Week 2

Thursday September 19th 2024

Afternoon: 1A
English 1
Period: 03
Unit 1- Lesson 2 - Grammar
Time: 40 minutes
Objective: By the end of the lesson, students will be able to:
+ Unit objective: give their names and identify others.
+ Lesson objective: greet and introduce their names.
Previous knowledge: Students know greeting each other.
Students know new vocabularies: Hello, Hi, Goodbye, Bye.
New structure: What’s your name? My name is …./ I’m ….
Materials: Textbook, workbook, CD, song, ball, flash cards, …
Time, What
materials and What teacher will do students
steps will do
Warm up
3 minutes - Greetings: “Hello, class! I’m teacher.” - “Hello,
- Encourage students to sing along and do teacher!”
motions along the song, repeat 2X - Listen to
- T encourages Ss to respond with “Hello”. the teacher

- T does as a model: Hello, my name is … (T’s - Say: “

name) Hello, My
name is
- Ask Ss about their name: What’s your name?
…”
and have them answer.
Presentation
8 minutes * Set the scene:
Textbook, CD - Have student look at pictures on PPT slide, - Listen to
ask them to describe the picture, what they are the teacher.
doing (shake hands, wave hands, etc.) and
 Time, What
materials and What teacher will do students
steps will do
guess the situation, follow teacher’s guide.
* Activity 1: Listen and point.
- Have students look at their books. - Point to
- Have Ss listen to the CD 2 times, repeat and the picture.
point to the correct picture.
- Ask them what they said in the 1 st picture,
then in the 2nd picture. T shows how to
introduce name following the structure: “I’m …
.”
- Ss
- T does as a model:
introduce
I’m ……………. (Teacher’s name) about
Goodbye! themselves,
using: I’m
…
Goodbye.
3 minutes Work in groups: - Work
Divide class into 2 teams. in
group
Have them role play after listening to the CD of
pictures 1 and 2. (do the actions such as stand
up, wave hands, …)
For example:
+ Group 1: Hello, I’m Roberto.
+ Group 2: Hi, I’m Jinsu! /
+ Group 1: Goodbye!
+ Group 2: Bye bye!
3 minutes Watch a video, ask and answer.
PowerPoint, - Watch the
video. - Have Ss watch a video video
- Practice with friends, ask and answer using the - Work in
pairs.
 Time, What
materials and What teacher will do students
steps will do
structure:
“What’s your name? – My name is ……/ I’m
………”
Practice and production
5 minutes *Game 1: “Passing ball”. - Play
Board - Teacher plays a song while students pass a game and
ball. When the music stops, the student who is say.
holding the ball has to stand up and introduce
his/her name aloud using “I’m ... .”
- For each turn, student gets stars/point for
his/her team.
5 minutes * Activity 2: Say Hello and Goodbye - Work in
Chalkboard, - Teacher calls some pairs to stand up and role pair
picture play saying “Hello” and introduce their name
with the sentence “I’m …. “ and then say
“Goodbye”
- They pretend to go from two different corners
of the class. When they meet, they say “Hello,
I’m ….”. Then, they leave and say “Goodbye”.

5 minutes * Game 2: Lucky number

- Divide class into 2 teams. Each team has to - Join in
choose a number from 1 - 9 on a table (or on the game
the board/ ppt slide). and say
1 2 3
4 5 6
7 8 9

- For each number, teacher shows a flashcard

(picture) of Roberto, … => Ss will say: I’m …
If they choose a lucky number, they will get a
 Time, What
materials and What teacher will do students
steps will do
star without answering.
5 minutes • Demo how to draw a face on the board for Ss, Do the
workbook call on Ss to come up and try drawing a face exercise
• Pass out pencils to draw, T walks around to and say.
help with pencil control
• Color when finished!
Closing
3 minutes *Summary: Have Ss speak when teacher acts: - Speak out
- Say Hello/Hi when teacher waves hand when
teacher
- Say I’m…when teacher points to her body
acts.
- Say Bye, Goodbye when teacher walks to the
door.
40 minutes

COMMENTS:
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Friday September 20th 2024

