation (2’)
- Summary the lesson.
- Comments according to Circular 22.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 27 Date of teaching
 160

Period: 55 Monday, March 28th 2022- 4B,D,E

Tuesday, March 29th 2022- 4G,A
Wednesday, March 30th 2022- 4C
UNIT 16: LET’S GO TO THE BOOKSHOP?
Lesson 3: Task 1, 2, 3 (P.44)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Say the words that have one syllable, and more than one syllable:
- Listen and circle the letters showing the correct word completing the
sentences. Then write the word and say the completed sentences aloud.
- Say the chant Why do you want to ...?
- Sentence Patterns: Revision
- Vocabulary: Revision
2. Contribute to student development:
a. Quality:
- Ss look after, solve problems and study themselves.
- Be polite.
b. General capacities:
- Communication and co-operation.
- Problem solving and creativity
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s Activities Students’ Activities
Act 1: Warm up (3’)
Spend a few minutes revising the previous Ss play the game Where and
lesson. Get two groups of pupils to play the why.
game Where and why
Act 2: Presentation (15’)
Task 1: Listen and repeat
- Tell the class that they are going to - Ss practise saying words with
practise saying words with one, two, three one, two, three and four
and four syllables (book, bookshop, bakery syllables (book, bookshop,
and supermarket). bakery and supermarket).
- First, explain to pupils what a syllable is.
 161

(A syllable is a word or part of a word that

contains only one vowel sound. For pupils
at this level, you may focus on the vowel
letters a, e, i, o, u and, for some words, also
y.) Then put the four target words on the
board, using vertical lines to divide the
syllables.
- Play the recording and ask pupils to - Ss listen to the recording and
repeat the words a few times. To reinforce repeat.
learning, ask them to clap at each syllable
as they say the words (e.g. book|shop:
clap-clap). Then write the four sentences
on the board. Play the recording and ask
them to repeat the sentences, paying
attention to the target words and syllables.
- Put more words on the board, indicating - Ss repeat in choral and
the syllables with vertical lines. Ask pupils individual repetition of the
to repeat the words after you and clap at sound, words and sentences
each syllable. You may use these words: until pupils feel confident.
to|ge|ther, good, go, want, part|ner, ci|ne|
ma, a|ni|mal, f lm, be|cause, bread, gym,
mo|ther, fa|ther.
Act 3: Practice (8’)
Task 2: Listen and write. Then say
aloud.
-Tell pupils that they are going to listen to - Ss look at the poster and
the recording, circle the correct options and answer questions.
write the answer to complete the sentences. - Ss listen to the recording
- Give them a few seconds to read each of twice and get the information
the sentences in silence and guess the word they hear to the complete the
to fill the gap. sentences.
- Have pupils listen to the recording and - Ss listen again to check
circle the appropriate options. Play the - Ss swap their answers before
recording more than once, if necessary. checking as a class.
- Give them time to write the words - Ss give answer individually.
independently. Have them swap their
answers before checking as a class. Go
around and of er help, if necessary.
- Ask pupils to say the sentences aloud.
 162

Act 4: Production (7’)

Task 3: Let’s chant
- Tell pupils that they are going to say the - Listen, repeat each the line of
chant Why do you want to ...? Follow the the chant and clap the syllables
procedure in Teaching the unit components Gr 1: repeat each line of the
in Introduction. chant
- Have them read the chant and check Gr 2: clap the syllables
comprehension. Then change role
- Play the recording more than once, if
necessary, for pupils to do choral and
individual repetition.
- Show pupils how to chant and do actions. - Ss practice reciting the chant
- Call one group to chant the questions and in groups
another to chant the answers.
- Get pupils to sit opposite of each other - Ss work in two groups: one
and practise chanting and doing actions. chants the questions and the
- Go around offering help, if necessary. other chants the answers.
- Call some groups to the front of the class - Some volunteers recite the
to chant and do actions. The rest of the chant, the rest of class clap the
class claps along to the rhythm. syllables.
*Consolidation (2’)
- Summary the lesson.
- Comments according to Circular 22.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 27
Date of teaching
Wednesday, March 30th 2022- 4A,B,D
Friday, April 1st 2022- 4E,G,C
Period: 56
UNIT 17: HOW MUCH IS THE T-SHIRT?
Lesson 1: Task 1, 2 (P.46)
I. THE REQUIREMENTS TO ACHIEVE
- By the end of the lesson, students will be able to:
 163

1. Knowledge:
- Ask and answer questions about prices of clothes (singular).
- Pupils can ask and answer questions about prices of clothes.
- Sentence Patterns: How much is the…? ̶ It’s ____.
- Vocabulary:
scarf - 10,000 dong; blouse - 70,000 dong; jacket - 70,000 dong;
skirt - 60,000 dong; jumper - 80,000 dong
2. Contribute to student development:
a. Quality:
- Live responsibly
- Know how to bargain and buy clothes
- Confident in learning and practice situations
b. General capacities:
- Communicative approach, group Ss and T's activities, play as a character,
teaching methods with game, teaching methods by visual, teaching methods by
practising, discussion group, technical present....
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s Activities Students’ Activities
Act 1: Warm up (3’)
Play the game “hangman” Ss play the game: “hangman”
Act 2: Presentation (8’)
Task 1: Look, listen and repeat
- Have students turn their book to page 46. - Ss open their books, and
- Focus students’ attention on: answer some questions.
+ The title of the unit “How much is the T-
shirt?”
+ The teacher uses pictures to introduce
“work” and asks what it means?
+ The pictures: ask students the names of
the characters.
Who’s this?
Is this Hoa/ Mai?Where are they?
+ the text
- Tell students that they are going to hear - Ss listen to T
the dialogue between Mai and Quan.
They are at clothes shop. They are asking
 164

and answering about the price of things.

