Giáo án tiếng anh family friends lớp 4

SEMESTER 1 – Unit Starter – Lesson 1 - Period 1
Lesson 1 Objectives: - Identifying different places in a home
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening – Speaking
KEY VOCABULARY
Class Book characters;
My house; Clothes;
Prepositions of place
ADDITIONAL
VOCABULARY
Welcome back, learning,
end (v)
Hide (v) / hiding, come
out (v)
SENTENCE PATTERN
Where’s …?
This is…
These are…
Resources:
CLASS BOOK p.4
WORK BOOK p.4

Teaching Aids:
- CD tracks 1-2
- Starter story Poster

Introduction
As children come into class, smile and say Hello. Encourage children to say
Hello back to you. Say It’s a new year. Welcome back!
Begin the class with some common greetings. Children then practice greeting
each other in pairs or small groups.
Tell children that they are going to begin the lesson with a song. Ask children
to open their Class Books and look at the three children at the top of the page.
Point to each one in turn for children to tell you their names. Explain that they
will see these characters the whole way through the course.
Development
Recording 1: Explain that they’re going to listen to a 'Welcome back' song
and then sing it. Play the recording once for children to listen and follow the
song in their books. Focus attention on the words. Read each line for children to
repeat after you. Play the recording again for children to sing along.
 Song actions: Ask children to think of some actions for the song. Play the
song again for children to sing and do their actions. Repeat if you wish.
Recording 2: Use the Starter Story Poster to present the story. Point to the
characters for children to say the names. Ask What’s happening in the story?/
Where’s Billy?/ Is he behind the door?
 Exercise 1: Look and write: 2. dining room 3. He’s in the bedroom. 4. She’s
in the kitchen. 5. He’s in the bathroom.
 Exercise 2: Find and circle the clothes words
Consolidation
Guessing game: Describe a character from the story for children to guess who
it is, e.g. She’s in the kitchen. Ask different children to describe another
character for the class to guess.
( Tuần 1 ) (20/8-24/8/2012)
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit Starter – Lesson 2 - Period 2
Lesson 2 Objectives: - Introducing friends

Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening – Speaking
KEY VOCABULARY
Greetings and
introductions
ADDITIONAL
VOCABULARY

SENTENCE PATTERN
This is my…
His name’s…/ her
name’s…
He’s…/ She’s…
Resources:
CLASS BOOK p.4-5
WORK BOOK p.5
Teaching Aids:
- CD tracks 1-2
- Starter story Poster

Introduction
 Sing the Welcome song (p. 4) and do the actions to energize the class.
Ask children if they can remember what happened in the story in the previous
lesson. Hold up the Starter story poster to encourage ideas. Ask questions about
the people in the story, e.g. Where’s Billy? Is he behind the door?

Development
Ask children to turn to the story on page 4 of their Class Books. Play the
recording, asking children to repeat. Play the recording again for children to
mime the actions as they listen. Children practise acting out the story in their
groups. Ask some of the groups to act out the story before the class.
 Ask children to look at the sentences in the book. Ask Is grandma in the
kitchen? to establish that the first sentence is true. Allow time for them to read
all the sentences again and decide whether they are true or false. Go through the
answers with the class. (1 T 2 F 3 T 4 F 5 F 6 T )
Ask a child to read the dialogue. Say the dialogue again. Ask them to practice
the dialogue in pairs. Ask some pairs to say the dialogues aloud for the class.
Elicit or explain that the children in the pictures are introducing a friend to
someone else. Ask a child to stand up and read the sentences in the first speech
bubble to the class. Divide the class into groups of three. Children take turns to
'introduce' their friends to each other.
Consolidation
Introducing circle: Ask children to stand in a circle. Ask the first child to
introduce the person on his left to the person on his right. The person on the
right then introduces the one on his left. Continue in this way around the class to
introduce the friend.

SEMESTER 1 – Unit Starter – Lesson 3 - Period 3
Lesson 3 Objectives: - Identifying toys and possession
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:

Listening – Speaking
KEY VOCABULARY
Days of the week
Toys: car, teddy, kite,
doll, ball, puzzle
ADDITIONAL
VOCABULARY
Bump, down, week
SENTENCE PATTERN
What’s this?
It’s…
Resources:
CLASS BOOK p.6

Teaching Aids:
- CD tracks 3
- Extra Practical Classroom
Activities: Word search pair
activity, Bingo

Introduction
 Word search pair activity: Give half the class the ‘A’ sheet and half the
class the ‘B’ sheet. Children work individually to find the five words in the word
search grid, circling the words in the box as they do so. Once all the children
have finished, they work with a partner (‘A’s’ with ‘B’s’). They take turns to
dictate their words and look for those words in the grid. At the end of the
activity, they should all have found the ten words. Check together as a class to
elicit all ten words.
Ask children what they can remember about the story from lesson 1. Ask
Where’s Billy in the story?

