Kế hoạch bài dạy Tiếng Anh 4 Global Success (Soạn theo CV2345) - Năm học 2023-2024

School:
____________________
Grade:
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Teacher:
Date of teaching:
Attendance:
____________________
____________________
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STARTER
Period 1 - Hello again
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language knowledge & skills
sing the song Hello. How are you? with the correct pronunciation, rhythm and melody.
listen to and understand a short text in which Ms Hoa greets the characters, introduces herself and introduces the characters in the classroom and tick the correct pictures.
spell some words learnt in Grade 3 by playing the game Spelling Bee.
Competences
- Communication 
- Self-control & independent learning: perform listening tasks
II. RESOURCES AND MATERIALS

- Student’s book: Page 7
- Audio tracks 1 - 2
- Teacher’s guide: Pages 10 - 16
- Website hoclieu.vn
- Flash cards/ pictures and posters (Starter)
- Computer, projector, 
III. PROCEDURE
Warm-up – Let’s sing – Listen and tick – Let’s play – Fun corner and wrap-up

Procedure
Teacher’s and pupils’ activities
Interaction
Note
Warm-up and review: 5 minutes

Greet the class.
Option 1: 
Greet the class: Hello. / Hi. How are you? and encourage pupils to respond and introduce themselves.
Spend a few minutes talking about the structure of Tieng Anh 4 – Global Success. and how to study with it.
Ask pupils to open their books at page 7 and look at Starter. A. Hello again!
Tell pupils what they will learn in this lesson.
Option 2:
- Have pupils read the conversation between Pikachu and Doraemon when they greet each other.
- Ask pupils to listen and sing along the Hello. How are you? song.
Game: Pass the ball
- Set the rules: Give 2 balls to pupils and turn on the music. Pupils pass the ball until the music stops. The one who is keeping the ball will introduce themselves with his/ her friends, asking How are you?, the others have to say the answer.
- Give points to the pupils.

Group work

Activity 1. Let’s sing. 5 minutes
a. Goal
To sing the song Hello. How are you? with the correct pronunciation, rhythm and melody.

b. Input
The lyrics and the recording of the song Hello. How are you?

c. Outcome
Pupils can sing the song Hello. How are you? with the correct pronunciation, rhythm and melody.

d. Procedure
Step 1: Draw pupils’ attention to the lyrics of the song. Encourage them to point at the pictures to reinforce their understanding.
Step 2: Have pupils read the first verse of the lyrics. Explain that Minh meets and greets Lucy on the first day of school. Have pupils listen to the first verse, drawing their attention to the pronunciation, rhythm and melody. Then let them listen to and practise singing it, line by line, while clapping their hands.
Step 3: Repeat Step 2 for the second verse. Explain that Nam introduces Mary and Mai. Check comprehension and give feedback.
Step 4: Ask pupils to listen to and sing the whole song while clapping their hands. Go around the classroom and offer help where necessary.
Step 5: Invite a few groups to the front of the class to sing the song. The class may sing along and clap to reinforce the activity.
Whole class
Whole class
Whole class
Whole class
Group work


e. Assessment
- Performance products: Student’s pronunciation.
- Assessment tools: Observation; Feedback.

Activity 2. Listen and tick. 10 minutes
a. Goal
To listen to and understand a short text in which Ms Hoa greets the characters, introduces herself and introduces the characters in the classroom and tick the correct pictures.

b. Input
Picture cues:
a. Linh	b. Ben	 c. Lucy
d. Nam	e. Mary	f. Minh

c. Outcome
Pupils can listen to and understand the text in which Ms Hoa greets the characters, introduces herself and introduces the characters in the classroom and tick the correct pictures.
Key: f (Minh); b (Ben); a (Linh); c (Lucy)

d. Procedure
Step 1: Draw pupils’ attention to the pictures and ask questions such as Who is he / she? and Where is he / she? Check comprehension.
Step 2: Play the recording all the way through. Then play the recording for pupils to listen and tick the pictures.
Step 3: Get pupils to swap books with a partner to check their answers before checking as a class. Correct the answers if necessary.
Extension: If time allows, play the recording, sentence by sentence, for pupils to listen and repeat in chorus. Correct their pronunciation where necessary.
Whole class/ Individual work
Pair work
Whole class

e. Assessment
- Performance products: Student's answer, Peer feedback.
- Assessment tools: Observation; Answer keys 

Activity 3. Let’s play. 8 minutes
a. Goal
To spell some words learnt in Grade 3 by playing the game Spelling bee.

b. Input
- A picture showing how to play the game
- The English alphabet
- Five words: hello, friend, classroom, outdoor, activities

c. Outcome
Pupils can spell the words they have learnt by playing the game Spelling bee.

d. Procedure
Step 1: Before playing the game, have pupils look at the English alphabet an...ain for pupils to listen and number the pictures. 
Step 3: Get pupils to swap books with a partner to check their answers before checking as a class. Correct the answers where necessary. 
Extension: If time allows, play the recording, sentence by sentence, for pupils to listen and repeat in chorus. Correct their pronunciation where necessary.
Whole class/ Individual work
Pair work
Whole class

e. Assessment
- Performance products: Student's answer, Peer feedback.
- Assessment tools: Observation; Answer keys 

Activity 3. Listen and act out. 8 minutes
a. Goal
To listen to and understand a chant with seven sentences describing what the characters usually do in the classroom, and act out the chant.