- Use posters and pictures to present the
situation scarf, blouse, jacket, skirt and
jumper
- Play the recording all the way through for - Ss listen to the recording while
students to listen, and point to the looking once.
appropriate line in their books.
- Play the recording again for students to - Ss listen to the tape twice and
repeat the lines in the speech bubbles. repeat.
Pause after each line for students to repeat
a few times
- Check to make sure students can repeat
and understand the dialogue.
- T and students take turn to read the
dialogue. (change role)
- Divide class into two groups and take - Ss work in groups to read the
turn to read dialogue (change the role). dialogue.
- Call some pairs of students to read the - Some pairs read the dialogue,
dialogue again. others listen and remark
Act 3: Practice (15’)
Task 2: Point and say
- T: They are asking and answering the - T and a good st make an
question about the price. example.
- T points to a: How much is the T-shirt?
 T points to b: It’s 50.000 dong.
- Repeat the sentence pattern.
- Ask students to read the example
- Write the sentence pattern on the board
and get students to repeat a few times in
turns.
* Model the task with the WC.
 How much is the T-shirt?
It’s 50.000 dong. - Ss make examples.
- Go through the task with the rest of the
characters in the same way. Focus on
pronunciation and fluency.
* Ask students to work in pairs: students - Ss work in pairs and practice
take turns to point, ask and answer as the using the picture cues.
model.
 165

Act 4: Production (7’)- Talking

* Select some pairs of students to - Some pairs to perform the task
demonstrate the task in front of the class. in front of class.
*Consolidation (2’)
- Summary the lesson.
- Comments according to Circular 22.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 28 Date of teaching

Period: 57 Monday, April 4th 2022- 4B,D,E
Tuesday, April 5th 2022- 4G,A
Wednesday, April 6th 2022- 4C
UNIT 17: HOW MUCH IS THE T-SHIRT?
Lesson 2: Task 1, 2, 3 (P.48)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer questions about prices of clothes (plural).
- Pupils can ask and answer questions about the prices of clothes
- Sentence Patterns: How much are the….? ̶ They’re…
- Vocabulary: Jeans - 75,000 dong; shoes - 93,000 dong; trousers - 98,000
dong;
sandals - 85,000 dong
2. Contribute to student development:
 166

a. Quality:
- Be polite and know how to bargain when ss buy something.
- Confident in learning and practice situations
b. General capacities:
- Self- study.
- Communication and co-operation.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s Activities Students’ Activities
Act 1: Warm up (3’)
- Play the game on page 47. - Play the game on page 47.
Act 2: Presentation (8’)
Task 1: Look, listen and repeat
- Have students turn their book to page 48. - Ss students turn their book
- Focus students’ attention on:
+ The pictures: Ask students the names of
the characters.
Who’s this?
Is this Hoa/ Mai?
Where are they?
They are at clothes shop. They are asking
and answering the price of clothes.
- Tell students that they are going to hear the
dialogue between Akiko and the
receptionist.
- Use posters, actions and pictures to
introduce shoes, jeans, trousers, sandals.
- Play the recording all the way through for - Listen and point to the
students to listen, and point to the appropriate line in their books
appropriate line in their books.
- Play the recording again for students to - Ss listen and repeat (four times)
repeat the lines in the speech bubbles. Pause
after each line for students to repeat a few
times
- Check to make sure students can repeat
and understand the dialogue.
- T and students take turn to read the - Students take turn to read the
 167

dialogue. (change role) dialogue.

- Divide class into two groups and take turn - Ss work in groups to read the
to read dialogue (change the role). dialogue
- Call some pairs of students to read the - Ss work in pairs to read the
dialogue again. dialogue
Act 3: Practice (15’)
Task 2: Point and say
- T: They are asking and answering the - Ss take turn to repeat the
questions about the price of things. sentence patterns.
- T points to a: How much are the trousers?
- T points to b: They are 99.000 dong.
- Repeat the sentence pattern.
- Ask students to read the example - Ss make examples
- Write the sentence pattern on the board
and get students to repeat a few times in
turns.
* Model the task with the WC. T points.
T: How much are the trousers? .
Class: They are 99.000 dong.
- Go through the task with the rest of the Look at the picture and identify
characters in the same way. Focus on the characters in the pics and their
pronunciation and fluency. names.
* Ask students to work in pairs: students Ss repeat the sentences in the right
take turns to point, ask and answer as the way.
model.
* Select some pairs of students to - Some pairs perform the task at
demonstrate the task in front of the class. the front of class.
Act 4: Production (7’)
Task 3: Let’s Talk
- Tell pupils that they are going to practise - Ss look at pictures and identify
more with their friends. the characters in the pictures.
- Give a few seconds for pupils to look at - Ss guess what the girls would
the pictures and check understanding by say to greet each other.
pointing to each activity and eliciting the
name.
- Get a pair of pupils to give a - Ss work in pairs and practice
demonstration of the dialogue before using the picture cues and word
starting the activity. cues.
- Have pupils work in pairs, using the
 168

pictures in the book or other activities that

pupils know.
- Go around to offer help and correct the - Some pairs demonstrate at the
pronunciation, if necessary. front of class
- Call a few pairs to act out the dialogue in
front of the class.
*Consolidation (2’)
- Summary the lesson.
- Comments according to Circular 22.
IV.ADJUSTMENT AFTER THE LESSON
.....................................................................................................................................
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_______________________________
Week: 28
Date of teaching
Wednesday, April 6th 2022- 4A,B,D
Friday, April 8th 2022- 4E,G,C
Period: 58

UNIT 17: HOW MUCH IS THE T-SHIRT?

Lesson 3: Task 1, 2, 3 (P.50)
I. THE REQUIREMENTS TO ACHIEVE
- By the end of the lesson, students will be able to:
1. Knowledge:
- Pronounce two-syllable words with the stress on the first syllable 'sandals,
'trousers, 'jumper, and 'jacket.
- Look at the sentences and the stress marks ('). Then listen and say the
sentences aloud.
- Say the chant How much is / are...?
- Sentence Patterns: Revision
- Vocabulary : Revision
2. Contribute to student development:
a. Quality:
- Ss look after, solve problem s and study themselves.
- Studious and obedient students and love their family.
b. General capacities:
- Communication and co-operation.
- Problem solving and creativity
 169