Afternoon: 1A
English 1
Period: 04
Unit 1- lesson 3: practice
Time: 40 minutes
Objective: By the end of the lesson, students will be able to:
+ Unit objective: give their names and identify others.
+ Lesson objective: recognize and practice saying “Yes” / “No”.
Previous knowledge: Students know greeting and introducing.
Materials required for the lesson: Student book, workbook, CD, ball, song, flashcards,
power point, etc.
 Time, What teacher will do What
materials students
and steps will do
Warm up
5 minutes - Greet the whole class “Hello, students.” - Greet the
PowerPoint (Wave hand and smile). teacher
slide 2 “Hi,
teacher.”
- Play the “Hello song” - Sing the
- Encourage Ss to do the motions and sing song.
along.
Presentation
10 minutes. Review: - Get the
Textbook, - T gives/ throws Ss a ball and say: ball and
page 8, CD. “Hello, What’s your name?” answer:
“Hello,
PowerPoint - The student gets the ball and answer:
I’m ….”
slide 3,4,5,6,7 “Hello, I’m …”
- Have Ss throw a ball to the other, then ask
and answer, using: “What’s your name? –
- Throw a
I’m ……….”
ball to
other, ask
and
answer
about the
name.
Activity 1: Listen and say. - Listen to
- Have Ss listen to the audio 2 times. the audio,
look at the
- Show power point at 1st time.
screen and
- Let them listen and teach them how to act say:
out. Yes/No
- The second time, teacher plays the audio
and acts it out.
 Time, What teacher will do What
materials students
and steps will do
Practice and Production
5 minutes Practice:
Chalkboard
Task 1: - Ss look at
- Divide the board in 2 columns: the board,
1st column: Smiley face - Yes say and
act.
2nd column: Sad face – No
- Divide class in 2 teams.
- When teacher points to smiley face, 1 team
says: Yes (nod their heads)
- When teacher points to sad face, 2 team says:
No (shake their heads)
Task 2:
- Open the video for Ss to watch.
- Have Ss sing: Uh Huh song.
- Watch the
video and
sing.

4 minutes YES or NO game

Power point Look and say - Ss look at
11 => 23. • T shows some pictures of (food, drink, the power
activities). point and
- If Ss like, they say “Yes”, if not they say say.
“No”.
- If they can do, they say “Yes”, if not they
say “No”.

5 minutes Activity 2: Listen and play.

Audio, - Have Ss look at Ex 2
PowerPoint, - Open the audio and ask Ss to listen (twice) - Look at Ex
 Time, What teacher will do What
materials students
and steps will do
student’s Speaking practice: 2.
book. - Call two students to go and play. - Listen and
Student A says Hello first. Then student B practice.
who is covering her/ his eyes, listens to
whom is saying Hello and guess He/ She is
by saying Hello + name.
The student A says: Yes/ No

5 minutes - Game: Passing ball

Ball, Divide Ss into teams, prepare a song on PP, - Play
PowerPoint, when the music plays, pass the ball for the first game.
song. student in each team. - Respond
- When the music pauses, whoever has the ball the teacher
has to answer T’s question: + Yes, my
- “What’s your name?” name is …
- “Is your name …?” + No, my
name is …

5 minutes - Have Ss open theirs workbook and guide - Open

Workbook, them to do exercise. Workbook
pencil - Have ss act it out. page 5, 6
and act it
out.
Summary:

2 minutes - Play “Goodbye song” and wave hands to - Say:

end the lesson. Goodbye
teacher
40 minutes
COMMENTS:
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Monday September 16th 2024
Afternoon: 2E
Tuesday September 17th 2024
Afternoon: 2A, 2B, 2C
Wednesday September 18th 2024
Afternoon: 2D
English 2
Period: 03
Unit 1 - lesson 1 –vocabulary
Time: 40 minutes
Objective: By the end of the lesson, students will be able to identify 6 new words of family
members and practice saying about family members with a positive attitude.
Previous knowledge: Classroom instructions & Culture connection: Australia.
Students know: greeting, introducing, practicing classroom instructions and about the special
buildings, animals and national flower of Australia.
Competence
Me: Recognize the importance of their behaviour and social skills.
Act: Think and talk about the specific appearance of their family members.
Communication/ collaboration: Work together to identify and talk about family
members.
Materials required for the lesson: Student book, workbook, PowerPoint, TV/projector, CD,
song, and flashcards.
Time, What teacher will do What students
materials and will do
steps
Warm up
3 minutes - Greet Ss by name. age - Greet the
- Listen to the ‘Hello song’ on the PP teacher
- I’m … / I’m 6
Time, What teacher will do What students
materials and will do
steps
- Encourage Ss to stand up and sing along. years old;.
- Sing the song.
Presentation
7 minutes. Today topic: Family members: - Look, listen
- Introduce a picture of family members and repeat.

(Pupil’s book, first, let Ss talk about them in Vietnamese,

page 6, CD, then show the flashcard on PP, have Ss
PowerPoint) listen and repeat 3X.
- Call Ss up to the front, show flashcards
and ask them
5 minutes Activity 1: Listen, point and repeat - Open the
- Ss open the book page 6. book

- Play the CD 1st time, have ss repeat after - Listen, point

each word. and say.