Development
Ask children to identify the characters Rosy and Tim; name the different toys
they can see. Read the words in the word pool, pointing out the possessive’s in
both cases. Choose a child to read the example sentence. Children complete the
sentences with the correct name for each toy. Give feedback.
Answers1 Tim’s 2 Rosy’s 3 Tim’s 4 Rosy’s 5 Rosy’s
Ask one child to read the example dialogue. Say the dialogue again. Ask
children to practice the dialogue in pairs. Ask them to make new dialogues,
pointing at different items in the picture. Ask some pairs to say their dialogues
aloud for the class.
Consolidation
 Bingo: Give each child a whole worksheet. Tell them to cut up the pictures
and choose nine of the pictures to stick on the bingo grid. You need to keep a
copy of the worksheet as well. Read out the words one by one, and students can
cross off the words as they hear them. The first child to have a complete row,
three across, three down or diagonally shouts Bingo! He’s the winner.

SEMESTER 1 – Unit Starter – Lesson 3 - Period 4
Lesson 3 Objectives: - Identifying toys and possession
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening – Speaking
KEY VOCABULARY
Days of the week
Toys: car, teddy, kite,
doll, ball, puzzle

ADDITIONAL
VOCABULARY
Bump, down, week
SENTENCE PATTERN
What’s this?
It’s…
Resources:
CLASS BOOK/ p. 6
WORKBOOK/ p. 6

Teaching Aids:
- CD tracks 3
- Extra Practical Classroom
Activities: Song worksheet

Introduction
Team work: Ask children to write the names of the toys they know/ like.
Ask children to open Class book, p. 6 and look at the pictures. Ask What can
you see? Elicit the actions the children are doing (jumping, waving).
Development
 Play the recording once for children to listen. Read each line of the song
aloud for children to repeat after you. Play the recording again for children to
sing along. Repeat (more than once if you wish).
 Ask children to look at the pictures and decide together on what the actions
should be. Play the recording for children to listen, sing, and do their actions.
Suggested song actions
Monday, Tuesday, Wednesday, Jump! – jump in the air
Thursday, Friday, down with a bump! – sit down on chairs
Saturday, Sunday, let’s say ‘Hi!’ – wave hello
Days of the week, let’s say ‘Goodbye!’ – turn around and wave

Consolidation
 Song worksheet: This is a simple gap-fill activity that could be used after
listening to the song and looking at the class book, or before. Students can listen
and fill in the missing words (prompted by pictures) and then check with their
partner before looking in the Class Book.
Exercise 2: Find and circle the days of the week. Write.
Tell children that they are going to make their own version of the song. Write
the words to the song on the board with the actions missing. Invite different
children to suggest new actions, e.g. Monday, Tuesday, Wednesday, clap!
Thursday, Friday, Touch your head… Fill in the gaps on the board. Sing the new
song and perform the new actions with the class.

( Tuần 2 ) (27/8-31/8/2012)
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit Starter – Lesson 4 - Period 5
Lesson 4 Objectives: - Identifying school objects and possession
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening – Speaking
KEY VOCABULARY
Colours: red, black, blue,
green and pink;
School objects
ADDITIONAL
VOCABULARY

SENTENCE PATTERN
I've got
Resources:
CLASS BOOK/ p. 7

Teaching Aids:
- CD tracks 3- 4


Introduction
 Recording 3: Sing Monday, Tuesday, Wednesday, Jump! from page 6 to
energize the class and revise the days of the week.
 Revise colours red, black, blue, green and pink. Ask questions to practise
using colours, e.g. hold up a bag and say What colour is this bag?
Ask them to look at the table with the class. Point to each item in the column
heading and ask What is this? What colour is it? Tell them they are going to hear
a recording of the children talking about what they have in their bags. They must
listen and say which child owns each object.
Development
Recording 4: Play the first part of the recording, Luke’s speech, and
demonstrate the example. Play the whole recording again for children to listen
and tick. Go through the answers with the class.
Luke: red ruler, blue pen, black pencil
Sarah: black pen, green pencil, rubber, book
Ask one child to read the example dialogue. Say the dialogue again, pausing
after each line for the class to repeat. Ask children to work in pairs and say the
dialogue with their partner. Encourage children to name different objects. Ask
children to continue the activity in pairs. Ask some of the pairs to say their
dialogues aloud for the class.
Consolidation

 Read the example sentence to the class. Then read it again, pausing for the
class to repeat. Hold up some items from your bag and describe these to the
class in the same way. Say an item that you haven’t got. Ask children to
continue the activity in pairs. Ask some children to talk about their school bags.
SEMESTER 1 – Unit Starter – Lesson 4 - Period 6
Lesson 4 Objectives: - Identifying school objects and possession
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening – Speaking
KEY VOCABULARY
Colours: red, black, blue,
green and pink;
School objects
ADDITIONAL
VOCABULARY