II. Methods:
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s Activities Students’ Activities
Act 1: Warm up (3’) Ss play the game Where and
why.
Act 2: Presentation (15’)
Task 1: Listen and repeat
- Tell pupils that they are going to pronounce - Ss practise pronouncing the
the following words: 'sandals, 'trousers, following words: 'sandals,
'jumper and 'jacket. 'trousers, 'jumper and 'jacket.
- Explain to pupils what word stress is, in
Vietnamese, if necessary. (Word stress is the
emphasis that you put on a syllable by saying
it more loudly.) Tell them that we use the
stress mark (') to indicate word stress.
- Write 'sandals, 'trousers, 'jumper and 'jacket - Ss listen to the recording and
with the stress marks on the board. Play the repeat.
recording and have pupils repeat these words,
using a louder voice for the first syllables. To
reinforce learning, ask pupils to clap at the
stressed syllables as they say the words.
- Play the recording of the sentences and have
pupils repeat them, paying attention to the
target words and stress. Do choral and
individual repetition of the words and
sentences until pupils feel confident.
- Get some pupils to say the sentences, while - Ss repeat in choral and
the rest of the class claps at the stressed individual repetition of the
syllables of the target words. Correct the sound, words and sentences
pronunciation, if necessary. until pupils feel confident.
Act 3: Practice (8’)
Task 2: Look at the sentences and the stress
marks.
- Tell pupils that they are going to look at the - Ss look at the poster and
sentences, listen to the recording and repeat answer questions.
the sentences. - Ss listen to the recording
 170

- Play the recording twice for pupils to repeat twice and get the information
after. Ask them to pay attention to the they hear to the complete the
underlined words and clap at the stressed sentences.
syllables. - Ss listen again to check
- Invite a few pupils to read aloud the - Ss swap their answers before
sentences, while the rest of the class clap at the checking as a class.
stressed syllables. Correct their pronunciation, - Ss give answer individually.
if necessary.
Act 4: Production (7’)
Task 3: Let’s chant
- Tell pupils that they are going to say the - Listen, repeat each the line
chant How much is/are ...? Follow the of the chant and clap the
procedure in Teaching the unit components in syllables
Introduction. Follow the procedure in Gr 1: repeat each line of the
Teaching the unit components in Introduction. chant
- Have them read the chant and check Gr 2: clap the syllables
comprehension. Then change role
- Play the recording more than once, if
necessary, for pupils to do choral and
individual repetition.
- Show pupils how to chant and do actions. - Ss practice reciting the chant
- Call one group to chant the questions and in groups
another to chant the answers.
- Get pupils to sit opposite of each other and - Ss work in two groups: one
practise chanting and doing actions. chants the questions and the
- Go around offering help, if necessary. other chants the answers.
- Call some groups to the front of the class to - Some volunteers recite the
chant and do actions. The rest of the class chant, the rest of class clap the
claps along to the rhythm. syllables.
*Consolidation (2’)
- Summary the lesson.
- Comments according to Circular 22.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 31
Period: 63
 182

UNIT 19: WHAT ANIMAL DO YOU WANT TO SEE?

Lesson 2: Task 1, 2, 3 (P.60)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Express reasons why they like or do not like animals.
- Sentence Patterns: I like _____ because _____. / ̶ I don’t like ___because
_____.
- Vocabulary: tigers – crocodiles – scary; bears, elephants, big / zebras, beautiful
/ kangaroos, fast.
2. Contribute to student development:
a. Quality:
- Live responsibly
- Confident in learning and practice situations
b. General capacities:
- Self- study.
- Communication and co-operation.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s Activities Students’ Activities
Act 1: Warm up (3’)
Play the game charade game. Play the game charade game.
Act 2: Presentation (8’)
Task 1: Look, listen and repeat
- Have students turn their book to page 60. - Ss students turn their book
- Focus students’ attention on:
+ The pictures: Ask students the names of the
characters.
+ The situations in the pictures.
Who’s this?
Is this Hoa/ Mai?
Where are they?
+ the text
They are in the class. They are asking and
answering the questions about the animals
they like or dislike?
 183

- Tell students that they are going to hear the

dialogue between Akiko and the receptionist.
- Use posters, actions and pictures to
introduce scary.
- Play the recording all the way through for - Listen and point to the
students to listen, and point to the appropriate appropriate line in their books
line in their books.
- Play the recording again for students to - Ss listen and repeat (four
repeat the lines in the speech bubbles. Pause times)
after each line for students to repeat a few
times
- Check to make sure students can repeat and
understand the dialogue.
- T and students take turn to read the
dialogue. (change role) - Students take turn to read the
- Divide class into two groups and take turn dialogue.
to read dialogue (change the role). - Ss work in groups to read the
- Call some pairs of students to read the dialogue
dialogue again. - Ss work in pairs to read the
dialogue
Act 3: Practice (15’)
Task 2: Point and say
- T: They are asking and answering the - Ss take turn to repeat the
questions they like or dislike. sentence patterns.
- T points to a: I like monkeys because they
are funny.
- T points to b: I don’t like tigers because
they are scary.
- Repeat the sentence pattern.
- Ask students to read the example
- Write the sentence pattern on the board and
get students to repeat a few times in turns.
* Model the task with the WC. T points.
T: I like monkeys because they are funny.
Class: I don’t like tigers because they are - Ss make examples.
scary.
- Go through the task with the rest of the Look at the picture and
characters in the same way. Focus on identify the characters in the
pronunciation and fluency pics and their names.
 184

* Ask students to work in pairs: students take Ss repeat the sentences in the
turns to point, ask and answer as the model right way.
* Select some pairs of students to - Some pairs perform the task
demonstrate the task in front of the class. at the front of class.
Act 4: Production (7’)
Task 3: Let’s Talk
- Tell pupils that they are going to practise - Ss look at pictures and
more with their friends. identify the characters in the
- Give a few seconds for pupils to look at the pictures.
pictures and check understanding by pointing - Ss guess what the girls
to each activity and eliciting the name. would say to greet each other.
- Get a pair of pupils to give a demonstration
of the dialogue before starting the activity.
- Have pupils work in pairs, using the
pictures in the book or other activities that - Ss work in pairs and practice
pupils know. using the picture cues and
- Go around to offer help and correct the word cues.
pronunciation, if necessary. - Some pairs demonstrate at
- Call a few pairs to act out the dialogue in the front of class
front of the class.
*Consolidation (2’)
- Summary the lesson. - retell
- Comments according to Circular 22. - listen
IV.ADJUSTMENT AFTER THE LESSON
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_______________________________
Week: 31 Date of teaching
Period: 64 Wednesday, April 27th 2022- 4A,B,D
Friday, April 29th 2022- 4E,G,C

UNIT 19: WHAT ANIMAL DO YOU WANT TO SEE?