b. Input
Picture cue: Ms Hoa touching her mouth with a finger, a pupil closing a book, a pupil opening a book, a pupil standing up, a pupil sitting down, a pupil reading a book, a pupil going out of the classroom.
Audio script: 
Quiet. 
Sit down. 
Open your books. 
Read aloud. 
Close your books. 
Stand up. 
Let’s go out.

c. Outcome
Pupils can listen to and understand a chant with seven sentences describing different activities the characters usually do in the classroom, and act out the chant.

d. Procedure
Step 1: Draw pupils’ attention to the picture and ask questions such as Who are they? and What are they doing? Remind pupils to look at the activities the characters are doing in the classroom. 
Step 2: Play the recording all the way through for pupils to listen and familiarise themselves with the speaker’s voice. Then play the recording again for pupils to listen and point at the pictures. 
Step 3: Have pupils listen to the recording, line by line, and act out. Then invite a group to listen and act out in front of the class. 
Extension: If time allows, play the recording, line by line, for pupils to listen and repeat in chorus. Correct their pronunciation where necessary.
Whole class/ Individual work
Group work

e. Assessment
- Performance products: Student’s listening and actions.
- Assessment tools: Observation; Answer keys 

Fun corner and wrap-up: 5 minutes

Option 1: Game: Miming game
- Teacher divides the class into teams. 
- One student in each team stands in front of the screen and faces his/ her team.
- Teacher spins the wheel.
- The rest pupils mime the action on the wheel while their teammates guess the action and give the answer. The teams that guess the correct answer first get one point.
- The team with the most points is the winner. 
Option 2: Game: Simon says 
- The pupils must obey all commands that begin with Simon says .... 
- If teacher says, Simon says stand up then all pupils must stand up. However, if teacher just says Stand up without saying Simon says first the pupils shouldn’t stand up. If they stand up, they are out until the next game.
Group work
Whole class/ Individual work
School:
____________________
Grade:
____________________
Teacher:
Date of teaching:
Attendance:
____________________
____________________
____________________


STARTER
 Period 3 – Outdoor activities
I. OBJECTIVES
By the end of the Starter unit, pupils will be able to:
Language knowledge & skills
practise the names of outdoor activities by playing Miming game.
match the pupils with the pictures and say about their hobbies.
read the chant aloud and act out with the help of the lyrics and picture cues.
Competences
- Communication and collaboration: work in pairs and groups to complete the learning tasks
- Self-control & independent learning: perform listening tasks
Attributes
- show pride in what they can do and their hobbies by using appropriate gestures and intonation when talking about hobbies.
II. RESOURCES AND MATERIALS

- Student’s book: Page 9
- Teacher’s guide: Pages 14, 15, 16
- Website hoclieu.vn
- Flash cards/ pictures and posters 
- Computer, projector, 
III. PROCEDURE
Warm-up and review – Let’s play– Follow the lines and say – Read and act out – Fun corner and wrap-up

Procedure
Teacher’s and pupils’ activities
Interaction
Note
Warm-up and review: 5 minutes

- Greet the class.
- Then spend a few minutes revising the previous lesson by inviting a group of pupils to the front of the class to say the chant on page 8. Then class claps along.
- Ask pupils to open their books at page 9 and look at Starter, C. Outdoor activities.
- Review vocabulary: Action verbs
Game: Guessing game:
Pupils take turns to answer the questions.
They look at the hidden pictures and guess what activity is this.
Whole class
Activity 1. Let’s play. 5 minutes
a. Goal
To practise the names of outdoor activities by playing Miming game.

b. Input
Picture cues:
Four pupils are in the park. Minh and Linh are miming the action of swimming. Mai asks What are they doing? and Mary answers They’re swimming.

c. Outcome
Pupils can practise the names of outdoor activities by playing Miming game.

d. Procedure
Step 1: Elicit the language that pupils need to talk about break time activities, e.g.... guide: Pages 17, 18, 19
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 1)
- Computer, projector, 
III. PROCEDURE
Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap-up

Procedure
Teacher’s and pupils’ activities
Interaction
Note
Warm-up and review: 5 minutes

Greet the class.
Option 1: 
- Spend a few minutes revising the previous lesson by having pupils sing the song on page 7 and clap hands or do actions.
Option 2: 
- Elicit that there are many countries around the world. 
- Ask pupils to name as many countries as they know.

Whole class/ Individual work
Whole class/
Individual
work

EXPLORATION
Activity 1. Look, listen and repeat. 5 minutes
a. Goal
To understand and correctly repeat the sentences in two communicative contexts (pictures) in which pupils ask and answer questions about where someone is from.

b. Input
– Context a: 
Minh: Hello. I’m Minh. I’m from Viet Nam. Where are you from?
Mary: Hello, Minh. I’m Mary. I’m from America.
– Context b:
Lucy: Hi. I’m Lucy. I’m from Britain. Where are you from?
Ben: Hi, Lucy. I’m Ben. I’m from Australia.

c. Outcome
Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) in which pupils ask and answer questions about where someone is from.

d. Procedure
Step 1: Ask pupils to look at Picture a and identify the characters. Ask Who is he / she?, Where is he / she?
Step 2: Draw pupils’ attention to the question Where are you from? and the answer I’m from America. Explain that they are used to ask and answer questions about where someone is from.
Step 3: Play the recording and encourage pupils to point at the characters while listening.
Step 4: Play the recording again, sentence by sentence, for pupils to listen, point to the sentences and repeat. Correct their pronunciation where necessary.
Step 5: Repeat Steps 1 to 4 for Picture b.
Extension: Invite a few pairs of pupils to act out the conversations in front of the class.
Whole class/ 
Individual work
Pair work


e. Assessment
- Performance products: Student’s answers
- Assessment tools: Observation; Questions & Answers

KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 10 minutes
a. Goal
To correctly say the words and use Where are you from? – I’m from _____. to ask and answer questions about where someone is from.

b. Input
– Picture cues:
a. Lucy holding the British flag b. Linh holding the Vietnamese flag
c. Mary holding the American flag d. Ben holding the Australian flag
– Speech bubbles: Where are you from? – I’m from _____.
Audio script:
a. Britain b. Viet Nam c. America d. Australia
a. A: Where are you from?
B: I’m from Britain.
b. A: Where are you from?
B: I’m from Viet Nam.
c. A: Where are you from?
B: I’m from America.
d. A: Where are you from?
B: I’m from Australia.

c. Outcome
Pupils can correctly say the words and use Where are you from? – I’m from _____. to ask and answer questions about where someone is from.

d. Procedure
Step 1: Ask pupils to look at Pictures a, b, c, and d and identify the characters, the flags and the names of the countries.
Step 2: Play the recording for pupils to listen to and repeat the words under the pictures in chorus and individually until they feel confident.
Step 3: Draw pupils’ attention to the speech bubbles and elicit the missing words by pointing at Picture a. Play the recording for pupils to repeat the sentences in both bubbles a few times.
Step 4: Repeat Step 3 with Pictures b, c, and d. Then have pupils practise asking and answering questions in pairs. Go around the classroom to offer help if necessary.
Step 5: Invite a few pairs to point at the pictures and ask and answer questions about where someone is from.
Whole class/ Individual work
Pair work

e. Assessment
- Performance products: Student's talks and interaction
- Assessment tools: Observation; Answer keys 

PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal
To enhance the correct use of Where are you from? – _____. to ask and answer questions about where someone is from in a freer context.

b. Input
– Picture cue: four pupils at a campsite, holding their national flags
– Speech bubbles: Where are you from? – _____.

c. Outcome
Pupils can enhance the correct use of Where are you from? – _____. to ask and answer questions about where someone is from in a freer context.

d. Procedure
Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the context (see Input).
Step 2: Elicit the answer in the speech bubble and write it on the board. Get pupils to say the completed sentences.
Step 3: Put pupils into pairs to practise the exchanges. Go around the classroom to offer support where necessary.
Step 4: Invite a few pairs to point at the pictures and ask and answer questions about where the pupils are from.
Whole class/ Individual work
Pair work
e. Assessment
- Performance products: Student’s interaction and perfo...ation; Questions & Answers, Peer correction

PRACTICE
Activity 5. Look, complete and read. 10 minutes
a. Goal
To complete two gapped sentences and two gapped exchanges with the help of picture cues.

b. Input
Four picture cues, two gapped sentences and two gapped exchanges to complete

c. Outcome
Pupils can complete two gapped sentences and two gapped exchanges with the help of picture cues.
Key: 1. Viet Nam 2. from America 
 3. Where; Britain 4. from; from Australia

d. Procedure
Step 1: Model gapped Sentence 1 as an example. Have pupils read the sentence and guess the missing word. Then draw pupils’ attention to the picture (the flag) and elicit the name of the country that can be used to fill in the gap (Viet Nam).
Step 2: Give pupils time to do the task independently. Go around the classroom to offer help where necessary.
Step 3: Get pupils to swap books with a partner and check their answers before checking as a class. Nominate a pupil to write the answers on the board. Give further support to those pupils who find it difficult to do the task.
Step 4: Invite one pupil to read aloud Sentences 1 and 2 and a pair of pupils to act out Exchanges 3 and 4 in front of the class. Correct their pronunciation where necessary.
Whole class/ Individual work
Individual work
Pair work
Whole class/ Pair work

e. Assessment
- Performance products: Student's talks and interaction
- Assessment tools: Observation; Answer keys 

PRACTICE
Activity 6. Let’s sing. 8 minutes
a. Goal
To sing the song Where are you from? with the correct pronunciation, rhythm and melody.

b. Input
The lyrics and the recording of the song Where are you from?

c. Outcome
Pupils can sing the song Where are you from? with the correct pronunciation, rhythm and melody.

d. Procedure
Step 1: 1: Draw pupils’ attention to the title and lyrics of the song. Encourage them to point at the picture to reinforce their understanding.
Step 2: Have pupils read the first verse of the lyrics. Explain that Minh is from Viet Nam. Have pupils listen to the first verse, drawing their attention to the pronunciation, rhythm and melody. Then let them listen to and practise singing it, line by line while clapping their hands.
Step 3: Repeat Steps 1 and 2 for the other verses. Explain that Minh asks Lucy, Mary and Ben where they are from and each of them answers. Check comprehension and give feedback.
Step 4: Ask pupils to listen to and sing the whole song while clapping their hands. Go around the classroom and offer help where necessary.
Step 5: Invite a few groups to the front of the class to sing the song. The class may sing along and clap to reinforce the activity.

 Group work/ Pair work
Pair work
Group work/ Pair work

e. Assessment
- Performance products: Student’s interaction and performance
- Assessment tools: Observation; Questions & answers

Fun corner and wrap-up: 5 minutes

Option 1: Game: Lucky numbers
- Teacher divides the class into 2 teams (boys and girls).
- Each team takes turns to choose a number and answer the question.
- The team that has more points is the winner.
Option 2: Board Game
- Put pupils into pairs.
- Give pupils the handouts (attached below).
- Pupils take turns to roll the dice and move their piece according to the number of dots on the dice. Pupils say the sentence I’m (name). I’m from (country) according to the information inside the grid. 
- The pupil who reaches the Finish box first is the winner.

