Tiết thứ 58

Unit 7: TELEVISION
Lesson 4: Communication
Class Date of teaching Attendence
6A ..../01/2022
6B ..../01/2022
6C ..../01/2022
I. OBJECTIVES:
By the end of the lesson, students are expected to achieve the following
objectives:
1. Knowledge:
*Vocabulary:
- Understand the key words: educational, main, cute, clever, funny, character.
* Pronunciation:
- Pronounce the key words correctly: educational, main, cute, clever, funny,
character.
* Grammar: use Wh-question to make questions
2. Competencies:
a) General competencies:
- Group work and independent working, pair work, linguistic competence,
cooperative learning and communicative competence.
b) Specific competencies:
- read for specific information about New Year's practices;
- talk about what children should / shouldn't do at Tet;
- listen for specific information about different TV programmes.
3. Qualities:
- Positive about the leisure activities.
- Students know how to watch Tv correctly anf some suitale children’s
programes.
- Ss have the good attitude to working in groups, individual work, and
pairwork, cooperative learning and working.
II. PREPARATION
Teacher: Laptop, loudspeaker, projector…
Students: Text books, studying equipment’s….
III. PROCEDURE
ACTIVITY 1: WARM-UP (GW/PW/IW)
1. Aim:
To activate students’ knowledge of forming questions to ask for information about a
TV programme.
To lead in the lesson about communication.
* Everyday English
Asking for and giving information about TV programmes.
2. Content:
- Use everyday expressions to develop the language skills.
- knowledge of forming questions to ask for information about a TV programme.
3. Products:
- Interest and concentration of Sts on the class activities.
- A friendly and relaxed atmostphere to the new lesson
 - Developing the language skills by asking and answering questions about
themselves.
4. Implementation:
- Teacher instructs
- Sts do as required
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
Chatting
Step 2: Task performance
+ Greeting
* Question forming:
Teacher draws a spider web on the board with + Greeting
the word TV PROGRAMME in the middle What....
and question words in branches. Why... ...
Teacher asks students to form the questions to
TV PROGRAMME
ask for information about a TV programme
using the given question words. What How
time... often...
Students give their answers.
Teacher writes down the answers on the Suggested answer:
board. 1. What’s your favourite TV
Teacher leads students into the lesson by programme?
telling them that they are going to learn how 2. Why do you like it?
to ask for and give information about TV 3. What time is it on?
programmes and some famous programmes in 4. How often do you watch it?
other countries.
Step 3: Report and discussion
- Sts join in the discussion and do as required
Step 4: Judgement
- T summarizes the discussion and leads to
Activity 2.
ACTIVITY 2: KNOWLEDGE FORMATION (15')
1. Aim:
To introduce a sample conversation about a TV programme.
To practice asking for and giving information about TV programmes.
2. Content:
Sample conversation about a TV programme.
3. Products:
Conversation about your favourite TV programme.
4. Implementation:
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering
- T sets the scene/ context to reading and
listening
- T ask the whole class to do the Tasks in
Communication- Page 11
Step 2: Task performance
Task 1: Listen and read the conversation. Task 1: Listen and read the
Pay attention to the highlighted words. conversation. Pay attention to the
- T asks Ss to do the task 1/ page 11. highlighted words.
- Teacher gives instructions. A: What's your favourite TV
- Plays the recording and lets Ss listen. programme?
- Sts Listen and read the dialogue. Pay B: The animal programme.
attention to the highlighted parts. A: Why do you like it?
- T asks some Ss to read aloud the dialogue. B: Because I can see the animals in
- T asks the class to pay attention to the way their real life.
of introducing someone to someone else, and
how to respond to someone's introduction.
- T asks Ss practise the dialogue in groups.
- T calls on some groups to practise the
dialogue in front of the class.
+T may also begin by brainstorming ways of
introducing someone that they know.
- T observes and help when and where
necessary, and correct Ss'pronunciation and
intonation.
Task 2: Work in pairs. Make a similar
conversation about your favourite TV
programme. Suggested answers:
Teacher asks students to work in pairs and A: What’s your favourite TV
make a similar conversation about their programme?
favourite TV programme. Encourage students B: The sports programme.
to add the questions in Warm-up in their A: Why do you like it?
conversation. B: Because I am a big fan of sports.
Students do the task in pairs. A: What time is it on?
Teacher calls some pairs to act out their B: It’s on at 7:30 p.m. on VTV3.
conversations in front of the class. A: How often do you watch it?
Teacher checks and corrects if needed. B: I watch it every weekend.
Step 3: Report and discussion
- T asks, Sts answer some more questions
about the lesson
Step 4: Judgement
- T gives feedback on the reaction of Sts
ACTIVITY 3: PRACTICE (20' - GW/PM/IM)
1. Aim:
To allow students to explore some interesting facts about TV in other countries.
To introduce to students some TV programmes for children.
To introduce to students some TV programmes for children.
To allow students an opportunity to practice with the information from the TV
programmes in Task 4.
2. Content:
Read for specific information about interesting facts about TV
Some TV programmes for children.
Further practice.
3. Products:
- Interesting facts about TV in other countries, some TV programmes for children.
- Ability to read for specific information about TV programmes.
- Talking about TV programmes
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T let Sts study the examples, consume the
rules and do the exercises
Step 2: Task performing
Task 3: Work in groups. Discuss and Answer key:
complete the facts with the countries in the - Japan
box. - Vietnam
Teacher asks students to work in groups and - Iceland
help one another find the answers/make - the USA
guesses. * Note:
Teacher calls some students for the answers. + Pokemon cartoons: Japanese
Teacher reminds students of the correct way to television animation series, typically
give their answers/make guesses. aimed at adults as well as children.
E.g. Pokemon cartoons are from Japan. (They + Iceland: Before 1981, there was
know the answer.) no TV in July; before 1986, there
We think Pokemon cartoons are from Japan. was no TV on Thursday.
(They make a guess.) It comes from the opinion that you
Teacher confirms the answers with the whole could do without TV once a week!
class. Spend it with your family. Spend it
outdoors.
+ Discovery Channel:
an American pay television network.