Lesson 3: Task 1, 2, 3 (P.62)

I. THE REQUIREMENTS TO ACHIEVE

 185

- By the end of the lesson, students will be able to:

1. Knowledge:
- Pronounce three-syllable words with the stress on the first syllable 'crocodile,
'elephant, 'wonderful, and 'beautiful.
- Read the gapped sentences, listen and circle the letters showing the correct
words filling the gaps. Then say the completed sentences aloud.
- Say the chant I want to go to the zoo.
- Sentence Patterns: Revision
- Vocabulary: Revision
2. Contribute to student development:
a. Quality:
- Live responsibly, love animals and protect animals
- Confident in learning and practice situations
b. General capacities:
- Self- study.
- Communication and co-operation.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s Activities Students’ Activities
Act 1: Warm up (3’)
Sing the song Why or why not? Ss sing the song Why or why
not?
Act 2: Presentation (15’)
Task 1: Listen and repeat
- Tell pupils that they are going to - Ss practise pronouncing the
pronounce the following words: 'crocodile, following words: 'crocodile,
'elephant, 'beautiful, 'wonderful. 'elephant, 'beautiful,
- Explain to pupils what word stress is, in 'wonderful.
Vietnamese, if necessary. (Word stress is the
emphasis that you put on a syllable by
saying it more loudly.) Tell them that we
use the stress mark (') to indicate word
stress.
- Write 'crocodile, 'elephant, 'beautiful,
'wonderful with the stress marks on the - Ss listen to the recording and
board. Play the recording and have pupils repeat.
repeat these words, using a louder voice for
 186

the first syllables. To reinforce learning, ask

pupils to clap at the stressed syllables as
they say the words.
- Play the recording of the sentences and
have pupils repeat them, paying attention to
the target words and stress. Do choral and
individual repetition of the words and
sentences until pupils feel confident.
- Get some pupils to say the sentences,
while the rest of the class claps at the - Ss repeat in choral and
stressed syllables of the target words. individual repetition of the
Correct the pronunciation, if necessary. sound, words and sentences
until pupils feel confident.
Act 3: Practice (8’)
Task 2: Listen and circle
- Tell pupils that they are going to look at - Ss look at the poster and
the sentences, listen to the recording and answer questions.
repeat the sentences. - Ss listen to the recording
- Play the recording twice for pupils to twice and get the information
repeat after. Ask them to pay attention to the they hear to the complete the
underlined words and clap at the stressed sentences.
syllables. - Ss listen again to check
- Invite a few pupils to read aloud the - Ss swap their answers before
sentences, while the rest of the class clap at checking as a class.
the stressed syllables. Correct their - Ss give answer individually.
pronunciation, if necessary.
Act 4: Production (7’)
Task 3: Let’s chant
- Tell pupils that they are going to say the - Listen, repeat each the line of
chant I want to go to the zoo. the chant and clap the syllables
- Have them read the chant and check Gr 1: repeat each line of the
comprehension. chant
- Play the recording more than once, if Gr 2: clap the syllables
necessary, for pupils to do choral and Then change role
individual repetition.
- Show pupils how to chant and do actions.
- Call one group to chant the questions and - Ss practice reciting the chant
another to chant the answers. in groups
- Get pupils to sit opposite of each other and - Ss work in two groups: one
 187

practise chanting and doing actions. chants the questions and the
- Go around offering help, if necessary. other chants the answers.
- Call some groups to the front of the class - Some volunteers recite the
to chant and do actions. The rest of the class chant, the rest of class clap the
claps along to the rhythm. syllables.
*Consolidation (2’)
- Summary the lesson. - Retell
- Comments according to Circular 22. - Listen
IV.ADJUSTMENT AFTER THE LESSON
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
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______________________________________________________________
Week: 32 Date of teaching
Period: 65 Wednesday, May 4th 2022- 4C,A,B,D
Friday, May 6th 2022- 4E,G
UNIT 20: WHAT ARE YOU GOING TO DO THIS SUMMER?
Lesson 1: Task 1, 2… (P.64)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer questions about where some plans to go.
- Sentence Patterns: Where are you going this summer? ̶ I’m going to ______.
- Vocabulary: Phu Quoc, Sa Pa, Nha Trang, Ha Long Bay
2. Contribute to student development:
a. Quality:
- Live responsibly, love country.
- Confident in learning and practice situations
b. General capacities:
- Self- study.
- Communication and co-operation.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
 188

2. Students’: books, notebooks.

III.PROCEDURES
Teacher’s Activities Students’ Activities
Act 1: Warm up (3’)
Tell about their plan for this summer. Tell about their plan for this
summer.
Act 2: Presentation (8’)
Task 1: Look, listen and repeat
- Have students turn their book to page 64. - Ss open their books, and
- Focus students’ attention on: answer some questions.
+ The title of the unit “What are you going
to do this summer?”
+ The teacher uses pictures to introduce
“summer” and asks what it means?
+ The pictures: ask students the names of
the characters.
Who’s this?
Is this Hoa/ Mai?
Where are they?
+ the text - Ss listen to T
They are in the classroom. They are asking
and answering about where they are going
this summer.
- Tell ss that they are going to hear the
dialogue between some students.
- Use posters and pictures to present the
situation .
- Play the recording all the way through for - Ss listen to the recording
students to listen, and point to the while looking once.
appropriate line in their books.
- Play the recording again for students to - Ss listen to the tape twice and
repeat the lines in the speech bubbles. Pause repeat.
after each line for students to repeat a few
times
- Check to make sure students can repeat
and understand the dialogue.
- T and students take turn to read the
dialogue. (change role)
- Divide class into two groups and take turn - Ss work in groups to read the
 189

to read dialogue (change the role). dialogue.