Group work
Pair work
School:
____________________
Grade:
____________________
Teacher:
Date of teaching:
Attendance:
____________________
____________________
____________________

UNIT 1: MY FRIENDS
Lesson 2 – Period 3
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language knowledge & skills
- understand and correctly repeat the sentences in two communicative contexts (pictures) in which pupils ask and answer questions about where someone is from;
- correctly say the words and use Where’s he / she from? – He’s / She’s from _____. to ask and answer questions about where someone is from;
- enhance the correct use of Where’s he / she from? – _____. to ask and answer questions about where someone is from in a freer context.
Competences
- Communication and collaboration: work in pairs and groups to complete the learning tasks
- Self-control & independent learning: perform listening tasks
Attributes
- Show pride in where they come from and great respect for where someone comes from by using appropriate gestures and intonation when asking and answering about nationality.
II. RESOURCES AND MATERIALS

- Student’s book: Page 12
- Audio tracks 10, 11
- Teacher’s guide: Pages 22, 23, 24
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 1)
- Computer, projector, 
III. PROCEDURE
Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Fun corner and wrap-up

Procedure
Teacher’s and pupils’ activities
Interaction
Note
Warm-up and review: 5 minutes

Gree...dividual work
Pair work
e. Assessment
- Performance products: Student’s interaction and performance
- Assessment tools: Observation; Questions & answers

Fun corner and wrap-up: 5 minutes

Option 1: Angry birds Game 
- Divide the class into 2 teams: Boys and Girls.
- Pupils take turns to choose the numbers and answer the questions.
- They look at the pictures and answer the questions.
If they have the correct answers, they get the points for their teams. If the answer is not correct, the other team answers and gets points.
Option 2: Slap the board game
- Divide the class into two or three teams.
- Teacher sticks a set of pictures or words on a board.
- A pupil from each team comes up to the board with fly swatters.
- They listen as the teacher calls out a word or a sentence and they race to slap the correct picture.
- Whoever is the fastest with the correct slap gets a point for their team.
- The team with the most points is the winner.
Option 3: 
- Ask students to answer the following questions: What have you learnt from the lesson today? (correctly say the words and use Where’s he/ she from? – He’s/ She’s from _____. to ask and answer about where someone comes from.)
Group work
Group work
Whole class


School:
____________________
Grade:
____________________
Teacher:
Date of teaching:
Attendance:
____________________
____________________
____________________

UNIT 1: MY FRIENDS
Lesson 2 – Period 4
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language knowledge & skills
- listen to and understand two communicative contexts in which pupils ask and answer questions about where someone comes from and tick the correct pictures;
- complete two gapped sentences and two gapped exchanges with the help of picture cues;
- revise the target vocabulary items through the game Find someone who is from 
Competences
- Communication and collaboration: work in pairs and groups to complete the learning tasks
- Self-control & independent learning: perform listening tasks
Attributes
- Show pride in where they come from and great respect for where someone comes from by using appropriate gestures and intonation when asking and answering about nationality.
II. RESOURCES AND MATERIALS

- Student’s book: Page 13
- Audio track 12
- Teacher’s guide: Pages 24, 25, 26
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 1)
- Computer, projector, 
III. PROCEDURE
Warm-up and review – Listen and tick – Look, complete and read –
Let’s play – Fun corner and wrap-up

Procedure
Teacher’s and pupils’ activities
Interaction
Note
Warm-up and review: 5 minutes

Greet the class.
Option 1: 
- Greet the class, then spend a few minutes revising the previous lesson by inviting a few pairs of pupils, holding flag flashcards to ask and answer questions about where they or their classmates are from, using Where are you from? – I’m from _____. and Where’s he / she from? – He’s / She’s from _____.
- Ask pupils to open their books at page 13 and look at Unit 1, Lesson 2, Activity 4.
Option 2:
- Have pupils look at some symbols of some countries they have learnt. Pupils look at the pictures then guess the country and answer the question. 
- Repeat with 7 more countries.

Whole class/ Individual work
Whole class/ Individual work


PRACTICE
Activity 4. Listen and tick. 5 minutes
a. Goal
To listen to and understand two communicative contexts in which pupils ask and answer questions about where someone comes from and tick the correct pictures.

b. Input
Picture cues:
1a. a boy and the Malaysian flag 1b. a boy and the Singaporean flag
2a. a girl and the Thai flag 2b. a girl and the Japanese flag
Audio script:
1. A: Who’s that? 2. A: Who’s that?
 B: It’s my new friend. B: It’s my new friend.
 A: Where’s he from? A: Where’s she from?
 B: He’s from Malaysia. B: She’s from Thailand.

c. Outcome
Pupils can listen to and understand two communicative contexts in which pupils ask and answer questions about where someone is from and tick the correct pictures.
Key: 1. a 2. a

d. Procedure
Step 1: Ask pupils to look at Pictures 1a and 1b and identify the characters. Ask Who’s he? and Where’s he from? Draw their attention to the flags to answer the questions. Check comprehension.
Step 2: Play the recording of the first dialogue for pupils to listen and tick the correct box. Play the recording again for pupils to check their answers.
Step 3: Repeat Steps 1 and 2 with Pictures 2a and 2b.
Step 4: Get pupils to swap their books with a partner and check their answers before checking as a class. Correct the answers if necessary.
Extension: If time allows, play the recording, sentence by sentence, for the class to listen to and repeat the dialogues. Correct pronunciation if necessary.
Whole class/ Individual work
Pair work
Whole class


e. Assessment
- Performance products: Student’s answers
- Assessment tools: Observation; Questions & Answers, Peer correction

PRACTICE
Activity 5. Look, co... word. As letters in the word are guessed, write them above the corresponding line. If pupils guess a letter which is not in the wỏd, draw a picture of a person on the gallow – one part for each incorrect letter guess. Most frequently, the person is drawn in 6 parts (for 6 letter guesses) in the order: head, body, left leg, right leg, left arm, right arm. If too many letters which do not appear in the word are guessed, the player is hanged (and loses).