It creates the highest quality content

Task 4: Read about two TV programmes and remains one of the most
and tick the correct programme in the dynamic media companies in the
table. world.
Teacher asks students to read the passages and
do the task. Remind them that some facts may Answer key:
refer to both programmes. - Both programmes
Students do the task individually. - Let’s Learn
Teacher calls some students to give their - Hello Fatty
answers and checks as a class. - Let’s Learn
Task 5: Work in groups. Tell your group - Hello Fatty
which programme in Task 4 you prefer and
why.
Teacher asks students to work in groups of
four, read the two programmes again, then tell
their friends which one they prefer and why. Suggested answer:
Teacher calls some students to speak in front I prefer Hello Fatty because it is
of the class. funny and educational.
Teacher asks other students to give comments
and gives more feedback if needed.
Step 3: Report and discussion
- Ss work independently and in groups
- Share the answers
Step 4: Judgement
- T gives feedback on the answers and
studying attitude of Sts in class.

ACTIVITY 4: APPLICATION (5' )

1. Aim:
To help Ss revise all they have learnt.
To give Home assigment
2. Content:
Make sentences about TV progammes
Home assigment
3. Products:
Review the old lesson
Take note Home assigment
4. Implementation:
TEACHER AND STUDENTS' CONTENTS
ACTIVITIES
Step 1: Task delivering (Home assignment)
- T summarizes the lesson and let Sts tell what
the have learnt
- Home assigment
Step 2: Task performance
- Teacher summarizes the lesson
- T has Ss tell what they have learnt (How to
introduce a friend, what questions to ask when
making a new friends, etc)
- Guide ss how to do exs (Work book) * Home assigment:
- T assigns the homework. - Write a paragraph to describe a
- Ss copy their homework. programme you prefer in your
- T explains it carefully. notebook.
Step 3: Report and discussion
- T asks, Sts answer about school
Step 4: Judgement
T gives feedback and requires Sts do
homework.
V. FEEDBACK:
With 6A ……………………………………………………………………………..…
With 6B …………………………...……………………………………..……………
With 6C ………………………………………………………………………….……
 ,