- Call some pairs of students to read the - Some pairs read the dialogue,
dialogue again. others listen and remark
Act 3: Practice (15’)
Task 2: Point and say
- T: They are asking and answering the - T and a good st make an
question about where they are going this example.
summer.
Where are you going this summer?
 I’m going to Ha Long Bay.
- Repeat the sentence pattern.
- Ask students to read the example
- Write the sentence pattern on the board
and get students to repeat a few times in
turns.
* Model the task with the WC.
Where are you going this summer?
 I’m going to Ha Long Bay.
- Go through the task with the rest of the - Ss make examples.
characters in the same way. Focus on
pronunciation and fluency
Act 4: Production (7’)
Talking …
* Ask students to work in pairs: students - Ss work in pairs and practice
take turns to point, ask and answer as the using the picture cues.
model
* Select some pairs of students to - Some pairs to perform the task
demonstrate the task in front of the class. in front of class.
*Consolidation (2’)
- Summary the lesson.
- Comments according to Circular 22.
IV.ADJUSTMENT AFTER THE LESSON
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
_______________________________
 190

Week: 32
Date of teaching
Thursday, May 5th 2022- 4A
Friday, May 6th 2022- 4C
Monday, May 9th 2022- 4G,B,D,E
(W33)
Period: 66

UNIT 20: WHAT ARE YOU GOING TO DO THIS SUMMER?

Lesson 2: Task 1, 2, 3 (P.66)

I. THE REQUIREMENTS TO ACHIEVE

- By the end of the lesson, students will be able to:
1. Knowledge:
- Ask and answer question about what someone plans to do.
- Sentence Patterns: What are you going to do? ̶ I’m going to ______.
- Vocabulary: stay in a hotel, eat seafood, build sandcastles, go on a boat cruise
2. Contribute to student development:
a. Quality:
- Live responsibly
- Confident in learning and practice situations
b. General capacities:
Self- study.
- Communication and co-operation.
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s Activities Students’ Activities
Act 1: Warm up (3’)
Sing the song You are happy in summer Sing the song You are happy in
holidays On page 65. summer holidays On page 65.
Act 2: Presentation (8’)
Task 1: Look, listen and repeat
- Have students turn their book to page 66. - Ss students turn their book
- Focus students’ attention on:
+ The pictures: Ask students the names of
 191

the characters.
+ The situations in the pictures.
Who’s this?
Is this Hoa/ Mai?
Where are they?
+ the text
They are on the beach. They are asking
and answering the questions about what
they are going to do
- Tell students that they are going to hear
the dialogue between Akiko and the
receptionist.
- Use posters, actions and pictures to
introduce stay in a hotel, eat seafood, build
sandcastle, go on a boat cruise.
- Play the recording all the way through for - Listen and point to the
students to listen, and point to the appropriate line in their books
appropriate line in their books.
- Play the recording again for students to - Ss listen and repeat (four times)
repeat the lines in the speech bubbles.
Pause after each line for students to repeat
a few times
- Check to make sure students can repeat
and understand the dialogue.
- T and students take turn to read the - Students take turn to read the
dialogue. (change role) dialogue.
- Divide class into two groups and take - Ss work in groups to read the
turn to read dialogue (change the role). dialogue
- Call some pairs of students to read the - Ss work in pairs to read the
dialogue again. dialogue
Act 3: Practice (15’)
Task 2: Point and say
- T: They are asking and answering the - Ss take turn to repeat the
questions about what they are going to do sentence patterns.
- T points to a: What are you going to do?
- T points to b:  I’m going to swim.
- Repeat the sentence pattern.
- Ask students to read the example
- Write the sentence pattern on the board
 192

and get students to repeat a few times in

turns.
* Model the task with the WC. T points.
What are you going to do?
 I’m going to swim. - Ss make examples.
- Go through the task with the rest of the
characters in the same way. Focus on Look at the picture and identify
pronunciation and fluency. the characters in the pics and
* Ask students to work in pairs: students their names.
take turns to point, ask and answer as the Ss repeat the sentences in the
model. right way.
* Select some pairs of students to - Some pairs perform the task at
demonstrate the task in front of the class. the front of class.
Act 4: Production (7’)
Task 3: Let’s Talk
- Tell pupils that they are going to practise - Ss look at pictures and identify
more with their friends. the characters in the pictures.
- Give a few seconds for pupils to look at - Ss guess what the girls would
the pictures and check understanding by say to greet each other.
pointing to each activity and eliciting the
name.
- Get a pair of pupils to give a - Ss work in pairs and practice
demonstration of the dialogue before using the picture cues and word
starting the activity. cues.
- Have pupils work in pairs, using the - Some pairs demonstrate at the
pictures in the book or other activities that front of class
pupils know.
- Go around to offer help and correct the
pronunciation, if necessary.
- Call a few pairs to act out the dialogue in
front of the class.
- If there is time, tell pupils to ask and
answer questions about their own activities
at break time.
*Consolidation (2’)
- Summary the lesson.
- Comments according to Circular 22.
IV.ADJUSTMENT AFTER THE LESSON
.................................................................................................................................
 193

.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
.................................................................................................................................
________________________________________________________________
Week: 33 Date of teaching
Period: 67 Tuesday, May 10th 2022- 4G,A
Wednesday, May 11th 2022- 4C,B,D,E
EXAMINATION GRADE 4-TERM II
Time: 40 minutes
I. LISTENING (3,0pts)
Task 1: Listen and number. (1,0pt)
a.(M3-0,25) b.(M1-0,25) c.(M1-0,25)
d.(M2-0,25)
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 195

Task 2: Listen and tick ( ). (2,0pts)

1. (M3-0,5) 2. (M4-0,5) 3. (M2-0,5) 4. (M1-0,5)
a. a. a. a.
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NET NET public/images/TA4T2S public/images/TA4T2S
INCLUDEPICTUR INCLUDEPICTUR HS/R4-1-3-1- HS/R4-1-4-1-
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jpg" \* g" \* public/images/TA4T2S public/images/TA4T2S
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vn/public/images/T vn/public/images/T INCLUDEPICTURE INCLUDEPICTURE
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1- 2- public/images/TA4T2S public/images/TA4T2S
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 196

vn/public/images/T vn/public/images/T public/images/TA4T2S public/images/TA4T2S

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E E public/images/TA4T2S public/images/TA4T2S
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NET NET public/images/TA4T2S public/images/TA4T2S
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"https://s.sachmem. "https://s.sachmem. \* *
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1- 2- INCLUDEPICTURE INCLUDEPICTURE
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1- 2-
T T
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MERGEFORMATI MERGEFORMATI
NET NET
INCLUDEPICTUR INCLUDEPICTUR
E E
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vn/public/images/T vn/public/images/T
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 197