Group work
Group work

KNOWLEDGE CONSTRUCTION
Activity 1. Listen and repeat. 5 minutes
a. Goal
To correctly pronounce the sounds of the letters a and ia in isolation, in the words America and Australia, and in the sentences I’m from America. and She’s from Australia. with the correct pronunciation and intonation.

b. Input
– The letter a, the word America and the sentence I’m from America.
– The letters ia, the word Australia and the sentence She’s from Australia.

c. Outcome
Pupils can correctly repeat the sounds of the letters a and ia in isolation, in the words America and Australia, and in the sentences I’m from America. and She’s from Australia. with the correct pronunciation and intonation

d. Procedure
Step 1: Have pupils point at the letter a, the word America and the sentence I’m from America. Play the recording for them to listen and repeat in chorus and individually until they feel confident. Correct their pronunciation if necessary.
Step 2: Invite a few pupils to listen to and repeat the sound, the word and the sentence in front of the class. Praise them when their pronunciation is good.
Step 3: Repeat Steps 1 and 2 for the letters, the word and the sentence in the second line. Go around the classroom and correct their pronunciation if necessary.
Step 4: Have pupils work in pairs or groups, pronounce the sounds, say the words and read the sentences until they feel confident.
Whole class/ Individual work
Individual work
Whole class/ Individual work
Pair work/ Group work

e. Assessment
- Performance products: Student’s pronunciation
- Assessment tools: Observation; Questions & Answers

PRACTICE
Activity 2. Listen and circle. 10 minutes
a. Goal
To identify the target words America and Australia while listening.

b. Input
Two gapped sentences, each with three answer options
Audio script:
1. I’m from America.
2. He’s from Australia.

c. Outcome
Pupils can identify the target words America and Australia while listening.

d. Procedure
Step 1: Tell pupils the goal of the activity. Explain that they have to listen to the recording and circle the correct options. Check comprehension.
Step 2: Get pupils to read the gapped sentences and guess which option can be chosen to fill in the gaps
Step 3: Play the recording, once or twice, for pupils to listen and circle the correct options. Get pupils to swap books with a partner and check their answers before checking as a class. Play the recording again for pupils to double-check their answers.
Step 4: Invite a few pupils to read aloud the completed sentences in front of the class. Go around the classroom and correct their pronunciation where necessary.
Whole class/ Individual work
Pair work
Whole class/ Pair work

e. Assessment
- Performance products: Student's talks and interaction
- Assessment tools: Observation; Answer keys 
Key: 1. a 2. b 

PRACTICE
Activity 3. Let’s chant. 8 minutes
a. Goal
To say the chant with the correct pronunciation and rhythm.

b. Input
The lyrics and recording of the chant.

c. Outcome
Pupils can say the chant with the correct pronunciation and rhythm.

d. Procedure
Step 1: Have pupils read the first verse of the chant and draw their attention to the sound of the letter a in the word America and in the sentences Mary’s from America. And She’s from America. Check comprehension.
Step 2: Play the recording of the first verse for pupils to listen. Play the recording again, linen by line, for pupils to listen and repeat. Draw their attention to the rhythm and pronunciation. Encourage them to clap while chanting.
Step 3: Repeat Steps 1 and 2 for the second verse of the chant. Draw pupils’ attention to the sound of the letters ia in the word Australia and in the sentences Ben’s from Australia. and He’s from Australia.
Step 4: Play the recording all the way through for pupils to chant and clap along.
Whole class/ Individual work
e. Assessment
- Performance products: Student’s interaction and performance
- Assessment tools: Observation; Questions & answers

Fun corner and wrap-up: 5 minutes

Option 1 (Extension): Listen and choose
- Introduce 4 new words: Canada, China, India, Cambodia.
- Play the audio and the pupils choose the letters a or ia according to the sound that they hear.
Option 2: Slap the board
- Introduce 4 new words: Canada, China, India, Cambodia.
- Divide pupils into 2 or 3 teams. 
- Each team sends one representative to the board. Teacher draws two boxes and writes a and ia in each box.
- Students read a country name and the representatives ... prepares a small ball and some cards with a name, a number (age) and a country on them. 
- Teacher plays the music and pupils start to pass the ball. The pupil who holds the ball when the music stops picks a card and makes sentences:  is  years old. She is from 
 Linda/ 8 / Britain
 Linda is eight years old. She is from Britain.
PRODUCTION
Activity 6. Project 10 minutes
a. Goal
To make pupil cards at home and present them to the class by using the target language

b. Input
The pupil cards of two pupils in Unit 1. The cards contain the pupils’ names, ages, and where they are from

c. Outcome
Pupils can make pupil cards at home and present them to the class by using the target language.

d. Procedure
Step 1: Tell pupils the goal of the activity. Explain that they have to show the two pupil cards that they have prepared at home and present them to the class. 
Step 2: Have pupils work in groups of five. Each pupil shows his / her pupil cards and tells the group about them, e.g. This is Alice. She’s nine years old. She’s from Britain. And this is Bob. He’s ten years old. He’s from Australia. Go around the classroom and offer help if necessary. 
Step 3: Invite a few pupils to show their cards and tell the class about them, e.g. Hi. My name’s Lan. I’m from Viet Nam. This is Alice. She’s nine years old. She’s from Britain. And this is Bob. He’s ten years old. He’s from Australia.
Group work/ 
Pair work
Pair work
Group work/ 
Pair work

e. Assessment
- Performance products: Student’s interaction and performance
- Assessment tools: Observation 


School:
____________________
Grade:
____________________
Teacher:
Date of teaching:
Attendance:
____________________
____________________
____________________

UNIT 2: TIME AND DAILY ROUTINES
Lesson 1 – Period 1
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language knowledge & skills
- understand and correctly repeat the sentences in two communicative contexts focusing on asking and telling the time.
- correctly say the phrases and use What time is it? – It’s _____. to ask and tell the time.
- enhance the correct use of What time is it? – _____. to ask and tell the time in a freer context.
Competences
- Communication and collaboration: work in pairs and groups to complete the learning tasks
-  Self-control & independent learning: perform learning tasks
Attributes

Show their responsibility by noticing the time and follow the timetable on time.
II. RESOURCES AND MATERIALS

- Student’s book: Page 16
- Audio tracks 16, 17
- Teacher’s guide: Pages 30, 31, 32
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, 
III. PROCEDURE
Warm-up and review – Look, listen and repeat – Listen, point, and say – Let’s talk – Fun corner and wrap-up

Procedure
Teacher’s and pupils’ activities
Interaction
Note
Warm-up and review: 5 minutes

Option 1:
Sing the song What time is it?
Link: 
Option 2: Game: Slap the board (with numbers)
- Divide the class into 3 teams. For each turn, invite 1 member from each team.
- Teacher says the numbers for the pupils to slap and say aloud.
- Give points to the pupils with the correct choice and encourage them.
- Sum up and lead in to the lesson. 
Whole class
Group work


EXPLORATION
Activity 1. Look, listen and repeat. 5 minutes
a. Goal
To understand and correctly repeat the sentences in two communicative contexts focusing on asking and telling the time.

b. Input
– Context a:
Ms Hoa: What time is it?
Class: It’s eight thirty.
Ms Hoa: Let’s have a break.
– Context b:
Bill: What time is it?
Linh: It’s three fifteen. Let’s go into the classroom.

c. Outcome
Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and telling the time.

d. Procedure
Step 1: Ask pupils to look at Pictures a and b and identify the characters and the time shown on the clocks in the pictures.
Step 2: Ask pupils to look at Picture a. Play the recording for them to listen.
Step 3: Play the recording again, sentence by sentence, for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b.
Step 4: Invite a few pairs to stand up to listen to and repeat the sentences in the recording.
Step 5: Draw pupils’ attention to the contextual pictures. Tell pupils that the question What time is it? and the answers It’s eight thirty. and It’s three fifteen. are used to ask and tell the time.
Whole class/ Individual work
Pair work


e. Assessment
- Performance products: Student’s answers
- Assessment tools: Observation; Questions & answers

KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 10 minutes
a. Goal
To correctly say the phrases and use What time is it? – It’s _____. to ask and tell the time.

b. Input
– Picture cues:
a. a clock showing 6:00 AM b. a clock showing 6:15 AM
c. a clock showing 6:30 PM d. a clock showing 6:45 PM
– Speech bubbles: W...:15 AM
2a. a clock showing 4:00 PM 2b. a clock showing 4:30 PM
Audio script:
1. A: Let’s play a game.
 B: OK!
 A: Look. What time is it?
 B: It’s nine fifteen.
 A: Very good!
2. A: Now what time is it?
 B: It’s four o’clock.
 A: No it isn’t. It’s four thirty.

c. Outcome
Pupils can listen to and understand two communicative contexts in which two pupils play a game asking and telling the time and tick the correct pictures.
Key: 1. b 2. b

d. Procedure
Step 1: Draw pupils’ attention to the pictures and ask them to identify the time on the clocks.
Step 2: Play the recording of the first dialogue for pupils to listen and tick the correct picture. Play the recording again for pupils to listen and check their answers. Praise pupils if they have the correct answer (Picture 1b).
Step 3: Repeat Step 2 with the second dialogue.
Step 4: Set a time limit for pupils to swap books with a partner to check their answers in pairs before checking as a class.
Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat individually and in chorus. Correct their pronunciation where necessary.
Whole class/ Individual work
Pair work
Whole class/ Individual work

e. Assessment
- Performance products: Student’s answers
- Assessment tools: Observation; Questions & Answers, Peer correction

PRACTICE
Activity 5. Look, complete and read. 10 minutes
a. Goal
To complete four gapped exchanges with the help of picture cues.

b. Input
Four picture cues and four gapped exchanges to complete

c. Outcome
Pupils can complete four gapped exchanges with the help of picture cues.
Key: 1. ten 2. is it 3. What time; thirty 4. What time; four forty-five

d. Procedure
Step 1: Ask pupils to look at the pictures and identify the time on the four clocks.
Step 2: Ask pupils to look at each gapped exchange. Draw their attention to the missing words and time. Remind them to complete the answers using words, not numbers.
Step 3: Have pupils look at Picture 1. Ask them what is missing in the answer (ten). Then have them complete the gap (It’s ten o’clock.). Repeat the same procedure with Pictures 2, 3 and 4.
Step 4: Set a time limit for pupils to complete the gapped exchanges individually, then invite a few pairs to stand up to ask and tell the time on the clock faces.
Whole class/ Individual work
Individual work
Individual work/ Pair work

e. Assessment
- Performance products: Student's talks and interaction
- Assessment tools: Observation; Answer keys 

PRODUCTION
Activity 6. Let’s play. 8 minutes
a. Goal
To review telling the time by playing the game Which clock says ...?

b. Input
A picture shows two pupils playing the game. Minh says It’s five fifteen. Mary finds the clock showing the time, points at it and says It’s clock F!

c. Outcome
Pupils can review telling the time by playing the game Which clock says ...?

d. Procedure
Step 1: Tell pupils that they are going to play a game that involves finding and saying which clock shows the time told by another player.
Step 2: Invite two volunteers to stand in front of the board. Tell them to decide who is the time teller and who is the clock finder.
Step 3: The time teller will tell a certain time, for example 5:15, for the other player to find the clock which shows the correct time by saying its letter. If it is correct, the correct finder will get one point. Every player has eight times to try. After the first round, the time teller will become the clock finder. All the clocks on the board are kept for later use. When the game is over, the player who has the most points is the winner. Encourage the class to cheer whenever a player gets a point.
Group work/ Pair work
Pair work
Group work/ Pair work


e. Assessment
- Performance products: Student’s interaction and performance
- Assessment tools: Observation; Questions & answers

Fun corner and wrap-up: 5 minutes

Game: Reorder the words 
Pupils take turns to reorder the words into a complete sentence.

 Group work
 Whole class


School:
____________________
Grade:
____________________
Teacher:
Date of teaching:
Attendance:
____________________
____________________
____________________

UNIT 2: TIME AND DAILY ROUTINES 
Lesson 2 – Period 3
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language knowledge & skills
- understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about the characters’ daily routines.
- correctly say the phrases and use What time do you _____? – I _____ at _____. to ask and answer questions about daily routines.
enhance the correct use of What time do you _____? - I _____ at ______. to ask and answer about someone’s daily routines.
Competences
- Communication and collaboration: work in pairs and groups to complete the learning tasks
- Self-control & independent learning: perform listening tasks
Attributes
Show their responsibility by noticing the time and follow the time...t speech bubble and point at the picture of Lucy getting up to complete the question What time do you get up? Ask them to repeat the question. Then point at the answer bubble and say I get up at five o’clock. for pupils to repeat. Let pupils listen to and repeat the question and the answer a few times individually and in chorus.
Step 2: Set a time limit for pairs of pupils to practise asking and answering the question What time do you _____? – I _____ at _____.
Step 3: Go around the classroom to offer help where necessary.
Step 4: Invite some pairs of pupils to the front of the class to take turns asking and answering questions about their daily routines.
Whole class/ Individual work
Pair work
e. Assessment
- Performance products: Student’s interaction and performance
- Assessment tools: Observation; Questions & answers

Fun corner and wrap-up: 5 minutes

Game: Magic wheel 
Press “Spin” to play. If pupils have the correct answer , they will get the points shown on the slide. The team having higher scores will be the winner at the end of the game.

Group 
work
School:
____________________
Grade:
____________________
Teacher:
Date of teaching:
Attendance:
____________________
____________________
____________________

UNIT 2: TIME AND DAILY ROUTINES 
Lesson 2 – Period 4
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language knowledge & skills
- listen to and understand four communicative contexts in which pupils ask and answer questions about daily routines and number the correct pictures.
- complete four gapped exchanges with the help of picture cues.
- sing the song What time do you go to school? with the correct pronunciation, rhythm, and melody.
Competences
- Communication and collaboration: work in pairs and groups to complete the learning tasks.
- Self-control & independent learning: perform learning tasks.
Attributes
- Show their responsibility by noticing the time and follow the timetable on time.
II. RESOURCES AND MATERIALS

- Student’s book: Page 19
- Audio tracks 21, 22
- Teacher’s guide: Pages 37, 38, 39
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, 
III. PROCEDURE
Warm-up and review – Listen and number – Look, complete and read – Let’s sing – Fun corner and wrap-up

Procedure
Teacher’s and pupils’ activities
Interaction
Note
Warm-up and review: 5 minutes

- Greet the class.
- Spend a few minutes revising the previous lesson by inviting a few pairs to the front of the class to take turns asking and answering questions about their daily routines with What time do you ____? – I ____ at ____.
Whole class 
Group work

PRACTICE
Activity 4. Listen and number. 5 minutes
a. Goal
To listen to and understand four communicative contexts in which pupils ask and answer questions about daily routines and number the correct pictures.

b. Input
Picture cues:
a. a girl getting up at 5:45 a.m. 
b. a boy having breakfast at 6:00 a.m.
c. a girl going to school at 6:30 a.m. 
d. a girl is in bed at 9:15 p.m.
Audio script:
1. A: What time do you go to bed?
 B: I go to bed at nine fifteen.
2. A: What time do you go to school?
 B: I go to school at six thirty.
3. A: What time do you get up?
 B: I get up at five forty-five.
4. A: What time do you have breakfast?
 B: I have breakfast at six o’clock.

c. Outcome
Pupils can listen to and understand four communicative contexts in which pupils ask and answer questions about daily routines and number the correct pictures.
Key: 1. d 2. c 3. a 4. b

d. Procedure
Step 1: Have pupils look at the pictures. Elicit the activities and the time in the pictures. Draw pupils’ attention to the boxes at the bottom right-hand corners of the pictures.
Step 2: Play the recording of the first dialogue. Tell pupils that they will need to pay attention to the activity and time (e.g. go to bed, 9:15) and look for the right picture.
Step 3: Play the recording of the other dialogues and get pupils to number the pictures. Set a time limit for pupils to swap books with a partner and check the answers before checking as a class. Correct the answers where necessary.
Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat individually and in chorus. Correct their pronunciation where necessary.
Whole class/ 
Individual work
Whole class/ pair work
e. Assessment
- Performance products: Student’s answers
- Assessment tools: Observation; Questions & Answers

PRACTICE
Activity 5. Look, complete and read. 10 minutes
a. Goal
To complete four gapped exchanges with the help of picture cues.

b. Input
Four picture cues with four gapped exchanges to complete

c. Outcome
Pupils can complete four gapped exchanges with the help of picture cues.
Key: 1. six o’clock 2. six thirty 
 3. What time; six forty-five
 4. go to bed; go to bed; nine fifteen

d. Procedure
Step 1: Get pupils to look at Picture 1. Have them identify the time (6:00 AM) in the picture. Elici...ten to and repeat the sentence.
Step 4: Repeat Steps 1 to 3 for the letter d. Go around the classroom and correct the pronunciation where necessary.
Step 5: Give pupils a time limit to practise pronouncing the letters, saying the words, and reading the sentences in pairs or groups.
Whole class/
Individual work
Pair work/ 
Group work


e. Assessment
- Performance products: Student’s answers
- Assessment tools: Observation; Questions & Answers

PRACTICE
Activity 2. Listen and circle. 10 minutes
a. Goal
To identify the sounds of the letters t and d in sentences while listening.

b. Input
Two gapped sentences with three answer options
Audio script:
1. I read a book at six thirty.
2. I go out at five forty-five.

c. Outcome
Pupils can identify the sounds of the letters t and d in sentences while listening.
Key: 1. c 2. a

d. Procedure
Step 1: Have pupils read the incomplete sentences. Explain that they must listen to the recording and circle the correct options to complete the sentences. Check comprehension.
Step 2: Play the recording and have pupils listen and circle the correct options. Then get pupils to swap books with a partner to check their answers before checking as a class. Correct the answers where necessary.
Step 3: Invite a few pupils to stand up and read the completed sentences. Remind the class how to stress the target sentences.
Whole class/ Individual work
Pair work
Whole class/ Individual work

e. Assessment
- Performance products: Student's talks and interaction
- Assessment tools: Observation; Answer keys 

PRACTICE
Activity 3. Let’s chant. 8 minutes
a. Goal
To say the chant with the correct rhythm and pronunciation.

b. Input
The lyrics and the recording of the chant

c. Outcome
Pupils can say the chant with the correct rhythm and pronunciation.

d. Procedure
Step 1: Have pupils scan the chant, and elicit the words ending with t and d in the lines (get, bed). Check pupils’ comprehension of the chant.
Step 2: Play the recording. Get pupils to listen to and repeat the first verse, line by line. Show them how to chant and clap hands.
Step 3: Play the recording of the first verse again for pupils to do choral and individual repetition.
Step 4: Repeat Steps 2 and 3 for the second verse of the chant. Go around the classroom and offer help where necessary.
Extension: If there is enough time, divide the class into two groups to take turns chanting and clapping hands. Each of the groups should sing one verse of the chant. Then invite some groups to the front of the class to chant and clap.
Whole class/ Individual work
Group work


e. Assessment
- Performance products: Student’s interaction and performance
- Assessment tools: Observation; Questions & answers

Fun corner and wrap-up: 5 minutes

Game: Spin and say
Click the needle to start and then click again to stop the wheel. Then say aloud the words to practice pronouncing the target sounds. 

Group 
work
School:
____________________
Grade:
____________________
Teacher:
Date of teaching:
Attendance:
____________________
____________________
____________________

UNIT 2: TIME AND DAILY ROUTINES
Lesson 3 – Period 6
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language knowledge & skills
- read and match the activities in a paragraph with the clocks showing the corresponding time.
- complete a paragraph about pupils’ daily routines.
- draw pictures of their daily routines at home and present them to the class by using the target language.
Competences
- Communication and collaboration: work in pairs and groups to complete the learning tasks
- Self-control & independent learning: perform presentation skill
Attributes
Show their responsibility by noticing the time and follow the timetable on time.
II. RESOURCES AND MATERIALS

- Student’s book: Page 21
- Teacher’s guide: Pages 41, 42
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector, 
III. PROCEDURE
Warm-up and review – Read and match – Let’s write – Game – Project

Procedure
Teacher’s and pupils’ activities
Interaction
Note
Warm-up and review: 5 minutes

- Greet the class. Encourage pupils to respond to your greeting.
- Spend a few minutes revising the previous lesson by inviting two groups of three to the front of the class to take turns saying the two verses of the chant.
- Ask pupils to open their books at page 21 and look at Unit 2, Lesson 3, Activity 4.
Whole class/ Individual work


PRACTICE
Activity 4. Read and match. 5 minutes
a. Goal
To read and match the activities in a paragraph with the clocks showing the corresponding time.

b. Input
The paragraph, the sentences referring to activities in the text and the clocks showing the corresponding time

c. Outcome
Pupils can read and match the activities in a paragraph with the clocks showing the corresponding time.
Key: 1. d 2. c 3. b 4. a

d. Procedure
Step 1: Have pupils read the paragraph, the sentences, and the time on the clocks. Tell them to