SENTENCE PATTERN
I've got
Resources:
WORK BOOK/ p. 7
Picture Dictionary

Teaching Aids:
Extra Practical Classroom
Activities: Board game

Introduction
 Talk about your school bag: Hold up some items from your bag and
describe these to the class in the same way. Say an item that you haven’t got.
Encourage children to talk about their school bags in the same ways.
 Ask children to open their workbook, p. 7. Ask them to look at the pictures.
Point to each item in the pictures and ask What is this? What colour is it?
Development
 Exercise 1: Tell children that they are going to look at the pictures carefully
and say which child owns which object. Ask them to read the bubbles and
number them. Then colour the pictures
1b, 2a, 3d, 4c
 Exercise 2: Ask children to look at the pictures carefully and say which
object each child owns. Write I’ve got or I haven’t got in the gaps. Give
feedback.
1. I’ve got; 2. I haven’t got; 3. I haven’t got; 4. I’ve got
Consolidation
Board game: The board games are all available in colour and in black and
white. Colour is obviously more appealing to children. If you can print out the
games in colour, you can laminate them and keep them to use again and again in
your staffroom. In Grade 3 all the board games are vocabulary based and just
rely on students saying the relevant words when they land on those squares. You
will need to teach board game language as well, including “roll again,” “miss a
turn,” and “go forward or back”, “spaces.”
SEMESTER 1 – Unit 1 – Lesson 1 - Period 7
Lesson 1 - Words Objectives: - Describing someone's appearance
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE

FOCUS:
Listening – Speaking
KEY VOCABULARY
Appearance: long, short,
blond, brown, curly,
straight
ADDITIONAL
VOCABULARY
Hair, over there
SENTENCE PATTERN
She's got…;
He's got…;
We're…
Resources:
CLASS BOOK/ p. 8
Picture Dictionary/ p. 68

Teaching Aids:
My friends flashcards 1-6;
Story Poster 1;
CD tracks 5-7;
PMB p.4: Extra Activity 1
Worksheet

Introduction
Sing Monday, Tuesday, Wednesday, Jump! (p. 6) to warm the class up.
Remind children of the last story. Tell children that today's story is about
friends. Ask several children to tell you the name of one of their friends.
Put your hands on your own hair. Say the word hair and write it up on the
board. Use flashcards 1-6 to elicit the vocabulary for this lesson. Hold them up

one at a time and ask Long or short hair? Blond or brown hair? Curly or
straight hair? Hold the flashcards up in a different order and repeat.
Development
Listen, point and repeat. Ask children to look at their Class Books/ p. 8.
Play the 1
st
part of the recording for children to listen & point to the appropriate
picture. Play the 2
nd
part of the recording for children to repeat. Play the
recording all the way through for children to listen, point and repeat the words.
 Listen and chant. Play the recording for children to listen to the chant. Play
the chant a second time for children to say the words.
Listen and read. Use Story poster 1 to present the story. Ask What's
happening? Encourage predictions from different members of the class. Ask
children to look at the poster, listen to the recording, point to each speech
bubble. Ask Who's Rosy's new friend? What's Alice got? Who's Tim's new
friend? Are the new friends cousins? Ask children to open their Class Books,
listen again and follow the words in the story.
Consolidation
 Extra Activity 1: Find the odd-one-out. Circle. Then write and say.
2. curly hair 3. He’s got brown hair. 4. She’s got straight hair. 5. He’s got blond
hair. She’s got short hair.
SEMESTER 1 – Unit 1 – Lesson 1 - Period 8
Lesson 1 - Words Objectives: - Describing my appearance
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE

FOCUS:
Listening – Speaking
KEY VOCABULARY
Appearance: long, short,
blond, brown, curly,
straight
ADDITIONAL
VOCABULARY
SENTENCE PATTERN
My … is …;
My … are …;
Resources:
WORK BOOK/ p. 8

Teaching Aids:
My friends flashcards 1-6;


Introduction
 Appearance: Ask six children to come to the front of the class. Give each
child one of the flashcards (1-6). Play the recording again. The children at the
front stamp their feet when their hair type is mentioned. If you wish, ask six
different children to come to the front of the class and repeat the activity doing a
different action.
Explain that you are going to describe yourself. E.g. (Point to your hair): My
hair is black. (Point to your eyes): My eyes are brown.

Development
Exercise 1: Explain that children are going to draw themselves. Ask them to
complete the drawing in the Work books. Then color it.

Exercise 2: Ask children to look at their picture. Read the sentences and
circle the appropriate word to describe their appearance.
Exercise 3: Write the answers for each of the questions. Then ask children to
practice asking and answering in pairs.
Consolidation
 Who am I? Remind children of Rosy, Tim, Alice and Adam. Ask one child
to come before the class, imagine that he/ she were one of the four children. Ask
him/ her to describe himself/ herself. E.g. My hair is curly. My eyes are blue.
My ….Who am I? The class listen carefully and say who she/ he is. E. g. You are
Alice. He who gives correct answer will come before the class and describe
himself. Continue the game in the same way until all characters are described.
( Tuần 3 ) (3/9-7/9/2012)
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit 1 – Lesson 2 - Period 9
Lesson 2 - Grammar Objectives: - Describing someone’s appearance
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening – Speaking
KEY VOCABULARY
Appearance: long, short,
blond, brown, curly,
straight
ADDITIONAL
VOCABULARY
SENTENCE PATTERN
She’s got…

He’s got…
Resources:
CLASS BOOK/ p. 9


Teaching Aids:
p.74: Grammar Reference
Ex. 1;
My friends flashcards 1-6;
Story Poster 1;
CD track 7


Introduction
Do exercise 1. Children listen again to the story and follow Story Poster 1.
 Play Board slap with the children. Put the appearance flashcards on the
whiteboard and bring up two teams of 3 children to the front. Two children
from each team compete against each other to slap the correct flashcard as the
teacher spells the word. The first child to touch for their team wins a point.
Development
Exercise 2: Look at exercise 2 and hold up different flashcards asking
children to describe the person in each flashcard. E.g. She’s got long hair.
Writing: Put flashcards on the board again and write a gapped sentence like
the ones in the Class Book, e.g. She _____ straight hair. He _____ curly hair.
Elicit the target structure and get two children to come to the front to write the
missing words. Children then do Exercise 3.
Exercises 4: Children look at the pictures from Exercise 3. Say curly hair …
Children point to the appropriate pictures. Model the dialogue. PW: one says
what each person has got/ hasn't got; the other guesses the number.
Pronunciation: Focus on the contractions of He has got (He’s got) and He

has not got (He hasn’t got) and have children practicing the words as a class,
groups and pairs.
Consolidation
 Grammar Reference: Ask children to open their Class Books to p.74 and do
the Unit 1 Grammar activity to practice the target structure further.
Game: Ask a child to come before the class. He chooses a flashcard and
keeps secret. The class will say what each person has got / hasn't got. When
they say correctly, the child shows the flashcard and it is the next child’s turn.
SEMESTER 1 – Unit 1 – Lesson 2 - Period 10
Lesson 2 – Grammar Objectives: - Describing someone’s appearance
Topic – Language target Resources and Teaching Key Activities
Aids
KEY LANGUAGE
FOCUS:
Listening – Speaking
KEY VOCABULARY
Appearance: long, short,
blond, brown, curly,
straight
ADDITIONAL
VOCABULARY
SENTENCE PATTERN
She’s got…
He’s got…
Resources:
WORK BOOK/ p. 9


Teaching Aids:
My friends flashcards 1-6;

Introduction
Play Snap with appearance flashcards. Say what each person has got. Show
the flashcards one by one. If the word is different to the picture, the children say
the word matching the picture. If it is the same they shout “Snap” and the first
child to say it can hold the flashcard for the rest of the game.
Development
 Exercise 1: Ask children to read the descriptions of Sarah and Rick in
Exercise 1 carefully and then draw and color them.
Exercise 2: Ask children to look at the pictures of Sarah and Rick again and
write what each person has got or has not got. Ask all children to write the
answers in their workbook. Some children may go to the board and write the
complete sentences.
Consolidation
Game: Ask children to work in groups of four to six. They take turns to
describe a member of the group while the rest of the group guess who it is. E.g.
The first child says: She’s got long hair. It’s straight and black. She’s got
brown eyes… Other group members say: It’s Lan.
Ask some of the children to describe a member of their group for the class to
guess.
SEMESTER 1 – Unit 1 – Lesson 3 - Period 11
Lesson 3 – Song Objectives: - Identifying and describing shapes, Listening and speaking skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:

Listening – Speaking
KEY VOCABULARY
Shapes: circle, rectangle,
triangle, square
ADDITIONAL
VOCABULARY
side, the same, smooth,
round. just
SENTENCE PATTERN
It's got ;
It hasn't got…;
They're
Resources
CLASSBOOK p.10
Teaching Aids:
- Shapes flashcards 7-10;
- CD tracks 8-9
- Extra Practical Classroom
Activities: Song work sheet
Introduction
Play Simon says (see Teacher’s Book page 20) to warm up the class, using
instructions children have already learnt.
Use flashcards 7-10 to introduce the new words. Hold up each one and say
the words for children to repeat. E.g. circle, rectangle, triangle, square. Draw
one of the shapes on the board, with one side missing. Ask a child to come to the
front and draw the missing side. The class calls out the name of the shape.
Repeat with the rest of the shapes.
Development
Recording 8: Ask children to look at the pictures and play the first and
second parts of the recording as children point to the words. Play again for

children to repeat the words after the audio.
Recording 9: Use the song worksheet (without opening the Class Book)
where children listen and fill in the correct words. After that ask children to sing
along with the CD and then sing together without the CD audio.
Sing and act: Tell children they are going to sing the song again, but this
time they are going to do the actions. E.g.: It's got three/ four sides - hold up
right number of fingers It hasn't got sides - shake heads. It's a square /circle
/rectangle /triangle! - draw shapes in the air.
Consolidation
Drawing: Tell children that they are going to make pictures out of the shapes
in this lesson. Divide the class into groups of four to six. Give each child a piece
of plain paper and each group a selection of coloured shapes and a glue stick.
Children make pictures by sticking the shapes onto their piece of paper.
SEMESTER 1 – Unit 1 – Lesson 3 - Period 12
Lesson 3 – Words Objectives: - Identifying and describing shapes, Listening and speaking skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening – Speaking
KEY VOCABULARY
Shapes: circle, rectangle,
triangle, square
ADDITIONAL
VOCABULARY
SENTENCE PATTERN
It's got ;
It hasn't got…;

They're
Resources
WORKBOOK p.10
Teaching Aids:
Shapes flashcards 7-10;
Introduction
Sing the song from Class Book p.10 again, with students doing the actions at
the same time. Sing a second time, with students at the front holding the four
flashcards (circle, rectangle, triangle, square) and every time they hear their
word they hold the card up in the air.
Remind children of asking and answering about quantity. Ask children to look
at Exercise 1 of the Work book. Elicit the structure and write on the board.
Model the structure with a child. E.g. (Teacher asks): How many squares? (The
child answers): 4.
Development
Exercise 1: Ask children to open their workbook at the page 10. Ask them to
find and count the shapes. Children work in pairs, point to each shape and ask
How many (triangles)? Their partner answers Five. Then they write the answers
in their books.
Exercise 2: Children look at the picture from Exercise 1 again. Read the
sentences carefully and complete them. They then write the answers in the gaps.
Children can work in pairs to check the answers with their partner.
Consolidation
 Game: Ask children to work in groups of 4 -6. Give a set of shape cards
(more than one for some of the shapes) to each group. Ask a child to show their
group a shape. E.g. a square. Their group describes it. E.g. It’s got four sides.
They’re all the same. Then the child asks How many squares? And the group
answers. E.g. Three. Children take turns to practice in groups.
( Tuần 4 ) (10/9-14/9/2012)
( Giáo trình anh văn 4 tiết/tuần)

SEMESTER 1 – Unit 1 – Lesson 3 - Period 13
Lesson 3 – Words Objectives: - Describing someone's appearance
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Writing – Speaking
KEY VOCABULARY
Appearance: long, short,
blond, brown, curly,
straight
ADDITIONAL
VOCABULARY

SENTENCE PATTERN
She's got…;
He's got
Resources:
P 68- Picture Dictionary 1-
My friends and shapes

Teaching Aids:
- Shapes flashcards 7-10;
- PMB p.2 Extra Writing
worksheet
- Extra Practical Classroom
Activities: Bingo
Introduction

Put the flashcards around the room, on the walls. Show some parts of a real
object or point to a real object. E.g. A door. Children point to the corresponding
flashcard and say the shape of the object. E.g. rectangle.
Play Bingo again to revise the vocabulary and sentence structures
Development
Picture Dictionary: Ask children open their Workbooks to p.68. Tell them
to colour in the hair styles (Number 1, My friends and shapes) and then tell them
to point and describe the persons, using the target sentence structures with their
partner.
Writing Exercise 1: Children do the exercise 1 from the Extra writing
worksheet, circling the odd one out and writing the correct word. Elicit the
spelling and ask four individual children to come up and write the words on the
board.
Writing Exercise 2: Children do the exercise 2 from the Extra writing
worksheet and write sentences to describe each person.
Consolidation
Writing extension: Children draw three more persons in their notebook.
They then give their notebook to their partner. Their partner writes below each
picture, She’s got long hair. It’s brown. They then swap back again and tick the
sentences if they are correct.
SEMESTER 1 – Unit 1 – Lesson 4 - Period 14
Lesson 4 – Phonics Objectives: - Phonics - digraphs th, Speaking and writing skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Writing – Speaking
Sounds th

KEY VOCABULARY
Three, bath, teeth
ADDITIONAL
VOCABULARY
Sound
SENTENCE PATTERN
Resources
CLASS BOOK p.11
Teaching Aids:
- Phonics cards 1-3
- CD Tracks 10-11

Introduction
Tell children that today they will be looking at the letters th that represent the
sound /θ/. Write th on the board in large letters. Model the sound for children to
repeat. Hold up phonics cards 33-35 one at a time, saying the words for the class
to repeat. Hold them up in a different order and repeat.
Vocabulary: Ask children to look at the words that contain the letters th in
their Class Books. Elicit the words on the phonics cards and say the letter names
and sounds for children to repeat. Use the cards in order and then out of order to
drill the first letter sounds and the words.
Development
Recording 10: Play the first part of the recording for children to listen and
point to the pictures. Play the second part of the recording for children to repeat
the sounds and words in chorus. Play the recording all the way through for
children to point to the words and then repeat them.
Recording 11: Children join in with the chant. Put the three cards around
the room and children point as they say the chant.
Exercise 3: Read the text for children to follow and model the activity first on
the board. Then children read and circle the sounds at the start of the words.

 Exercise 4: Ask children to look at the picture and circle the correct sound.
Go through the answers with the class. 1.th _2. t_ 3. th_ 4. s
Consolidation
Phonics activity: Write the words from Exercise 4 on the board. Theo, ten,
three, slide. Ask children to work in groups in 3 minutes. Ask each group to find
more words which have the same sounds as the words listed. The group who can
find more words win the game.
SEMESTER 1 – Unit 1 – Lesson 4 - Period 15
Lesson 4 – Phonics Objectives: - Phonics - digraphs th, Speaking and writing skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Writing – Speaking
Sounds th
KEY VOCABULARY
Three, bath, teeth
ADDITIONAL
VOCABULARY
Sound
SENTENCE PATTERN
Resources
WORKBOOK p.11
Teaching Aids:
- Phonics cards 1-3
- Extra Practical Classroom
Activities: Sounds Fun
Introduction

Show the phonics cards and elicit the words again. Ask individual children to
come to the front and write the letters on the board.
Ask the children to trace the letters in the air and say the sounds as they do so.
Development
Join the letters th: Children do exercise 1, join the letters th to help Theo
collect his ducks.
Exercise 2: Children do the exercise and write the words. Put the children in
pairs and ask them to point and say the words.
Exercise 3: Children write the words with th to complete the chant about
Theo. Then children sit in groups of 4 -6 to join in with the chant.
Sounds Fun: This is a dictation activity. Children listen as you read out the
words on the second page, and write them in the correct box with the
corresponding sound. Check as a whole class once the dictation activity has
finished. You could write the sounds on the board and ask individual children to
come up and write the words.
Consolidation
Phonics game: Ask children to work in groups of two desks. Ask each group
to find more words which have the same sound th. Encourage children to make
the words into a chant. In turns, the group come before the class, join in with
their own chant.
SEMESTER 1 – Unit 1 – Lesson 5 - Period 16
Lesson 5 – Reading Objectives: - Describing someone's appearance, Reading skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Reading – Speaking
KEY VOCABULARY

Appearance
ADDITIONAL
VOCABULARY
dear, best, tall, picture,
great, tell, from
SENTENCE PATTERN
I've got ;
She's got…;
He's got
Resources
CLASS BOOK p.12
Teaching Aids:
- Flashcards 1-6
- CD Track 12
- Extra Practical Classroom
Activities: Word search pair
activity
Introduction
Play Slow reveal (see page 20) with the class using flashcards 1-6 to revise
vocabulary from the unit.
Ask children to look at p 12 and tell you what they can see (a letter and a
picture). Ask them to look at the bottom of the letter to see who wrote it (Sally).
Ask Where are the children? Encourage them to name the park things in the
background and predict what the letter is about (Sally is describing her friends).
Development
Exercise 1: Ask children to look at the picture again and to count the friends
in the foreground of the picture.
Recording 18: Explain that children are going to listen to Sally reading
her letter. Play the recording for them to listen and follow silently in their books.
Check comprehension by asking Who is the letter to/ from? Who is Sally's best

friend? Is Toby short? Where is Sally in the picture?
Exercise 3: Ask children to look at the picture in Exercise 2 again. They read
the letter again and write down the names of the other children. Go through the
answers with the class. 1 Peter 2 Isabel 3 Polly 4 Toby 5 Sally
Consolidation
Word search air activity: Give half the class the ‘A’ sheet and half the class
the ‘B’ sheet. Each child works with their worksheet to find the five words in the
word search grid, circling the words in the box as they do so. Once all the
children have finished, they work with a partner (‘A’s’ with ‘B’s’). They do not
show their worksheets to each other. They take turns to dictate their words and
look for those words in the grid. At the end of the activity, they should all have
found the ten words. Check together as a class to elicit all ten words.
SEMESTER 1 – Unit 1 – Lesson 5 - Period 17
Lesson 5 – Reading Objectives: - Describing someone's appearance , Reading and writing skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Reading – Speaking
KEY VOCABULARY
Appearance
ADDITIONAL
VOCABULARY
dear, best, tall, picture,
great, tell, from
SENTENCE PATTERN
I've got ;
She's got…;

He's got
Resources
WORKBOOK p.12
Teaching Aids:
- PMB p.5 Extra Activity 2
Worksheet
Introduction
Picture dictation: Give out blank pieces of paper to each child. Read a
description of a boy slowly, e.g. He's small. He's got blue eyes. He's got short,
curly hair. It's brown. Children listen to the description and draw and colour
what they hear. Repeat with a description of a girl. Children turn over their
papers to use the back. At the end, children compare their pictures.
Development
Exercise 1: Ask children to look at the picture and ask How many friends?
Their names? Explain that Freddy is talking about his friends.
Exercise 2: Children read the passage carefully and tick the words which
Freddy uses to describe his friends. Go through the answers with the class.
Exercise 3: Children now look back to Exercises 1 and 2, write the names of
Freddy’s friends. Then color the pictures.
Write and draw: Give students the PMB activity 2 worksheet. Children
read the description of each person, draw the picture and colour it. They then
work in pairs to check each other’s work.
Consolidation
Find someone who…: Children work in groups of 4-6. Ask them to draw a
table of 6 columns (long/ short/ blond/ brown/ curly/ straight). One child in the
group says Find someone who has got short hair. The others will shout the name
of the person with short hair. They write the names in the appropriate columns.
Ask one child from each group to report before the class.

( Tuần 5 ) (17/09-21/09/2012)

( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit 1 – Lesson 6 - Period 18
Lesson 6 – Listening Objectives: - Asking and Answering questions about appearance, Listening and speaking skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening – Speaking
KEY VOCABULARY
Appearance;
ADDITIONAL
VOCABULARY
Jumper
SENTENCE PATTERN
I've got ;
She's got…;
He's got
Resources
CLASS BOOK p.13
Teaching Aids:
- CD track 13
Introduction
 Ask a child to come before the class. Ask the class to describe him / her, e.g.
She's got blond hair. She's got blue eyes. She's tall. Repeat with other children.
 Ask children what they can remember from the reading text in the previous
lesson. Encourage them to describe as many of Sally’s friends as they can.
 Ask children to look at the picture on page 13. Point to the different children
for the class to describe them. Explain that they are the same children from the

previous lesson. Ask what their names are.
Development
Recording 13: Tell children that they are going to hear a recording of people
describing the children in the picture. They must number the children in the
order they hear them described. Check together. 1 Sally 2 Peter 3 Toby 4 Isabel
Exercise 2: Model correct intonation of the speech bubbles for the class. Ask
a pair of children to read the dialogue aloud for the class. Ask children to work
in pairs; take turns to ask and answer similar questions about the children in
Exercise 1. Ask some of the pairs to ask and answer questions for the class.
 Exercise 3: Copy I've got blue eyes and She's got black hair onto the board.
Circle I've and She's. Ask children what the long forms are. Write the long forms
next to each sentence. Children do Ex 3. Go through the answers. 1 b 2 d 3 a 4
c
• Ask children what words 's and ‘ve are short for (has and have) They fill in the
answers in their books. 's = has, 've = have
Consolidation
 Sentence circle: Children work in groups of 2 desks. Ask the first child to
make a sentence to describe himself. I have (I’ve) got one sister. The second
child reports the first one’s word. He has (He’s) got one sister. Then this child
describes himself for the third one to report. And this continues. Children take
turns to report the others’ descriptions and describe themselves.
SEMESTER 1 – Unit 1 – Lesson 6 - Period 19
Lesson 6 – Listening Objectives: - Describing someone's appearance, Speaking and writing skills
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening – Speaking

KEY VOCABULARY
Appearance;
ADDITIONAL
VOCABULARY
Jumper
SENTENCE PATTERN
I've got ;
She's got…;
He's got
Resources
WORKBOOK p.13
Teaching Aids:
- PMB p.3 Values worksheet

Introduction
 Sentence circle: Children work in groups of 2 desks. Ask the first child to
make a sentence to describe himself. I have (I’ve) got one sister. The second
child reports the first one’s word. He has (He’s) got one sister. Then this child
describes himself for the third one to report. And this continues. Children take
turns to report the others’ descriptions and describe themselves.
Development
Exercise 1: Children read the sentences and then write the short form.
Exercise 2: Children think about a best friend. Circle the words to describe
this friend.
Exercise 3: Ask children to draw the friend, color and write sentences about
this friend. Ask each child to find a partner and read the sentences to their
partner.
Consolidation
Values: Give a copy of the Values worksheet to each student. Ask them to
follow the instructions and circle the good actions, eliciting some of them before

they start the activity. Check the answers together as a class.
Then ask them to do exercise 2, draw a friend and write sentences to describe
him/ her.
SEMESTER 1 – Unit 2 – Lesson 1 - Period 20
Lesson 1 - Words Objectives: - Identifying and describing zoo animals
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening – Speaking
KEY VOCABULARY
Zoo animals: elephant,
giraffe, monkey
Descriptive adjectives:
big, tall, little
ADDITIONAL
VOCABULARY
Zoo, funny
SENTENCE PATTERN
I like…;
I don't like…;
Resources:
CLASS BOOK/ p. 14

Teaching Aids:
The zoo flashcards 11-16;
Story Poster 2;
CD tracks 14-16;

PMB p. 8_ Extra Activity 1
Worksheet

Introduction
Sing It’s a square! (p.106) to warm the class up.
Talk about zoos with children. Ask Do you like zoos? What animals can you
see at the zoo? Use flashcards 11-13 to elicit the zoo animals for this lesson.
Hold them up one at a time and ask What's this? Model any words that children
do not know. Use flashcards 14-16 to elicit the adjectives. Hold them up one at a
time for children to say the words.
Development
Listen, point and repeat. Ask children to look at the flashcards of the
different animals and the adjectives. Play the 1
st
part of the recording for
children to listen and point to the appropriate card. Play the 2
nd
part of the
recording for children to repeat. Play the recording all the way through again for
children to listen and point and then repeat the words in chorus.
 Listen and chant. Play the recording for children to listen to the chant. Play
the chant a second time for children to say the words.
Listen and read. Use Story poster 2 to present the story. Ask Who can you
see? Where are they? What's happening? Encourage predictions from different
members of the class. Ask children to look at the poster, listen to the recording,
point to each speech bubble. Ask Where is Rosy and her family? Does Billy like
elephants / giraffes / monkeys? Why?/ Why not? Ask children to open their Class
Books, listen again and follow the words in the story.
Consolidation
 Extra Activity 1. Ask children to work in pairs, read and draw two routes to

the ice cream shop, choose their own route and then talk to their partner.


SEMESTER 1 – Unit 2 – Lesson 1 - Period 21
Lesson 1 - Words Objectives: - Identifying and describing zoo animals
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening – Speaking
KEY VOCABULARY
Zoo animals: elephant,
giraffe, monkey
Descriptive adjectives:
big, tall, little
ADDITIONAL
Resources:
WORK BOOK/ p. 14

Teaching Aids:
The zoo flashcards 11-16;

Introduction
 Put the animal flashcards (11-13) on the board, one below the other. Give the
adjective flashcards (14-16) to three children. Ask the children to come to the
front of the class one at a time, and put the flashcard next to the animal it
describes in the story. Take the animal flashcards from the board and give them
to three different children. Shuffle the adjective flashcards and put them back on

the board. Ask children to come to the front and put the animals next to the
adjectives that describe them.
Development
Exercise 1: Ask children to look at the pictures and match each picture to the
appropriate animal word and its descriptive adjective.
VOCABULARY
Zoo, funny
SENTENCE PATTERN
I like…;
I don't like…;
Exercise 2: Remind children of What are these? They are…. Ask children to
work in pairs. Children look at the pictures and the words in Exercise 1, identify
and describe the zoo animals. They then write the answers.
2. monkeys. They’re little. 3. elephants. They’re big.
Consolidation
 Game: Play What am I? Ask children to work in groups of 4 -6. Each child
chooses the zoo animal they like and doesn’t tell it to other group members. He/
She describes it by miming and says I am big. Other children in group guess.
It’s an elephant. Then it’s the turn of the child who guesses correctly. The game
continues to the last child.
( Tuần 6 ) (24/09-28/09/2012)
( Giáo trình anh văn 4 tiết/tuần)
SEMESTER 1 – Unit 2 – Lesson 2 - Period 22
Lesson 2 - Grammar Objectives: - Talking about likes and dislikes
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:

Listening – Speaking
KEY VOCABULARY
Zoo animals: elephant,
giraffe, monkey
Descriptive adjectives:
big, tall, little
ADDITIONAL
VOCABULARY

Resources:
CLASS BOOK/ p. 15
Grammar Reference Ex. 2/
p. 74
Teaching Aids:
Zoo flashcards 11-16;
Story Poster 2;
CD track 16

Introduction
Play What's missing? with the flashcards (see page 20) to revise the
vocabulary from the previous lesson.
Point to Story poster 2 and ask children what happened in the story. Cover the
poster and ask children which animals appeared in the story.
Development
Exercise 1: Ask children to open their books and check. Play the recording,
pausing for children to repeat. Ask children to work in groups of 7 and practise
acting out the story. Ask some of the groups to act before the class.
Exercise 2: Elicit the pattern, e.g. I like giraffes. I don't like monkeys. They're
little. I'm tall. Read them out loud for the class to repeat.
Explain children what form be is for I, We or They. Write I am, We are, They

are on the board. Note children of the short forms You're and They're
Writing: Write some gapped sentences on the board, using animal words, e.g.
I …chicks / dogs. Next to each sentence, draw a smiley (like) or a sad face
SENTENCE PATTERN
I like…;
I don't like…;
(don’t like). Complete the sentences with like or don't like. Children finish
exercise 3.
1 I like lions. 2 I don't like elephants. 3 I don't like giraffes. 4 I like monkeys
Exercises 4: Ask children to look at the pictures. Point to the different
animals for children to name them. Model the dialogue. Ask children to work in
pairs. They take turns to describe the animals for their partner to guess. Ask
some of the children to describe an animal for the class to guess
Consolidation
 Grammar Reference: Ask children to open their Class Books to p.74 and do
the Unit 2 Grammar activity to practice the target structure further.
SEMESTER 1 – Unit 2 – Lesson 2 - Period 23
Lesson 2 – Grammar Objectives: - Talking about likes or dislikes
Topic – Language target
Resources and Teaching
Aids
Key Activities
KEY LANGUAGE
FOCUS:
Listening – Speaking
KEY VOCABULARY
Zoo animals: elephant,
giraffe, monkey

ADDITIONAL

VOCABULARY

SENTENCE PATTERN
I like…;
I don't like…;
Resources:
WORK BOOK/ p. 15

Teaching Aids:
Zoo flashcards 11-16;



Introduction
 Callout the names of animals from Exercise 4 for individual children to
describe, e.g. Teacher: Zebras. / Child: They're black and white. Write two
sentences on the board and elicit so that children can recall a smiley (like) or a
sad face (don’t like)
Development
 Exercise 1: Ask children to read the likes or dislikes of the people in the
pictures. They then color the appropriate faces. Children then work in pairs and
compare the answers with their partner.
1. Smiley. 2. Sad face. 3. Sad face. 4. Smiley. 5. Smiley. 6. Sad face.
Exercise 2: Ask children to look at the pictures and the faces. Write
sentences with like or don’t like. Children can compare the answers with a
partner.
1. don’t like giraffes. 2. like monkeys. 3. I like zebras. 4. I don’t like elephants.
Consolidation
Ask children to work in pairs. They take turns to say whether or not they like
the animals. If possible, they should give reasons.

E.g. I don't like lions. They're big.