1- 2-
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MERGEFORMATI MERGEFORMATI
NET NET

b. b. b. b.
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vn/public/images/T "https://s.sachmem. HS/R4-1-3-3- HS/R4-1-4-3-
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INCLUDEPICTUR NET public/images/TA4T2S public/images/TA4T2S
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vn/public/images/T "https://s.sachmem. \* *
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MERGEFORMATI g" \* public/images/TA4T2S public/images/TA4T2S
NET MERGEFORMATI HS/R4-1-3-3- HS/R4-1-4-3-
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A4T2SHS/R4-1-1- vn/public/images/T INCLUDEPICTURE INCLUDEPICTURE
2- A4T2SHS/R4-1-2- "https://s.sachmem.vn/ "https://s.sachmem.vn/
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 198

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A4T2SHS/R4-1-1- vn/public/images/T public/images/TA4T2S public/images/TA4T2S
2- A4T2SHS/R4-1-2- HS/R4-1-3-3- HS/R4-1-4-3-
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NET MERGEFORMATI T T
INCLUDEPICTUR NET INCLUDEPICTURE INCLUDEPICTURE
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vn/public/images/T "https://s.sachmem. HS/R4-1-3-3- HS/R4-1-4-3-
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MERGEFORMATI g" \* INCLUDEPICTURE INCLUDEPICTURE
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INCLUDEPICTUR NET public/images/TA4T2S public/images/TA4T2S
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vn/public/images/T "https://s.sachmem. \* *
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E INCLUDEPICTUR \* *
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NET MERGEFORMATI
INCLUDEPICTUR NET
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 199

A4T2SHS/R4-1-1- vn/public/images/T
2- A4T2SHS/R4-1-2-
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" \* qinigndrhvbxwzji.jp
MERGEFORMATI g" \*
NET MERGEFORMATI
NET

II. READING (2,5pts)

Task 3: Read and match (1,25pts)
Answer
1. Where is Quan going next month? a. It’s fish. 1- … (M4-0,25)
2. How much is the skirt? b. She is young and tall. 2- … (M2-0,25)
3. Let’s go to the zoo. c. Great idea. 3- … (M2-0,25)
4. What does Linda look like? d. He is going to Phu Quoc 4- … (M3-0,25)
island.
5. What’s your favorite food? e. Fifty-eight thousand dong. 5- … (M1-0,25)

Task 4: Read and complete. (1,25pts)

Hoi An camera hospital food and drink doctor
This is my father. He is a (1) ___________(M1-0,25). He works in a
(2)______________ (M1-0,25). He is always busy. On the weekend, we often have a
picnic to (3) ___________(M2-0,25). We often go there by car. I like swimming very
much. We often take a (4) ____________(M4-0,25) because my father like to take a
lot of photos. We also take (5)_______________________ (M3-0,25), too.
II. WRITING (2,5pts)
Task 5: Look and write. (1,0pt)
1. (M1-0,25) 2. (M2-0,25) 3. (M3-0,25) 4. (M4-0,25)
hesos fa _ _ _ _ onoesdl a____ j____
-> _ _ _ _ _ -> _ _ _ _ _ _ _

INCLUDEPICTUR INCLUDEPICT INCLUDEPICTUR INCLUDEPICTURE

E URE E "https://i.vdoc.vn/dat
"https://i.vdoc.vn/dat "https://i.vdoc.vn "https://i.vdoc.vn/da a/image/2016/05/13/
a/image/2016/05/13/ /data/image/2016 ta/image/2016/05/1 de-thi-hoc-ky-2-
de-thi-hoc-ky-2- /05/13/de-thi- 3/de-thi-hoc-ky-2- mon-tieng-anh-lop-4-
mon-tieng-anh-lop- hoc-ky-2-mon- mon-tieng-anh-lop- truong-tieu-hoc-
4-truong-tieu-hoc- tieng-anh-lop-4- 4-truong-tieu-hoc- nguyen-hue-nam-
 200

nguyen-hue-nam- truong-tieu-hoc- nguyen-hue-nam- hoc-2015-2016-

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NET MERGEFORM NET INCLUDEPICTURE
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nguyen-hue-nam- hoc-ky-2-mon- nguyen-hue-nam- MERGEFORMATI
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5.jpg" \* truong-tieu-hoc- 5.jpg" \* INCLUDEPICTURE
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NET nam-hoc-2015- NET a/image/2016/05/13/
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4-truong-tieu-hoc- /data/image/2016 4-truong-tieu-hoc- MERGEFORMATI
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hoc-2015-2016- hoc-ky-2-mon- hoc-2015-2016- INCLUDEPICTURE
5.jpg" \* tieng-anh-lop-4- 5.jpg" \* "https://i.vdoc.vn/dat
MERGEFORMATI truong-tieu-hoc- MERGEFORMATI a/image/2016/05/13/
NET nguyen-hue- NET de-thi-hoc-ky-2-
INCLUDEPICTUR nam-hoc-2015- INCLUDEPICTUR mon-tieng-anh-lop-4-
 201

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"https://i.vdoc.vn/dat MERGEFORM "https://i.vdoc.vn/da nguyen-hue-nam-
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de-thi-hoc-ky-2- INCLUDEPICT 3/de-thi-hoc-ky-2- 5.jpg" \*
mon-tieng-anh-lop- URE mon-tieng-anh-lop- MERGEFORMATI
4-truong-tieu-hoc- "https://i.vdoc.vn 4-truong-tieu-hoc- NET
nguyen-hue-nam- /data/image/2016 nguyen-hue-nam- INCLUDEPICTURE
hoc-2015-2016- /05/13/de-thi- hoc-2015-2016- "https://i.vdoc.vn/dat
5.jpg" \* hoc-ky-2-mon- 5.jpg" \* a/image/2016/05/13/
MERGEFORMATI tieng-anh-lop-4- MERGEFORMATI de-thi-hoc-ky-2-
NET truong-tieu-hoc- NET mon-tieng-anh-lop-4-
INCLUDEPICTUR nguyen-hue- INCLUDEPICTUR truong-tieu-hoc-
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"https://i.vdoc.vn/dat 2016-5.jpg" \* "https://i.vdoc.vn/da hoc-2015-2016-
a/image/2016/05/13/ MERGEFORM ta/image/2016/05/1 5.jpg" \*
de-thi-hoc-ky-2- ATINET 3/de-thi-hoc-ky-2- MERGEFORMATI
mon-tieng-anh-lop- INCLUDEPICT mon-tieng-anh-lop- NET
4-truong-tieu-hoc- URE 4-truong-tieu-hoc- INCLUDEPICTURE
nguyen-hue-nam- "https://i.vdoc.vn nguyen-hue-nam- "https://i.vdoc.vn/dat
hoc-2015-2016- /data/image/2016 hoc-2015-2016- a/image/2016/05/13/
5.jpg" \* /05/13/de-thi- 5.jpg" \* de-thi-hoc-ky-2-
MERGEFORMATI hoc-ky-2-mon- MERGEFORMATI mon-tieng-anh-lop-4-
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INCLUDEPICTUR truong-tieu-hoc- INCLUDEPICTUR nguyen-hue-nam-
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ATINET