Tiết thứ 59
Unit 7: TELEVISION
Lesson 5: Skills 1
Class Date of teaching Attendence
6A ..../01/2022
6B ..../01/2022
6C ..../01/2022
I. OBJECTIVES:
By the end of the lesson, students are expected to achieve the following
objectives:
1. Knowledge:
*Vocabulary:
- Understand the key words: forest, fox, pig, dolphin, race, compete.
* Pronunciation:
- Pronounce the key words correctly: forest, fox, pig, dolphin, race, compete.
* Grammar:
- use Wh-question to make questions
- Conjunctions in compound sentences: and, but, so
2. Competencies:
a) General competencies:
- Group work and independent working, pair work, linguistic competence,
cooperative learning and communicative competence.
B) Specific competencies:
- read for specific information about television;
- talk about one’s favourite TV program, the reasons for that.
3. Qualities:
- Positive about the leisure activities.
- Students know how to watch TV correctly and some suitable children’s
programes.
- Ss have the good attitude to working in groups, individual work, and
pairwork, cooperative learning and working.
II. PREPARATIONS
Teacher: Laptop, loudspeaker, projector…
Students: Text books, studying equipment’s….
III. PROCEDURE
ACTIVITY 1: WARM-UP (5’-PW/IW)
1. Aim:
- To develop student’s reading skills for specific information (scanning), It also
provides input for the speaking skills. To provide further practice to support students in
their spoken English.
2. Content:
Revision of the old lesson. Having some warm-up activities to creat a friendly and
relaxed atmostphere to inspire Ss to warm up to the new lesson.
3. Products:
- Interest and concentration of Sts on the class activities.
- A friendly and relaxed atmostphere to the new lesson
- A chance to speak English and focus on the topic of the lesson..
4. Implementation:
 - Teacher instructs
- Sts do as required
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- Chatting
Step 2: Task performance
+ Greeting + Greeting
* Guessing game: TV channels * Guessing game: TV channels
Teacher shows some pictures which illustrate Among these four channels, which one
the logos of some famous TV channels. These do you like best?
logos are missing some parts or in the reversed I like Discovery Channel best because
position. I can learn a lot about the world
Students have to guess the name of the TV around us. I often read the TV guide
channels. everyday to choose the programs or
Teacher asks students questions to lead in the the contents I want to see.
reading text: What about you? Do you often read
Step 3: Report and discussion the TV guide before watching TV?
- Sts join in the discussion and do as required
Step 4: Judgement
- T summarizes the discussion and leads to
Activity 2.

Discovery Channel Disney Channel

ACTIVITY 2: KNOWLEDGE FORMATION (15' - IW, PW)