- At the 2nd time, have Ss point to the item. - Answer the

question
- Teacher asks:
Who is this?
“Brother”
…
Practice
5 minutes Game 1: Guessing game - Listen to T’s
- Have ss close their eyes. T shows the slide instruction
about family member which is covered by - Play the game
a shape. T says: open your eyes, who can
call out the word correctly will get
star/point.
 Have ss say aloud the word after each
picture.
7 minutes Activity 2: Guess and say: - Listen to T’s
- Have Ss open the book page 6, look at the instruction
Time, What teacher will do What students
materials and will do
steps
(Pupil’s book, pictures in the book (can show on PP) and - Guess and say
pencil, CD) ask: Who has this? (T can explain)
Group 1: number 1,3,5
Group 2: number 2,4,6
- Show the answer on PP and check.
- T says the numbers one to six. Have the
Ss say the matching family member again:
 This is …
 This is …

Production
5 minutes Game 2: Missing flashcard - Listen to T’s
(PP, stickers) - Divide class in 2 teams. instruction

- Show all the flashcards on PP, have Ss - Play the game

close their eyes.
When a flashcard comes out the screen, T
shouts: Open your eyes. Ss call out the
missing flashcard.
- Give points/ stickers for the team which
guesses correctly.
5 minutes - Have Ss open the workbook and do - Do exercises.
(workbook, exercises on page 4.
pencil) Point and say
Draw family members
Optional Game 3: Find the picture - Listen to T’s
(5 minutes, - Put the pictures of members in the family instruction
PP) around the classroom. - Play the game
- Invite 2 students to stand up and find the
picture that T calls out. Ss have to find
that picture as quickly as possible
 Time, What teacher will do What students
materials and will do
steps
- The student who finds the picture firstly,
will be the winner.
Optional Game 4: Listen and choose - Listen to T’s
(5 minutes, - Divide the class into 3 groups. instruction
PP) - Play the recordings twice and shows - Play the game
two numbered pictures of family members on
each slide.
- Then, any group leader who stands up
and say “Bingo” first will choose either as
quickly as possible.
- One who finds the correct picture firstly,
will get one point.
Closing
3 minutes Show the “Wrap up” slide to review all the - Listen and
new words for the class again. repeat the new
words again

- Say goodbye to end the lesson - Say Goodbye

to teacher
40 minutes

COMMENTS:
Wednesday September 18th 2024
Afternoon: 2B, 2A
Thursday September 19th 2024
Afternoon: 2C
Friday September 20th 2024
Afternoon: 2E, 2D
English 2
Period: 04
 unit 1 - lesson 2 – sentence pattern (period-1)
Time: 40 minutes
Objective: By the end of the lesson, students will be able to introduce about their family
Previous knowledge: vocabulary of family members.
Students know: greeting, introducing to family members, using “This is my….”
Competence
Me: Recognize the importance of the members in family.
Act: The students get more confident to introduce their family. Moreover, this is one of
the action related to express their love to family.
Communication/ collaboration: Work together to identify and talk about family
Materials required for the lesson: Student book, workbook, powerpoint, TV/projector,
CD, ball, song, flashcards,…
Time, What teacher will do What
materials and students will
steps do
Warm up
2 minutes - Greet the whole class: - Greet the
- Hello everyone (wave hands) whole class:

- Teacher show the songs and sing with the -Hello

students. everyone
(wave hands)
- Sing the
song with
teacher
3 minutes - Explain the rule in the game. - Student
- Show the slide and asks student to guess guess the
the member in the family. members
which are
- If students give the correct answer,
hidden behind
teacher asks the whole class repeat that
the blocks.
word 3 time and clicks the blue button to
show the answer. Teacher clicks the gift to
give point to the students. - The whole
 Time, What teacher will do What
materials and students will
steps do
class repeat
the words
three times.
Presentation
10 minutes. Listen and read
- Show the slide and ask the student: Look at the
Textbook, picture and
What do you see in the picture?
page 36, CD, answer
powerpoint - Play the tape, ask the children to listen
and point where is “mother” and “brother”
(1st time).
- Listen, point
- Play the CD again with pause and have and repeat
students repeat. ( 2nd time) after the tape
- Divide class into two groups. One group in chorus,
will repeat, the other group will observe groups and
and change the role. individually.

- Practice in
groups and
change the
role.
Practice
5 minutes - Show the slide and said “This is Smith - Listen to
family”. Teacher points and introduce the teacher.
member: “This is my father.”
- Ask students think that their family.
Teacher point and the whole class speak: “
- Look at the
This is my…”
member
- Show another slide and this time, ask which teacher
 Time, What teacher will do What
materials and students will
steps do
students think that this is their family and points and
introduce it. speak: “This
is my…”.

Game: “My farm” - Student

points and
5 minutes - Click the number to answer question.
speak to
- If students get the right answer with full whole class
sentence “This is my…”. Teacher clicks “This is
the animal related to the number and gives my…”.
point for students (or team).
- If not, teacher chooses other students.

- Students
answers with
full sentences.
Production
7 minutes - Ask the students draw their family. - Draw the
members in
family.
5 minutes - Invite some students to show their picture
and introduce their family to whole class. - Show the
picture and
introduce the
family to
whole class:”
This is my…”
Closing
3 minutes - Show the “Wrap up” slide to review all - Listen and
the words with the structure: “This is repeat with
my…” for the class again. the structure.
- Show the song and sings with the
students - Sing a song.
- Say goodbye to end the lesson - Say
 Time, What teacher will do What
materials and students will
steps do
Goodbye to
teacher
40 minutes
COMMENTS:
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Monday September 16th 2024
Morning: 4C, 4A, 4B
Afternoon: 4D, 4E
English 4
Period: 04
Unit 1: my friends
lesson 1 :1-2-3

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - understand and correctly repeat the sentences in two communicative
knowledge & contexts (pictures) in which pupils ask and answer questions about where
skills someone is from;
- correctly say the words and use Where are you from? – I’m from
_____. to ask and answer questions about where someone is from;
- enhance the correct use of Where are you 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 10 - Audio tracks 6, 7
- Teacher’s guide: Pages 17, 18, 19
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 1)
- Computer, projector, …

III. Warm-up and review – Look, listen and repeat – Listen, point and say –
PROCEDURE 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: Whole
- Spend a few minutes revising the previous lesson class/
by having pupils sing the song on page 7 and clap Individual
hands or do actions. work
Option 2:
- Elicit that there are many countries around the Whole
world. class/
- Ask pupils to name as many countries as they Individual
know. 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 Whole
communicative contexts (pictures) in which pupils ask and answer
 questions about where someone is from. class/
d. Procedure Step 1: Ask pupils to look at Picture a and identify the characters. Ask Individual
Who is he / she?, Where is he / she? work
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

Extension: Invite a few pairs of pupils to act out the

conversations in front of the class. Pair work

e. - Performance products: Student’s answers

Assessment - 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 Whole

identify the characters, the flags and the names of the class/
countries. Individual
Step 2: Play the recording for pupils to listen to and repeat work
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
Pair work
answer questions about where someone is from.
e. - Performance products: Student's talks and interaction
Assessment - 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 Whole
to help them identify the context (see Input). class/
Step 2: Elicit the answer in the speech bubble and write it on Individual
the board. Get pupils to say the completed sentences. work
 Step 3: Put pupils into pairs to practise the exchanges. Go
around the classroom to offer support where necessary. Pair work
Step 4: Invite a few pairs to point at the pictures and ask and
answer questions about where the pupils are from.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & Answers
Fun corner and wrap-up: 5 minutes
Option 1: Lucky number game (ppt) Group work
- Divide the class into 3 teams.
- Pupils from each team choose a number (or throw
sticky balls on the grid to choose the number), then have
2 pupils from each team ask and answer with the picture
behind that number.
- Pupils or teacher click the flag to reveal the icons
indicating the points for that team.
- After 9 numbers, the team with the most points is the
winner.
Option 2:
- Divide the class into 3 teams.
Group work
- Each team has 1 sticky ball.
- Play the music, pupils in each team take turns to pass
the ball. When the music ends, 3 pupils holding the ball
stand up and say the name, using the sentence model.
Option 3:
Whole class
- Ask students to answer the following questions:
1. What have you learnt from the lesson today?
(Use the words America, Australia, Britain and Viet Nam
and the model Where are you from? – I’m from … to say
where someone is from.)
2. What are the core values of the lesson?
(Proud of our country; Respect others’ countries)
* Preparation for the project:
Tell pupils about the project on page 15. Ask them to
prepare for it at home by choosing two pupils in the unit
and making pupil cards for them. Remind pupils to bring
their cards to the class for the Project time in Lesson 3,
 Activity 6.

IV: comments:
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Tuesday September 17th 2024
Morning: 4A, 4B, 4C,4D
Wednesday september 18th 2024
Morning: 4E
English 4
Period: 05
Unit 1: my friends
Lesson 1: 4-5-6

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - listen to and understand four communicative contexts in which pupils
knowledge & ask and answer questions about where someone is from and number the
skills correct pictures;
- complete two gapped sentences and two gapped exchanges with the
help of picture cues;
- sing the song Where are you from? 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 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 11 - Audio tracks 8, 9
- Teacher’s guide: Pages 20, 21
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 1)
- Computer, projector, …

III. Warm-up and review – Listen and number – Look, complete and read –
PROCEDURE 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.
Option 1: Whole
- Invite a few pairs of pupils to come to the front
class/
of the class to ask and answer questions
Individual
about where they are from,
using Where are you from? – I’m from _____.
work

- Ask pupils to open their books at page 11 and

look at Unit 1, Lesson 1, Activity 4.

Option 2:
- Have pupils look at a picture of a boy. Draw
pupils’ attention to the Big Ben Tower in the
background. Ask Whole Where are you from? Pupils look at the
background then class/ guess the country (Britain) and answer the question.
Individual Encourage pupils to use full sentence I’m from _____. to work
answer

- Repeat with 3 more pictures.

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 where someone is from and number the
correct pictures.
b. Input Picture cues:
a. Minh from Viet Nam b. Ben from Australia
c. Mary from America d. Lucy from Britain Audio
script:
1. A: Hi. Where are you from?
B: Hi. I’m from Australia.
2. A: Hello. Where are you from?
B: Hi. I’m from Britain.
3. A: Where are you from?
B: I’m from America.
4. A: Where are you from?
B: I’m from Viet Nam.

c. Outcome Pupils can listen to and understand four communicative contexts in

which pupils ask and answer questions about where someone is from and
number the correct pictures.
Key: 1. b 2. d 3. c 4. a
d. Procedure Whole
Step 1: Draw pupils’ attention to the pictures and ask
class/
questions such as Who is he / she? and Where’s he / she
from? Remind them to look at the flags while listening.
Individual
work
Step 2: Play the recording all the way through. Then play
the
recording again 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, if Pair
work necessary.
Extension: If time allows, play the recording, sentence by
sentence, for pupils to listen and repeat in chorus. Correct Whole
their pronunciation where necessary. class/
Individual
work
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; 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 Whole
pupils read the sentence and guess the missing word. Then class/
draw pupils’ attention to the picture (the flag) and elicit the Individual
name of the country that can be used to fill in the gap (Viet work
Nam).
Step 2: Give pupils time to do the task independently. Go Individual
around the classroom to offer help where necessary. work

Pair work

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. Whole
class/ Pair
Step 4: Invite one pupil to read aloud Sentences 1 and 2
work
and a pair of pupils to act out Exchanges 3 and 4 in front of
the class. Correct their pronunciation where necessary.
e. - Performance products: Student's talks and interaction
Assessment - 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 Group
 pronunciation, rhythm and melody. work/
Pair
d. Procedure Step 1: 1: Draw pupils’ attention to the title and lyrics of the song. work
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
Pair
Lucy, Mary and Ben where they are from and each of them answers.
work
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 Group
class may sing along and clap to reinforce the activit work/

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

Assessment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
Option 1: Game: Lucky numbers Group work
- 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 Pair work
- 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.
IV: Comments:
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Wednesday September 18th 2024

Morning: 4A, 4D
Thursday September 19th 2024
Morning: 4C, 4E, 4B
English 4
Period: 06
Unit 1: my friends
Lesson 2: 1-2-3

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - understand and correctly repeat the sentences in two communicative
knowledge & contexts (pictures) in which pupils ask and answer questions about where
skills 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. Warm-up and review – Look, listen and repeat – Listen, point and say –
PROCEDURE 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: Group
- Invite four groups of pupils to the front of the class work
to take turns singing the song Where are you from? Each
group sings one verse of the song. The class sings along
and claps hands.
- Ask pupils to open their books at page 12 and look
at Unit 1, Lesson 2. Tell pupils what they will learn in
this lesson. Option 2:
- Review vocabulary
Game: Role play
Pair work
- Call 2 pupils for each turn to come to the board.
- One pupil holds up a flag picture and asks Where
are you from?, the other looks and answers the
questions.
- Do the same with some more pairs.
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:
Linh: Who’s that?
Lucy: It’s my new friend.
Linh: Where’s she from?
Lucy: She’s from Japan. –
Context b:
Minh: Who’s that?
Ben: It’s my new friend.
Minh: Where’s he from?
Ben: He’s from Singapore.
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 Pictures a and b and identify Whole
the characters. Check comprehension. class/
Step 2: Ask pupils to look at Picture a. Play the recording Individual
for them to listen and familiarise themselves with the work
characters’ voice. