Teacher's book english 4 (new)

18
UNIT 1
-
Good Morning. How Are You?
Competences

•Greeting someone formally
•Giving answers to the question How are you?
New language

•Phonics/Pronunciation: morning afternoon
•Vocabulary: morning, afternoon, evening
well, bored, happy, OK
•Sentence patterns : - Good morning, Miss Hien.
- How are you?
I’m ne, thank you.
Resources
•Student’s Book Tiếng Anh 4, Tập Một, Unit 1, Pp. 6 - 11
•Audio and visual aids: Recordings, stickers, ash cards,
and large-sized sheets of paper for the dialogues on
Page 8, the Bingo Game on Page 9, and the chant on
Page 11


PROCEDURE LESSON 1
Duration: 2 periods
Objective: Pupils will be able to greet someone formally.
Warm-up: Teacher and pupils introduce themselves.

1. Look, listen and repeat.
Ask pupils to open their Student’s Book on Page 6 and look at the picture of the •

class. Help them to identify the teacher (Miss Hien) and the pupils. Tell pupils
that they are going to look at the dialogue in their Student’s Book, listen to the
recording and repeat the dialogue between Miss Hien and the pupils.
Play the recording through for pupils to listen to the dialogue. •
Play the recording again, pausing after each line for pupils to repeat. Repeat the •
step when necessary.
Divide the class into two groups. Ask one group to repeat Miss Hien’s part and •
the other the pupils’ part.
Check to make sure pupils can repeat and understand the dialogue. •

19

2. Look and say.
Ask pupils to look at Pictures a, b, c, and d on Page 6. Tell them to identify the •
people in each picture (Picture a: Mr Loc and Nga; Picture b: Mr Green and Mrs
Brown; Picture c: Mr Brown and Mrs Green and Picture d: Linda and Mrs Lan). Ask
them to identify what part of the day it is in each picture.
Do the task with one pupil as an example (e.g. Teacher: • Good morning, Nam.
Nam: Good morning, Miss Minh).
Ask pupils to work in pairs, one pupil says the greetings and the other the •
responses. Repeat the step, but this time ask pupils to swap their roles.
Select some pairs of pupils to demonstrate the task in front of the class. Monitor •
the activity, check pupils’ pronunciation and oer help when necessary.

3. Talk.
Ask pupils to look at Pictures a, b, c, and d on Page 7. Help them to identify the •
people in each picture (Picture a: Mrs Brown and Mrs Green; Picture b: Mr Loc and
Quan and Linda; Picture c: Mr Green and Mr Brown and Picture d: Miss Hien and
some pupils sitting on the bus). Tell pupils that they are going to practise greeting
and responding to greetings appropriately, using good morning, good afternoon,

good evening, and goodbye.
Ask pupils to work in pairs, one pupil says the greetings and the other the •
responses. Repeat the step when necessary.
Ask pupils to role play the greetings and responses. •
Select some pairs of pupils to demonstrate the task in front of the class. •


4. Listen and tick.
Ask pupils to open their Student’s Book on Page 7. Tell them that they are going •
to listen to the recording and tick the correct answers.
Play the recording through for pupils to listen. •
Play the recording again for pupils to listen and tick the correct answers. •
Play the recording once more for pupils to check their answers. •
Ask pupils to exchange their answers with their partners before reporting them •
to the class.
Read out the answers to the class. Provide explanation(s) when necessary. •
Transcript:
1. Good morning.
2. Good evening.
Answers: 1. a 2. b
20

Follow-up
Ask pupils to work in pairs to practise greeting and responding to greetings according to •
each part of the day.
Summary
In this lesson, pupils have learnt :
to greet formally according to each part of the day, using expressions such as • good morning,
good afternoon, good evening, and good night ; and
to listen for specic information. •

Homelink
Pupils practise greeting and responding to formal or informal greetings. •
LESSON 2
Duration: 2 periods
Objectives: Pupils will be able
to pronounce correctly the sound of the letters • ng
and that of the letter n; and
to listen and to read for specic information. •
Warm-up: Ask pupils to play the Slap the Board game, using ash
cards of good morning, good afternoon, good evening and
good night/goodbye.
1. Listen and repeat.
morning afternoon
Good morning, Miss Hien.
Good morning, Nga.
Good afternoon, Miss Hien.
Good afternoon, Linda.
Ask pupils to open their Student’s Book on Page 8. Stick the large-sized sheet of •
paper with the two dialogues on the board. Draw pupils’ attention to the sound
of the letters ng as in morning and that of the letter n as in afternoon. Tell them
to listen and pronounce these sounds correctly.
Ask pupils to look at the dialogues on the board. Pronounce the focused sounds •
(rst in isolation and then in the words morning and afternoon) a few times as a
model.
Play the recording for pupils to listen and repeat the focused sounds. Repeat the •
step when necessary.
Ask some pupils to say the dialogues, paying particular attention to the •
pronunciation of the sound of the letters ng and that of the letter n. Provide
help and correct mistakes when necessary.
21

2. Listen and number.
Ask pupils to look at the pictures on Page 8. Help them to identify the part of •
the day in each picture (e.g. Picture a: morning; Picture b: afternoon; Picture c:
evening and Picture d: night). Tell them that they are going to listen to four
dialogues and number the correct pictures.
Play the recording through for pupils to listen. •
Play the recording again for pupils to do the task. •
Play the recording once more for pupils to check their answers. •
Ask pupils to exchange their answers with their partners before reporting them •
to the class.
Announce the answers to the class. Provide explanation(s) when necessary. •
Transcript:
1. A: Good morning.
B: Good morning.
2. A: Good night.
B: Good night.
3. A: Good afternoon.
B: Good afternoon.
4. A: Good evening.
B: Good evening.
Answers: a. 1 b. 3 c. 4 d. 2

3. Read and tick.
Ask pupils to open their Student’s Book on Page 9. Tell them that they are going •
to read the dialogues and tick the correct pictures.
Let pupils read the dialogues and do the task individually. Monitor the activity •
and oer help when necessary.
Ask pupils to exchange their answers with their partners to nd out possible •
answers.

Ask some pupils to report their answers to the class. •
Announce the answers to the class. Provide explanation(s) when necessary. •
Answers: 1. a 2. b
22

4. Let
,
s play
.
Bingo
Ask pupils to open their Student’s Book on Page 9. Stick the large-sized sheet •
of paper with the grid on Page 9 on the board. Tell pupils that they are going to
play the Bingo game.
Explain how the game is played. Tell pupils that there are six words in the grid •
(good morning, good afternoon, good evening, goodbye, good night, and hello).
Ask them to copy the grid down to their notebooks and select six words at
random to put them in the boxes. When everything is ready, call out the words
from the large-sized sheet of paper, one at a time. If it is the word that the pupil
has chosen, he/she puts a cross on the word. Continue calling until there is a
pupil getting three words on a straight line crossed out and calling Bingo! He or
she is the winner.
good morning good afternoon good evening
goodbye good night hello
Follow-up
Ask pupils to look for some words which contain the sound of the letters • ng and some other
words which contain the sound of the letter n. (e.g. morning, afternoon, speaking, spoon,
soon, evening). Ask them to make a table of two columns and write the words which contain
the sound of the letters ng in one column and that of the letter n in the other.
Example:
ng n

morning
speaking
evening
afternoon
spoon
soon
Summary
In this lesson, pupils have learnt:
to pronounce correctly the sound of the letters • ng and that of the letter n; and
to listen and to read for specic information. •
Homelink
Pupils practise pronouncing the sound of the letters • ng and that of the letter n in the two
dialogues on Page 8.
23
LESSON 3
Duration: 2 periods
Objective: Pupils will be able to give answers to the question How
are you?
Warm-up: Ask pupils to read the two dialogues on Page 8 in order
to check their pronunciation of the sound of the letters
ng and that of the letter n.
1. Listen and repeat.
Ask pupils to open their Student’s Book on Page 10. Tell them that they are •
going to listen to and repeat the dialogue between Mr Robot and Tom. Teach
the word bored and explain its meaning.
Play the recording through or read the dialogue aloud for pupils to listen as they •
follow the dialogue.
Play the recording again, pausing after each line for pupils to repeat. •
Divide the class into two groups. Ask one group to repeat Mr Robot’s part and •
the other Tom’s part. Repeat the step, but this time ask the groups to swap their

roles.
Play the recording again for the whole class to repeat the dialogue. Correct •
pupils’ pronunciation mistakes when necessary.

2. Look and say.
Ask pupils to look at Pictures a, b, c, and d on Page 10. Tell them that they are •
going to practise answering the question How are you? in four dierent
situations.
Ask pupils to identify the people in each picture (Picture a: • Mr Robot and Mai;
Picture b: Mr Brown and Mr Green; Picture c: Mrs Lan and Mrs Green and Picture d:
Mr. Robot and Phong).
Do the task with one pupil as a model (e.g. Pupil: • How are you, Miss Huong?
– Teacher: I’m bored, Nga.).
Ask pupils to work in pairs to practise asking and answering the question • How
are you?, using the word under each picture (bored, OK, well, happy) as a cue.
Monitor the activity, oer help and correct pupils’ mistakes when necessary.
Call on some pairs of pupils to practise asking and answering the question • How
are you? in front of the class.

3. Write.
Ask pupils to open their Student’s Book on Page 11. Tell them that they are •
going to complete the bubbles, using the expressions (Good evening, Good
afternoon) in the yellow boxes.
Help pupils to identify each part of the day it is in each picture (Picture a: •
evening and Picture b: afternoon).
Ask pupils to complete the bubbles individually and then exchange their •
answers with their partners. Monitor the activity and oer help when necessary.
Call on some pupils to report their answers to the class. •
Announce the answers to the class. Provide explanation(s) when necessary. •
24

Answers:
a.
- Good evening.
- Good evening.
b.
- Good afternoon.
- Good afternoon.

4. Let
,
s chant.

Good night, good night, Mummy.
Good night, good night, Daddy.
Good night, good night, Mary.
Ask pupils to open their Student’s Book on Page 11. Stick the large-sized sheet •
of paper with the chant on Page 11 on the board. Tell them that they are going
to sing the chant.
Play the recording through for pupils to get familiarized with the pronunciation, •
the stress, the rhythm and the intonation of the chant.
Play the recording again, pausing after each line for pupils to repeat. Repeat the •
step when necessary.
Play the recording once more for pupils to repeat the whole chant. •
Call on some pupils to sing the chant in front of the class. The rest of the class •
clap their hands at rhythms.
Follow-up
Join pupils to sing the chant on Page 11 to reinforce their pronunciation, stress, rhythm and •
intonation.
Summary
In this lesson, pupils have learnt to give answers to the question • How are you? correctly and

appropriately, using bored, OK, well, and happy.
Homelink
Pupils practise singing the chant on Page 11. •
25

UNIT 2
-
My New Friends
Competences
•Asking and answering questions about where someone
is from
•Stating one’s own nationality or the nationality of others
•Asking for and giving the full name of a pupil/person
New language
•Phonics/Pronunciation: Vietnamese
•Vocabulary: England, English
America, American
Australia, Australian
Viet Nam, Vietnamese
China, Chinese
Japan, Japanese
full, name
•Sentence patterns: - Where are you from?
I’m from England.
- I’m Vietnamese.
- What’s his full name?
Tom Green.
Resources
•Student’s Book Tiếng Anh 4, Tập Một, Unit 2, Pp. 12 - 17
•Audio and visual aids: Recordings, stickers, puppets,

ash cards, and large-sized sheets of paper for the chant
on Page 14, the game on Page 15, and the song on Page 17

PROCEDURE

LESSON 1
Duration: 2 periods
Objective: Pupils will be able to ask and answer questions about
where someone is from.
Warm-up: Pupils sing the chant on Page 11.

1. Look, listen and repeat.
Ask pupils to open their Student’s Book on Page 12 and look at the picture. Tell •
them that the girls in the picture are Linda and Akio and that they are at a big
international chess competition for pupils in Ha Noi. Tell pupils that they are
going to look at the dialogue in their Student’s Book, listen to the recording and
repeat the dialogue between Linda and Akio.
Play the recording through or read the dialogue aloud for pupils to listen as they •
follow the dialogue.
Play the recording again, pausing after each line for pupils to repeat, paying •
special attention to the pronunciation of the words Akio, Japan, and England.
26
Divide the class into two groups. Ask one group to repeat Linda’s part and the •
other Akio’s part. Repeat the step, but this time ask the groups to swap their
roles.
Check to make sure pupils can repeat and understand the dialogue. •

2. Look and say.
Ask pupils to look at Pictures a, b, c, and d on Page 12. Help them to identify the •
girls and the boys in the pictures (Picture a: Akio and Mai; Picture b: Phong and

Akio; Picture c: Akio and Tom and Picture d: Akio and Tony).
Teach the new words • Japan, America, and Australia and the new sentence
patterns Where are you from?, I’m from____.
Ask pupils to practise asking and answering the question • Where are you from?,
using the puppets of Akio and Mai as an example.
Ask pupils to work in pairs to practise asking and answering the question • Where
are you from?, using the word under each picture as a cue (Japan, America, and
Australia).
Select some pairs of pupils to demonstrate this task in front of the class. •
Monitor the activity and oer help when necessary.

3. Talk.
Get pupils to look at Pictures a, b, c, and d on Page 13. Help them to identify •
the name of the country in each picture (Picture a: England; Picture b: Viet Nam;
Picture c: Australia and Picture d: Japan).
Ask pupils to role play (one takes the role of A and the other of B). Tell them that •
A and B are from two foreign countries. They meet each other in Viet Nam when
they are on a holiday. A introduces himself/herself and then asks B Where are you
from?. B answers I’m from ______., choosing one of the countries represented in
the pictures or any other countries he/she would like to choose.
Demonstrate how to do the activity with a pupil. •
Let pupils perform the task in pairs. Monitor the activity and oer help when •
necessary.
Select some pairs to role play in front of the class. Praise e.g. • Well done, or Very
good.


4. Listen and tick.
Ask pupils to look at the pictures on Page 13. Tell them that they are going to •
listen to dierent pupils talking about where they come from. They have to tick

the correct pictures. Help them to identify the country in each picture (1. Picture
a: Japan and Picture b: Australia; 2. Picture a: Viet Nam and Picture b: England).
Play the recording through for pupils to listen. •
Play the recording again for pupils to do the task. •
Play the recording once more for pupils to check their answers. •
Ask pupils to exchange their answers with their partners before reporting them •
to the class.
Announce the answers. Provide explanation(s) when necessary. •
27
Transcript:
1. Hi. I’m Tony. I’m from Australia.
2. Hello. I’m Linda. I’m from England.
Answers: 1. b 2. b
Follow-up
Get pupils to work in pairs to ask and answer questions about where Akio, Tony, Hoa and •
Linda are from.
Summary
In this lesson, pupils have learnt:
to ask and answer questions about where someone is from, using • Where are you from?, I’m
from _____.; and the vocabulary items such as Viet Nam, America, Japan and Australia; and
to listen for specic information. •
Homelink
Pupils draw two of their foreign pupils (e.g. Linda and Tom) and write where they are from. •
LESSON 2
Duration: 2 periods
Objectives: Pupils will be able
to pronounce correctly the sounds of the letters • ese; and
to say what nationality they are or what nationality •
others are;
to listen and to read for specic information. •

Warm-up: Ask pupils to show the pictures they have drawn in
Lesson 1 and say where the pupils in the pictures are from.
1. Listen and repeat.
Vietnamese
I’m Vietnamese.
I’m Japanese.
I’m Chinese.
What about you?
I’m Vietnamese.
I’m Japanese.
I’m Chinese.
Ask pupils to open their Student’s Book on Page 14. Tell them that they are going •
to listen to the chant and pronounce correctly the sounds of the letters ese as in
Vietnamese, Japanese, and Chinese.
Stick the large-sized sheet of paper with the chant on the board and tell pupils •
to look at the chant on it.
28
Point to the word • Vietnamese, and then point to the rst part; e.g. Vietnam.
Get pupils to say it. Then point to the ending ese and say it aloud. Then say the
whole word Vietnamese. Underline ese and say it as a model. Get pupils to say it
several times.
Play the recording for pupils to repeat the chant, paying special attention to the •
pronunciation of the sounds of the letters ese as in Vietnamese, Chinese, and
Japanese. Repeat the step when necessary.
Ask some pupils to sing the chant. Provide help and correct mistakes when •
necessary.

2. Listen and number.
Tell pupils that they are going to listen to Mai talking about her friends’ nationality. •
They must listen and number the correct pictures. Ask them to guess the correct

ones.
Play the recording or read the text aloud for pupils to listen. •
Play the recording again for pupils to complete the task. •
Play the recording once more for pupils to check their answers. •
Get pupils to compare their answers with their partners. Monitor the activity •
and oer help when necessary.
Transcript:
Hi, everyone. My name is Mai. I am Vietnamese. I am a pupil of Hanoi International
School. I have got many friends. Linda is English. Akio is Japanese. And Tony is Australian.
Answers: a. 1 b. 2 c. 4 d. 3
Follow-up
Get pupils to work in pairs to look at the pupils on Page 13 and say what their nationalities •
are.

3. Read and circle.
Get pupils to open their Student’s Book on Page 15. Tell them that they are •
going to read Akio’s letter to Nam - her new pen friend in Viet Nam and circle
the correct answers.
Let pupils read the text and do the task individually. •
Get pupils to work in pairs to discuss the answers. •
Call on some pupils to report their answers to the class. •
Announce the answers to the class. Provide explanation(s) when necessary. •
Answers:
2. She is ten years old. 3. Her school is in Tokyo. 4. She likes swimming.
29

4. Let
,
s play.
Jumbled Letters (Group Game)

Words: China, Chinese, Viet Nam, Vietnamese, Japan, Japanese, England, English
Check rst to see if pupils can read and recognize the new words. Show ash •
cards and ask individual pupils to read the words as prepared.
Divide pupils into groups. Tell them that you will show them the words in which •
all the letters have got mixed up. The groups have to put the letters in the correct
order to make a word. The group that makes the correct word gets a point.
On the board, write one of the new words from the lesson in a jumbled order; •
e.g. saanJpee. If you want to give more support, write the rst and last letter on
the board to give them a clue; e.g. J _ _ _ _ _ _ e.
Ask pupils to sort out the letters to make a word in their group. When they are •
ready, put up their hands or write it on a large sheet of paper and hold it up.
Ask the rst group to read out the word and then spell it aloud (or you could •
write the word on the board). If it is correct, give the group a point.
Continue with the rest of the words. •
Follow-up
Get pupils to practise spelling the new words in pairs. One spells and the other checks. •
Summary
In this lesson, pupils have learnt:
to pronounce correctly the sounds of the letters • ese;
to state their nationality and that of someone from some other countries; and •
to listen and to read for specic information. •
Homelink
Ask pupils to nd the ags of the countries from the lesson or any information about the •
countries and say the names of the countries that have those ags to their friends or their
parents.
LESSON 3
Duration: 2 periods
Objective: Pupils will be able to ask for and give the full name of a
pupil/person.
Warm-up: Pupils sing the chant on Page 14.

1. Listen and repeat.
Ask pupils to open their Student’s Book on Page 16. Tell them to identify the •
people in the picture (Tom, his mother – Mrs Green, and Miss Hien). Tell them that
they are going to listen to and repeat the dialogue between Miss Hien and
Mrs Green.
30
Stick the large-sized sheet of paper with the dialogue on the board and ask •
pupils to look at the dialogue on it.
Play the recording through or read the dialogue aloud for pupils to listen. •
Play the recording again, pausing after each line for pupils to repeat. •
Divide pupils into two groups. Ask one group to repeat Miss Hien’s part and the •
other Mrs Green’s part. Repeat the step, but this time get the groups to swap
their roles. Do further practice like this with smaller groups.

2. Look and say.
Ask pupils to look at Pictures a, b, c, and d on Page 16. Tell them that they are •
going to practise asking and answering the question What’s his/her full name?
Ask pupils to look at the full name of the pupil in each picture (Picture a: • Le Nam;
Picture b: Linda Brown; Picture c: Tom Green and Picture d: Tony Black). Do the
task with one pupil as a model (e.g. Teacher: What’s his full name? – Pupil: His full
name is Le Nam.).
Get pupils to work in pairs, one asks the question and the other gives the •
answer, using the full name of the people under each picture. Monitor the
activity, make notes of any problems pupils experience and oer help when
necessary.
Call on some pairs of pupils to perform the task in front of the class. •
Note: Linda Brown (Linda is the rst name and Brown is the family name.)

3. Write.
Ask pupils to open their Student’s Book on Page 17. Ask them if they have a pen •

friend in another city or country. Tell pupils that they are going to write a letter
to a pen friend (a boy or a girl) in another country.
Tell pupils to go through the letter outline and discuss how to complete it. •
Use one pupil in the class as an example and write his/her letter on the board •
with pupils’ help.
Erase the letter on the board and get pupils to complete their own letters by •
lling in the blank spaces with their own information. Monitor the activity and
if pupils need help with spelling of words, write up the words they need on the
board.
Get one or two pupils to read their letters to the class. •

4. Let
,
s sing.
Tune: Frère Jacques
Lyric
What’s your full name?
What’s your full name?
Tony Black.
Tony Black.
31
How do you spell it?
How do you spell it?
I don’t know.
Do you know?
Tell pupils that they are going to sing the song about a child who could not spell •
his full name.
Play the recording through or read the song aloud for pupils to listen. •
Sing each line of the song and get pupils to repeat after you. Repeat this step •
a few times for pupils to get familiarized with the pronunciation, the stress, the

rhythm and the tune of the song.
Play the recording again and get pupils to sing along with the recording. •
Play the recording once more for pupils to sing and sing along with them. •
Follow-up
Get pupils to sing the song, using the names of the pupils in class instead of • Tony Black.
Summary
In this lesson, pupils have learnt:
to ask for and give the full name of a pupil; and •
to write a simple letter to a pen friend, giving information about themselves. •
Homelink
Pupils sing the song on Page 17. •
32

UNIT 3 -

My Birthday

Competences

•Asking and answering questions about when someone’s
birthday is
•Asking and answering questions about dates
New language

•Phonics/Pronunciation: September June
• Vocabulary: January, February, March, April, May, June,
July, August, September, October, November,
December
rst, second, third, fourth, fth
birthday, date, today, of

when
•Sentence patterns: - When’s your birthday?
It’s in May.
- What’s the date today?
It’s the fth of October.
Resources
•Student’s Book Tiếng Anh 4, Tập Một, Unit 3, Pp. 18 - 23
•Audio and visual aids: Recordings, stickers, puppets,
large-sized sheets of paper for the chants on Page 20
and Page 23, and the song on Page 21


PROCEDURE LESSON 1
Duration: 2 periods
Objective: Pupils will be able to ask and answer questions about
when someone’s birthday is.
Warm-up: Pupils sing the song on Page 17.
1. Look, listen and repeat.
Ask pupils to open their Student’s Book on Page 18 and look at the picture of •
the birthday party. Help them to identify the pupils (Mai and Nga) and Mr Robot.
Tell pupils that they are going to look at the dialogue in their Student’s Book,
listen to the recording and repeat the dialogue between Mai, Nga and Mr Robot.
Explain the meaning of the words birthday and May.
Play the recording through for pupils to listen to the dialogue. •
Play the recording again, pausing after each line for pupils to repeat. Repeat the •
step when necessary.
Divide the class into three groups. Ask the groups to repeat Mai’s, Nga’s and Mr •
Robot’s parts.
Check to make sure pupils can repeat and understand the dialogue. •
33

2. Look and say.
Ask pupils to look at the calendar sheets on Page 18. Tell them that they are •
going to practise asking and answering the question When’s your birthday?,
using the names of the months.
Teach the new words • January, February, March, April, May, June, July, August,
September, October, November and December, and the sentence patterns When’s
your birthday? - It’s in ________.
Ask pupils to practise asking and answering the question • When’s your birthday?,
using the puppets of Mai and Nga as an example.
Ask pupils to work in pairs, one pupil asks the question and the other gives the •
answer, using the word cues on the calendar sheets. Repeat the step, but this
time ask pupils to swap their roles.
Select some pairs of pupils to demonstrate the task in front of the class. Monitor •
the activity, check pupils’ pronunciation and oer help when necessary.

3. Talk.
Ask pupils to look at the picture on Page 19. Help them to identify the situation •
(at a birthday party) and the characters (two boys and one girl) in the picture.
Tell pupils that they are going to practise asking and answering questions about
when someone’s birthday is, using the names of the months.
Demonstrate how to do the activity with a pupil (e.g. Teacher: • When’s your
birthday?, Nam: It’s in June.).
Ask pupils to work in pairs, one pupil asks the question and the other gives the •
answer. Repeat the step but this time ask pupils to swap their roles.
Ask pupils to role play, asking and answering when their own birthdays are. •
Select some pairs of pupils to demonstrate the task in front of the class. •

4. Listen and tick.
Ask pupils to look at the pictures on Page 19. Tell them that they are going to •

listen to the recording (dierent pupils asking and answering questions about
when their birthdays are) and tick the correct answers. Check if pupils can
identify the month in each picture before they listen.
Play the recording through for pupils to listen. •
Play the recording again for pupils to listen and tick the correct answers. •
Play the recording once more for pupils to check their answers. •
Ask pupils to exchange their answers with their partners before reporting them •
to the class.
Read out the answers to the class and provide explanation(s) when necessary. •
Transcript:
1.
A: When’s your birthday, Nam?
B: It’s in April.
2.
A: When’s your birthday, Phong?
B: It’s in March.
34
Answers: 1. a 2. b
Follow-up
Pupils work in pairs to ask and answer questions about when their own birthdays are. •
Summary
In this lesson, pupils have learnt:
to ask and answer questions about when someone’s birthday is, using the question • When’s
your birthday? and the answer It’s in _____., and the vocabulary items such as January,
February, March, April, May, June, July, August, September, October, November and December; and
to listen for specic information. •
Homelink
Pupils copy month words they have learnt in Lesson 1 in their notebooks. •
LESSON 2
Duration: 2 periods

Objectives: Pupils will be able
to pronounce correctly the sound of the letters • er and
that of the letter j; and
to listen and to read for specic information. •
Warm-up: Pupils play the Slap the Board game, using month words.
1. Listen and repeat.
September June
January, February, March,
April, May and June,
July, August, September,
October, November, December,
And back to January again.
Ask pupils to open their Student’s Book on Page 20. Stick the large-sized sheet •
of paper with the chant on the board. Draw pupils’ attention to the sound of the
letters er as in September and that of the letter j as in June. Tell them to listen
and pronounce these sounds correctly.
Ask pupils to look at the chant on the board. Pronounce the focused sounds •
(rst in isolation and then in the words September and June) a few times as a
model.
Play the recording for pupils to listen to and repeat each line of the chant. •
Repeat the step when necessary.
Divide the class into ve groups. Ask each group to say one line of the chant. •
Clap hands to get the rhythms.
When pupils are familiar with the chant, ask some pupils to sing the chant, •
paying particular attention to the pronunciation of the sound of the letters er
and that of the letter j. Provide help and correct mistakes when necessary.
35

2. Listen and number.
Ask pupils to look at the pictures on Page 20. Ask them to say the month in •

each picture (Picture a: June; Picture b: July; Picture c: September and Picture d:
November). Tell them that they are going to listen to four dialogues and number
the correct pictures.
Play the recording through for pupils to listen. •
Play the recording again for pupils to do the task. •
Play the recording once more for pupils to check their answers. •
Ask pupils to exchange their answers with their partners before reporting them •
to the class.
Announce the answers to the class. Provide explanation(s) when necessary. •
Transcript:
1.
A: Hi, Quan. When’s your birthday?
B: It’s in July.
2.
A: When’s your birthday, Hoa?
B: It’s in November.
3.
A: When’s your birthday, Peter?
B: It’s in June.
4.
A: Hello, Mary. When’s your birthday?
B: It’s in September.
Answers: a. 3 b. 1 c. 4 d. 2

3. Read and number.
Ask pupils to open their Student’s Book on Page 21. Tell them that they are •
going to read the dialogue and number the lines. Tell them that there are six
lines in the dialogue; the rst and the last lines have already been numbered.
They have to read and number the other four lines. Explain the meaning of the
words cake and today.

Let pupils read the dialogue and do the task individually. Monitor the activity •
and oer help when necessary.
Ask pupils to exchange their answers with their partners to nd out possible •
answers.
Ask some pupils to report their answers to the class. •
Announce the answers to the class. Provide explanation(s) when necessary. •
36
Answers:
4. Tom: Happy birthday, Linda.
5. Linda: Thank you. When’s your birthday?
2. Tom: Hello, Linda. Oh! A nice cake!
3. Linda: Yes. It’s my birthday today.

4. Let
,
s sing.

Tune: Happy Birthday
Lyric
Happy Birthday
Happy birthday to you
Happy birthday to you
Happy birthday, dear Linda
Happy birthday to you.
Stick the large-sized sheet of paper with the song on the board. Tell pupils that they •
are going to sing the Happy Birthday song. Tell them that this is the song children in
many countries often sing on the occasion of someone’s birthday.
Play the recording through or sing the song aloud for pupils to listen.•
Sing each line of the song and get pupils to repeat after you. Repeat this step a few •
times for pupils to get familiarized with the pronunciation, the stress, the rhythm

and the tune of the song.
Play the recording again and get pupils to sing along with the recording.•
Play the recording once more for pupils to sing and sing along with them. •
Follow-up
Vary the song and get pupils to sing the • Happy Birthday song, using names of the pupils in
the class instead of Linda (e.g. Happy birthday, dear Le Nam).
Summary
In this lesson, pupils have learnt:
to pronounce correctly the sound of the letters • er as in September and that of the letter j as
in June; and
to listen and to read for specic information. •
Homelink
Pupils sing the • Happy Birthday song at home.
37
LESSON 3
Duration: 2 periods
Objective: Pupils will be able to ask and answer questions about
dates.
Warm-up: Pupils sing the Happy Birthday song on Page 21.
1. Listen and repeat.
Ask pupils to open their Student’s Book on Page 22. Tell them that they are •
going to listen to the recording and repeat the dialogue between Miss Hien
and the pupils. Explain the meaning of the word date and the phrase the fth of
October.
Play the recording through or read the dialogue aloud for pupils to listen as they •
follow the dialogue.
Play the recording again, pausing after each line for pupils to repeat. •
Divide the class into three groups. Ask the groups to repeat Miss Hien’s, Nam’s •
and the children’s parts. Repeat the step, but this time ask the groups to swap
their roles.

Play the recording again for the whole class to repeat the dialogue. Correct •
pupils’ pronunciation mistakes when necessary.

2. Look and say.
Ask pupils to look at Pictures a, b, c, and d on Page 22. Tell them that they are •
going to practise asking and answering the question What’s the date today?,
using the cues in the pictures.
Help pupils to say the date under each picture and understand its meaning •
(Picture a: the rst of October; Picture b: the second of October; Picture c: the third
of October and Picture d: the fourth of October). Teach the new words rst,
second, third and fourth.
Do the task with one pupil as a model (e.g. Pupil: • What’s the date today, Miss
Huong? – Teacher: It’s the rst of October.).
Ask pupils to work in pairs to practise asking and answering the question • What’s
the date today?, using the date under each picture as a cue. Monitor the activity,
oer help and correct pupils’ mistakes when necessary.
Call on some pairs of pupils to practise asking and answering the question •
What’s the date today? in front of the class.

3. Write.
Ask pupils to open their Student’s Book on Page 23. Tell them that they are •
going to complete a birthday card to his/her friend.
Ask pupils to look at Linda’s birthday card to Nam and read it individually. Go •
through the outline of Linda’s card with pupils and discuss how to complete the
card.
Use one pupil in the class as an example and write his/her card on the board •
with pupils’ help. Then erase it and get pupils to complete their own cards, lling
in the blank spaces with their own information.
38
Monitor the activity and provide help when necessary. •

Finally, get one or two pupils to read their cards to the class. Correct mistakes •
when necessary.

4. Let
,
s chant.
January, February, March
Walk under the arch.
April, May and June
Look at the moon.
July, August, September
Let’s play together.
October, November, and December
Remember, remember, remember.
Ask pupils to open their Student’s Book on Page 23. Stick the large-sized sheet •
of paper with the chant on the board. Tell pupils that they are going to sing the
chant.
Play the recording through for pupils to get familiarized with the pronunciation, •
the stress, the rhythm and the intonation of the chant. Explain the meaning
of the new words and expressions (e.g. walk under the arch, look at the moon,
remember).
Play the recording again, pausing after each line for pupils to repeat. •
Play the recording once more for pupils to repeat the whole chant. •
Call on some pupils to sing the chant in front of the class. The rest of the class •
clap their hands at rhythms.
Follow-up
In groups, pupils sing the chant using gestures and movements. •
Summary
In this lesson, pupils have learnt:
to ask and answer questions about dates, using ordinal numbers • rst, second, third, fourth

and fth and names of the months; and
to write a simple birthday card to a friend. •
Homelink
Pupils sing the chant on Page 23. •
39

UNIT 4
-


Things I Can Do
Competences

•Asking and answering questions about what someone
can do
•Asking and answering questions about abilities
New language

•Phonics/Pronunciation: can can’t
• Vocabulary: swim, draw, dance, ride a bike, play the
piano, use a computer, play badminton
•Sentence patterns: - What can you do?
I can dance.
- Can you play badminton?
Yes, I can./No, I can’t.
Resources
•Student’s Book Tiếng Anh 4, Tập Một, Unit 4, Pp. 24 - 29
•Audio and visual aids: Recordings, stickers, ash cards,
large-sized sheets of paper for the chants on Page 26
and Page 29, and the game on Page 27

PROCEDURE

LESSON 1
Duration: 2 periods
Objective: Pupils will be able to ask and answer questions about
what someone can do.
Warm-up: Pupils sing the chant on Page 23.
1. Look, listen and repeat.
Ask pupils to open their Student’s Book on Page 24 and look at the picture. Help •
them to identify the pupils in the picture (Mai, Nam and Phong). Tell pupils that
they are going to look at, listen to, and repeat the dialogue between Mai, Nam
and Phong. Explain the meaning of the phrases can draw, can dance, can sing.
Play the recording through or read the dialogue aloud for pupils to listen as •
they follow the dialogue.
Play the recording again, pausing after each line for pupils to repeat. Repeat the •
step when necessary.
Divide the class into three groups. Ask the groups to repeat Mai’s, Nam’s and •
Phong’s parts. Repeat the step, but this time ask the groups to swap their roles.
Check to make sure pupils can repeat and understand the dialogue. •
40

2. Look and say.
Ask pupils to look at Pictures a, b, c, and d on Page 24. Help them to identify •
what the boy/girl can do in each picture.
Use the ash cards to teach the new phrases • use a computer, play the piano,
speak English, and ride a bike.
Do the task with one pupil as a model, using the sentence patterns in the •
bubbles, (e.g. Teacher: What can you do?, Pupil: I can use a computer.).
Ask pupils to work in pairs to practise asking and answering the question • What

can you do?, using the phrase under each picture as a cue.
Select some pairs of pupils to demonstrate the task in front of the class. Monitor •
the activity and oer help when necessary.

3. Talk.
Get pupils to look at Pictures a, b, c, and d on Page 25. Help them to identify •
what the boy/girl in each picture can do (Picture a: draw a dog; Picture b: use a
computer; Picture c: ride a bike and Picture d: speak English). Tell pupils that they
are going to practise asking and answering questions about what someone
can do.
Ask pupils to work in pairs, one pupil asks the question and the other gives the •
answer, using picture cues.
Ask pupils to role play the questions and the answers about their own abilities. •
Monitor the activity and oer help when necessary.
Select some pairs of pupils to role play in front of the class. •

4. Listen and number.
Ask pupils to look at the pictures on Page 25. Tell them that they are going •
to listen to dierent pupils talking about what they can do and number the
correct pictures. Help them to identify what the boy/girl in each picture can do
(e.g. Picture a: ride a bike; Picture b: swim; Picture c: draw a parrot and Picture d:
play the piano).
Play the recording through for pupils to listen. •
Play the recording again for pupils to do the task. •
Play the recording once more for pupils to check their answers. •
Ask pupils to exchange their answers with their partners before reporting them •
to the class.
Announce the answers and provide explanation(s) when necessary. •
Transcript:
1.

A: What can you do?
B: I can swim.
2.
A: What can you do?
B: I can draw a parrot.
41
3.
A: What can you do?
B: I can ride a bike.
4.
A: What can you do?
B: I can play the piano.
Answers: a. 3 b. 1 c. 2 d. 4
Follow-up
Get pupils to work in pairs to ask and answer questions about what the boy or the girl in •
each picture can do, using What can he/she do?.
Summary
In this lesson, pupils have learnt:
to ask and answer questions about what someone can do, using • can and the phrases such
as use a computer, play the piano, speak English, ride a bike ; and
to listen for specic information. •
Homelink
Pupils write sentences about what they can do in their notebooks. •
LESSON 2
Duration: 2 periods
Objectives: Pupils will be able
to pronounce correctly the sound of the letters • an and
that of the letters an’t; and
to listen and to read for specic information. •
Warm-up: Ask pupils to say what they can or can’t do, using

I can _____./ I can’t _____.
1. Listen and repeat.
can can’t
Parrot! Parrot!
You can y.
You can’t swim.
Rabbit! Rabbit!
You can run.
You can’t y.
42
Ask pupils to open their Student’s Book on Page 26. Tell them that they are •
going to listen to the chant and pronounce correctly the sound of the letters an
as in can and that of the letters an’t as in can’t.
Stick the large-sized sheet of paper with the chant on the board and tell pupils •
to look at the chant on it. Pronounce the focused sounds (rst in isolation and
then in the words can and can’t) a few times as a model. Get pupils to say them
several times.
Play the recording for pupils to listen to and repeat the chant, paying special •
attention to the pronunciation of the focused sounds. Repeat the step when
necessary.
Divide the class into two groups. Ask one group to play the role of a parrot, the •
other that of a rabbit. Get the groups to say the parrot’s and the rabbit’s parts.
Clap your hands to get the rhythms. Ask the groups to act out the actions to
demonstrate the animals’ abilities and inabilities. Monitor the activity, checking
the pronunciation.
Ask some pupils to sing the chant. Provide help and correct mistakes when •
necessary.

2. Listen and tick.
Tell pupils that they are going to listen to Nam and Linda talking about their •

abilities or inabilities and tick the correct answers.
Play the recording or read the text aloud for pupils to listen. •
Play the recording again for pupils to do the task. •
Play the recording once more for pupils to check their answers. •
Get pupils to compare their answers with their partners. Discuss their answers. •
Monitor the activity and oer help when necessary.
Transcript:
1. Hi. I’m Nam. I’m from Viet Nam. I can ride a bike.
2. Hello. I’m Linda. I’m from England. I like music, but I can’t play the piano.
Answers: 1. a 2. b
3. Read and complete.
Ask pupils to open their Student’s Book on Page 27. Tell them that they are •
going to read the text and complete the blank spaces under the pictures.
Explain the meaning of √ and x in the pictures (√: can, x: can’t). Ask pupils to refer
to number 3 as the example.
Let pupils read the text and do the task individually. Monitor the activity and •
oer help when necessary.
Ask pupils to exchange the answers with their partners to nd out possible •
answers.
Ask some pupils to report their answers to the class. •
Announce the answers to the class. Provide explanation(s) when necessary. •