1. Aim:
To provide students with some lexical items before reading the text.
To teach students how to read a TV guide.
To help Ss develop their reading skills for specific information (scanning).
To show students how to find a suitable TV programme for a person.
2. Content:
Elicit Voc by using pictures or real items.
Read the passages again and complete the conversation.
3. Products:
- Vocabulary about the topic
- Understanding more about content of the texts.
- Development of reading skills by looking at the pictures and doing the exercises.
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T sets the scene/ context for the listening and
reading.
- T ask the whole class to do the Tasks in
Skills 1
Step 2: Task performance
Pre-Reading (Pre-teach vocabulary)
Teacher introduces the vocabulary by:
+ providing the pictures of the words;
+ providing the definition of the words. - comedy (v)
While-Reading - plant (n)
Task 1: Read the first two columns of the Task 1: Read the first two columns
TV guide and answer the questions. of the TV guide and answer the
Teacher asks students to have a quick look at questions.
the TV guide and answer questions like: Answer key:
1. What information do you see? (the time, the 1. (It’s) Cuc Phuong Forest.
name of the programme and its content) 2. Yes, it is.
2. What information comes first? What comes 3. It’s on at 10.30.
next? 4. No, we can’t.
3. What do you look at when you are choosing 5. (It’s about) dolphins.
a programme to watch?
This task should be done carefully as it helps
do Task 2.
Teacher explains to students so that they can
distinguish the name of the programme (e.g.
Sports) and the name of the specific event /
show/ film, etc. on that programme (e.g. The
Pig Race).
Teacher allows students some time to read the
TV guide and answer the questions.
Teacher checks their answers as a class.
Task 2: Read the TV guide in Task 1 and Task 2: Read the TV guide in Task
write the programmes that these people 1 and write the programmes that
may choose to watch. these people may choose to watch.
Teacher asks students to read the information 1. Phong: Children are Always Right
about each person carefully, underline the key 2. Bob: The Fox Teacher
word(s) showing what each person likes in 3. Nga: Cuc Phuong Forest
order to help them find the answer. 4. Minh: The Pig Race
Teacher allows students some time to do the 5. Linh: The Dolphins
task individually.
Teacher asks some students to share their
answers before checking as a class.
Step 3: Report and discussion
- Sts write down the new vocabulary.
- T asks, Sts answer some more questions
about the lesson.
Step 4: Judgement
- T gives feedback on the reaction of Sts.
ACTIVITY 3: PRACTICE (20' )
1. Aim:
To help Ss further develop their reading skills for specific information (scanning)
To teach students how to talk about their favourite TV programmes.
2. Content:
To allow students to talk about what they have done in Reading Task 2.
Ask and answer the questions to complete the table
3. Products:
Getting more information to understand the passages.
To practice speaking by asking and discussing the choices of the type of school…
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T let Sts study the examples, consume the
rules and do the exercises
Step 2: Task performing
Pre-Speaking
Task 3: Work in groups. Share your table Task 3: Work in groups. Share your
in Task 2 with your group and see if they table in Task 2 with your group and
agree with you. see if they agree with you.
Teacher lets students work in groups and share Example:
their answers in Task 2 to the groups. A: I think the best programme for
Teacher encourages other students to say if Phong is the game show "Children are
they agree or disagree with the answers and always right".
explain their partners’ choice. B: I agree. He wants to know more
Teacher calls some students to demonstrate it about pets.
in front of the class.
While-Speaking
Task 4: Work in groups. Tell your group Task 4: Work in groups. Tell your
about your favourite TV programme. group about your favourite TV
Teacher asks students to read the instructions programme.
carefully and allow them some time to prepare
their answers.
Teacher tells students the suggested structure
can help them arrange their ideas.
Teacher lets students share their answers in
groups before calling some students to present
their answers to the class.
Teacher corrects later if they make any
mistakes.
Post-Speaking Suggestions:
Teacher allows students to give comments for o My favourite
their friends and vote for the most interesting programme is...
and informative presentation. o It’s on ...
Teacher gives feedback and comments. o It’s about ...
Step 3: Report and discussion o I like it because it ...
- Ss work independently
- Share the answers
Step 4: Judgement
- T gives feedback on the answers and
studying attitucde of Ss in class.
ACTIVITY 4: APPLICATION (5' )
1. Aim:
To help Ss revise all they have learnt.
To give Home assigment
2. Content:
A mind map summarising the main points of the lesson.
Home assigment
3. Products:
Review the old lesson
Take note Home assigment
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering (Home assignment)
- T has Ss summarise what they have learnt
with the two skills.
- T can instruct them to draw a mind map to
summarise the main points of the lesson.
- Guide ss how to do exs (Work book)
- T assigns the homework.
- Ss copy their homework.
- T explains it carefully.
Step 2: Task performance
Teacher asks students:
+ what they have learnt in the lesson with the * Home assigment:
two skills; - Practice asking friends questions
+ what words/phrases/ sentences describing about their favourite TV programmes
television they can remember; - Do more exercises in workbook.
+ how to talk about a TV programme they
like.
Step 3: Report and discussion
- T asks, Sts answer about school
Step 4: Judgement
T gives feedback and requires Sts do
homework.
V. FEEDBACK:
With 6A ……………………………………………………………………………..…
With 6B …………………………...……………………………………..……………
With 6C ………………………………………………………………………….……
 Tiết thứ 60
Unit 7: TELEVISION
Lesson 6: Skills 2
Class Date of teaching Attendence
6A ..../01/2022
6B ..../01/2022
6C ..../01/2022