Task 6: Order the word. (1,0pt)

1. go / Let’s / bookshop / to / the / .(M1-0,25)
 ------------------------------------------------------------------------------------------------
2. books / to / I / some / want / because / buy / . (M2-0,25)
 ------------------------------------------------------------------------------------------------
3. sister / in / works / her / a / supermarket /. (M3-0,25)
 ------------------------------------------------------------------------------------------------
4. because / don’t / crocodiles / scary / tigers / we / like / are / and / they / . (M4-0,25)
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Task 7: Answer the questions (0,5pt)
1. What animal do you want to see? (M2-0,25)
 -----------------------------------------------------------------
2. What does your mother look like? (M3-0,25)
 -----------------------------------------------------------------
IV. SPEAKING (2,0pts)
Part 1. Getting to know each other. (1,0pt)
Part 2. Talking about familiar objects. (1.0pt)
Week: 34
Period: 68 Lesson 3: Task 1, 2, 3 (P.68)
UNIT 20: WHAT ARE YOU GOING TO DO THIS SUMMER?
I. THE REQUIREMENTS TO ACHIEVE
- By the end of the lesson, students will be able to:
1. Knowledge:
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- Pronounce three-syllable words with the stress on the second syllable:

de'licious, e'normous, No'vember, and De'cember.
- Read the gapped sentences, listen and circle the letters showing the correct
words filling the gaps. Then say the completed sentences aloud.
- Say the chant: Where are you going?
- Sentence Patterns: Revision
- Vocabulary: Revision
2. Contribute to student development:
a. Quality:
- Ss look after, solve problems and study themselves.
- Studious and obedient students and love their family.
b. General capacities:
- Communication and co-operation.
- Problem solving and creativity
II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s Activities Students’ Activities
Act 1: Warm up (3’)
Play the game on page 67. Ss play the game on page 67.
Act 2: Presentation (15’)
Task 1: Listen and repeat
- Tell pupils that they are going to - Ss practise pronouncing the
pronounce the following words: de’licious, following words: de’licious,
e’normous, No’vember, De’cember. e’normous, No’vember, De’cember.
- Explain to pupils what word stress is, in
Vietnamese, if necessary. (Word stress is
the emphasis that you put on a syllable by
saying it more loudly.) Tell them that we
use the stress mark (') to indicate word
stress.
- Write de’licious, e’normous, No’vember, - Ss listen to the recording and
De’cember with the stress marks on the repeat.
board. Play the recording and have pupils
repeat these words, using a louder voice for
the first syllables. To reinforce learning,
ask pupils to clap at the stressed syllables
as they say the words.
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- Play the recording of the sentences and

have pupils repeat them, paying attention
to the target words and stress. Do choral
and individual repetition of the words and
sentences until pupils feel confident.
- Get some pupils to say the sentences, - Ss repeat in choral and individual
while the rest of the class claps at the repetition of the sound, words and
stressed syllables of the target words. sentences until pupils feel
Correct the pronunciation, if necessary. confident.
Act 3: Practice (8’)
Task 2: Listen and circle.
- Tell pupils that they are going to look at - Ss look at the poster and answer
the sentences, listen to the recording and questions.
repeat the sentences. - Ss listen to the recording twice
- Play the recording twice for pupils to and get the information they hear to
repeat after. Ask them to pay attention to the complete the sentences.
the underlined words and clap at the - Ss listen again to check
stressed syllables. - Ss swap their answers before
- Invite a few pupils to read aloud the checking as a class.
sentences, while the rest of the class clap at - Ss give answer individually.
the stressed syllables. Correct their
pronunciation, if necessary.
Act 4: Production (7’)
Task 3: Let’s chant
- Tell pupils that they are going to say the - Listen, repeat each the line of the
chant Where are you going? chant and clap the syllables
- Have them read the chant and check Gr 1: repeat each line of the chant
comprehension. Gr 2: clap the syllables
- Play the recording more than once, if Then change role
necessary, for pupils to do choral and
individual repetition.
- Show pupils how to chant and do actions.
- Call one group to chant the questions and - Ss practice reciting the chant in
another to chant the answers. groups
- Get pupils to sit opposite of each other
and practise chanting and doing actions. - Ss work in two groups: one chants
- Go around offering help, if necessary. the questions and the other chants
- Call some groups to the front of the class the answers.
to chant and do actions. The rest of the - Some volunteers recite the chant,
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class claps along to the rhythm. the rest of class clap the syllables.
*Consolidation (2’)
- Summary the lesson.
- Comments according to Circular 22.
IV.ADJUSTMENT AFTER THE LESSON
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Week: 34 Date of teaching

Period 69+70 Monday, May 16th 2022- 4B,D
Tuesday, May 17th 2022- 4A
Wednesday, May 18th 2022- 4A,B,D
Friday, May 20th 2022- 4E,G,C

REVIEW 4 (P.70)
I. THE REQUIREMENTS TO ACHIEVE
- By the end of the lesson, students will be able to:
1. Knowledge:
- Listen and identify specific information related to the theme Me and the world
around.
- Read and identify specific information related to the theme Me and the world
around.
- Use simple sentences to write about themselves.
- Read, listen to and understand a short story
2. Contribute to student development:
a. Quality:
- Students get interested in the lesson and participate actively in all class
activities.
- Students love themselves and the world around.
b. General capacities:
- Students develop communication, cooperation, self-study, problem-solving
abilities.
- Students develop skills of listening and speaking.
- Students know how to combine words with gestures, gestures, facial
expressions when communicating.
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II. PREPARATION
1. Teacher’s: student’s and teacher’s book, flashcards, soft book.
2. Students’: books, notebooks.
III.PROCEDURES
Teacher’s Activities Students’ Activities
1. Listen and tick (8’)
- Tell the class that they are going to listen - Ss look at pictures and
to the dialogues and tick the correct pictures. identify the things in the
- Give them a few seconds to look at the pictures by answer the
pictures. Ask them to identify the questions:
similarities and differences among them. - Ss speak out the name of
- Play the recording three times: the first characters
time for pupils to listen; the second time for - Ss predict
them to do the task and the last time for - Ss listen to the tapes twice and
them to check the answers. Pause after each tick the correct pictures
time. - Ss work individually to
- Get pupils to swap and correct their complete Part 1 and trade their
answers before checking as a class. work for correction
er? - Some volunteers read aloud
their answers.
- Ss listen to the tape again to
check their answer and elicit
comments from the rest of the
class.
2. Read and circle (8’)
- Tell pupils that they are going to read the - Run through all sentences
text and circle the correct words to complete
the sentences.
- Give them a few seconds to read the
questions and text in silence. Check
understanding.
- Give pupils time to do the task - Ss work individually to do the
independently. task and then work in pairs.
- Get them to swap their answers before - Give answer
checking as a class.
3. Read and match (8’)
- Tell pupils that they are going to read and - Ss look at posters and
match each question with its answer by identify the content by answer
drawing a line between them. Give them a the questions:
few seconds to read the questions and 1 read and match……
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answers in silence. - Ss run throught the poster

- Set a time limit for the task. - Ss read text silently to put the
- Get pupils to swap and check their answers correct match. Then have them
before checking as a class. trade their work for correction
- If time allows, ask them more questions. - Some volunteers read aloud
They may use the given answers or facts their answers.
about themselves.
4. Write the answers (8’)
- Tell pupils that they are going to write the - Ss look at posters and
answers to the questions, using the picture identify the content by answer
cues. the questions:
- Give them a few seconds to look at the ………
pictures and the questions. Checking
understanding. - Ss run throught the poster.
- Give pupils time to do the task - Ss read text silently to give
independently. Monitor the activity and of the correct word. Then have
er help, if necessary. them trade their work for
- Select some pairs to act out the correction
conversations in front of the class. - Some volunteers read aloud
their answers.
5. Look and write (8’)
- Tell pupils that they are going to look at - Ss look at poster and run
the pictures and complete the text. through the uncompleted
- Ask them to read the text and guess paragraph,by answer the
possible words or phrases to complete the questions:
sentences. ………………………………
- Then ask them to look at the pictures and …
describe them. (In Picture 1, Mai is walking T models with a student
in the mountains with her friends. In Picture dialogue 1
2, two girls are playing badminton. In - Ss look at each poster to
Picture 3, two boys are swimming. In speak as required
Picture 4, Mai is taking photographs. In - Ss work in pairs.
Picture 5, a boy is eating.) - Some volunteers speak aloud
- Give pupils time to do the task - Ss do the task
independently. Go around offering help, if
necessary.
- Get them to swap their answers before
checking as a class.
- If there is enough time, call some pupils to
write the complete sentences on the board.
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CORRECTION TEST
I. LISTENING (3,0pts)

Task 1: Listen and number. (1pt)

a. 2 (M2-0,25) b. 4 (M1-0,25) c. 1 (M1-0,25) d. 3 (M2-0,25)

Tape script

1.
A: Can you talk about your parents' jobs and where they work?
B: Yes, OK. My father is a farmer. He works in a field.
2.
A: How about your mother?
B: She's a nurse. She works in a hospital.
A: Thanks for your answers.
B: You're welcome.
3.
A: Now, what about you? What does your father do?
C: He's a doctor. He works in a hospital.
4.
A: How about your mother?
C: She's a teacher. She works in a primary school.
A: Thanks for your answers.
C: You're welcome.

Task 2: Listen and tick ( ). (1,5pts)

1. b (M3-0,5) 2. b (M4-0,5) 3. b (M2-0,5) 4. a (M1-0,5)
Tape script

1. Tom: Where are you going, Mai?

Mai: To the supermarket.
Tom: What do you want to buy?
Mai: My mum wants some fish for dinner. Do you want to come with me?
Tom: Yes. Let's go.
2. Phong: Excuse me? Can I have a look at the orange T-shirt, please?
Sales assistant: Here you are.
Phong: How much is it?
Sales assistant: It's 70.000 dong.
3. A: What's your phone number?
B: It's 0438 531 605.
 209

A: Can you say it again?

B: 0438 531 605.
A: Thank you.
4. (Animal noises)
Mum: OK, Peter, what animal do you want to see first?
Peter: I want to see zebras.
Mum: Why do you like zebras, Peter?
Peter: Because they're beautiful.
II. READING (2,5pts)
Task 3: Read and match. (1,25pts)
1. d (M4-0,25) 2. e (M2-0,25)
3. c (M2-0,25) 4. b (M3-0,25) 5. a (M1-0,25)
Task 4: Read and complete. (1,25pts)
1. doctor (M1-0,25) 2. hospital (M1-0,25) 3. Hoi An (M2-0,25)
4. camera (M4-0,25) 5. food and drink (M3-0,25)
II. WRITING (2,5pts)
Task 5: Look and write (1,0pt)
1. shoes (M1-0,25) 2. family (M2-0,25)
3. noodles (M3-0,25) 4. _ pple _uice (M4-0,25)
Task 6: Order the word. (1,0pt)
1. Let’s go to the bookshop. (M1-0,25)
2. Because I want to buy some books. (M2-0,25)
3. Her sister works in a supermarket. (M3-0,25)
4. We don’t like crocodiles and tigers because they are scary. (M4-0,25)
Task 7: Answer the questions (0,5pt)
1. I want to see _____ (M2-0,25)
2. My mother is ____ / She is _______(M3-0,25)
(Ss answer about themselves)
IV.ADJUSTMENT AFTER THE LESSON
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