I. OBJECTIVES:
By the end of the lesson, students are expected to achieve the following
objectives:
1. Knowledge:
*Vocabulary:
- Understand the key words: educational, main, cute, clever, funny, character.
* Pronunciation:
- Pronounce the key words correctly: educational, main, cute, clever, funny,
character.
* Grammar:
- use Wh-question to make questions
- use conjunctions in compound sentences: and, but, so
2. Competencies:
a) General competencies:
- Group work and independent working, pair work, linguistic competence,
cooperative learning and communicative competence.
b) Specific competencies:
- listen to get specific information from a recommended TV schedule;
- write a short guided passage about one’s watching TV habits.
3. Qualities:
- Positive about the leisure activities.
- Students know how to watch TV correctly and some suitable children’s
programes.
- Ss have the good attitude to working in groups, individual work, and
pairwork, cooperative learning and working.
II. PREPARATIONS
Teacher: Laptop, loudspeaker, projector…
Students: Text books, studying equipment’s….
III. PROCEDURE
ACTIVITY 1: WARM-UP (5’-GW/PW)
1. Aim:
- To develop student’s listening skills for specific information. It also provides input
for the writing skills.
- To learn how to write an email to a friend or penpals.
2. Content:
- Revision : Describe a TV programme you like.
- Having some warm-up activities to creat a friendly and relaxed atmostphere to
inspire Ss to warm up to the new lesson.
3. Products:
- Interest and concentration of Ss on the class activities.
 - A friendly and relaxed atmostphere to the new lesson
- A chance to speak English and focus on the topic of the lesson..
4. Implementation:
- Teacher instructs
- Ss do as required
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
Chatting
Step 2: Task performance + Greeting
+ Greeting * Kim’s game
* Kim’s game
Teacher shows some pictures of TV
programmes.
Teacher asks students to look carefully at
them for about thirty seconds. Then take the
pictures away and ask them to call out what Year End Meeting News
they can remember.
Teacher asks students some questions to lead
in the listening tasks:
+ What programme did you watch last
night? Who is the millionaire? Rap Viet
+ What was it about?
+ What did you like about it?
+ What didn’t you like about it?
+ Why did you like/dislike it?

Who is Single?
Step 3: Report and discussion
- Ss join in the discussion and do as required
Step 4: Judgement
- T summarizes the discussion and leads to
the lesson.
ACTIVITY 2: KNOWLEDGE FORMATION (15'-GW, PW)
1. Aim:
To draw students’ attention to the keyword of the listening task.
To help students develop their listening skill for specific information (True – False).
To summarize the key information in the listening tasks.
2. Content:
Get used to listening skill
Listen again to get more information
3. Products:
Vocabulary about the topic
Guessing the answers to the questions.
Improvement of listening skills.
Choose the correct answer correctly.
The key information in the listening tasks.
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T sets the scene/ context for the listening
and reading.
- T ask the whole class to do the Tasks in
Skills 2 “We are going to read a schedule of
Step 2: Task performance some programmes on TV.
(Pre-listening) First, I would like you to read it,
Teacher allows students some time to read underline the important key words
the programmes in the table. (“the channel”), then listen to tick
Teacher asks them to focus only on the which channel it belongs to.”
information they need: the channel.

While-Listening
Task 1: Listen and tick the correct Task 1: Listen and tick the correct
channel for each programme. channel for each programme.
Teacher plays the recording. Programme Channel 1 Channel 2 Channel 3
Students listen and tick. Green
Summer 
Teacher checks their answers as a class. My
Childhood 
Harry Potter 
English
and Fun 
While-listening
Task 2: Listen again and tick T (True) or Task 2: Listen again and tick T
F (False). (True) or F (False).
This activity requires students to listen more
carefully for details.
Teacher allows students some time to read
the statements first and see if they can
answer any of them based on the previous
listening.
Teacher draws students’ attention to the fact
that almost all the questions start with the
names of the programmes. They are signals
that the answers are coming.
Teacher plays the recording.
Students listen and tick.
Teacher checks their answers as a class. If
students have difficulty in catching the
information, determine their answers, pause
the recording after each sentence where the
information appears.
Post-Listening
Teacher asks students questions to complete
the mind map about the content of the
previous listening tasks.
Step 3: Report and discussion
- Ss write down the new vocabulary
- T asks, Ss answer some more questions
about the lesson
Step 4: Judgement
- T gives feedback on the reaction of Ss
ACTIVITY 3: PRACTICE (20' )
1. Aim:
- To guide and prepare students with information for their writing in Task 4.
- To guide students how to write a paragraph about TV-watching habits.
2. Content:
- Write the answers to the questions
- Use the information above to write a paragraph about TV-watching habits.
3. Products:
- Understand more about using the words in contexts.
- Getting more information to understand the script.
- Choose the correct answer correctly.
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering
- T let Ss study the examples, consume the
rules and do the exercises
Step 2: Task performing
Pre-Writing
Task 3: Read and answer. Task 3: Read and answer.
Students have to answer a questionnaire 1. How much do you like watching TV?
about TV-watching habits. - Not much.
Teacher lets students read the questions and 2. How many hours a day do you watch
tick the most appropriate answers for TV? - Less than one hour.
themselves. 3. When do you watch TV the most? -
Teacher asks them to think of a TV In the evening.
programme they like and write the answer to 4. Do you watch TV when you are
Question 5. eating? - Never.
Step 3: Report and discussion 5. What TV programme do you watch
- Ss write down the new vocabulary the most? - A. Cartoons.
- T asks, Ss answer some more questions
about the lesson.
While-Writing Task 4: Write a paragraph of about
Task 4: Write a paragraph of about 50 50 words about your TV-viewing
words about your TV-viewing habits. Use habits. Use your answers in Task 3.
your answers in Task 3.
Teacher lets students work individually. I like watching TV, about one hour a
Teacher asks them to refer to the questions day. I only watch TV in the evening.
and their answers in 3 while they are writing. During the day, I go to school. On
These questions are a very good guide of Saturday and Sunday, I watch more.
how to form a sentence and what information Sometimes I watch TV when I’m eating,
they need to complete the sentence. but I never watch TV when I’m
Teacher tells students that the information in studying. I watch Da Vinci most. It has
interesting educational programmes for
 the questions in Task 3 has been arranged in children.
a logical order and they can organise their
writing by referring to their answers one after
another.
Teacher goes round and offer help if needed.
If time allows, ask some students to share
their writing with the class.
If not, collect some students’ writings to
correct at home.
Teacher asks students to exchange their
textbooks to check their friends’ writing.
Teacher then gives feedback as a class
discussion
Step 4: Judgement T gives feedback on the
reaction of Ss
ACTIVITY 4: APPLICATION (5'-IW )
1. Aim: To help Ss revise all they have learnt.To give Home assigments
2. Content:
A mind map summarising the main points of the lesson.; Home assigments
3. Products:
Review the old lesson; Take note Home assigments
4. Implementation:
TEACHER AND STUDENTS' ACTIVITIES CONTENTS
Step 1: Task delivering (Home assignment)
- T has Ss summarise what they have learnt
with the two skills.
- T can instruct them to draw a mind map to
summarise the main points of the lesson.
Step 2: Task performance
- Teacher summarizes the lesson * Home assigments:
- Guide ss how to do exs (Work book) - Finish writing the paragraph. Copy in
- T assigns the homework. Ss copy their the note books.
homework. T explains it carefully. - Do more exercises in workbook.
Step 3: Report and discussion
- T asks, Ss answer about school
Step 4: Judgement
T gives feedback and requires Ss do
homework.
KIỂM TRA, ĐÁNH GIÁ CỦA BGH KÍ DUYỆT CỦA TỔ CHUYÊN MÔN
Đồng Minh, ngày.....tháng 01 năm 2022 Đồng Minh, ngày.....tháng 01 năm 2022
....……………………………........ Duyệt chương trình .....
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….......................……………………………........ ……………………………........….................................
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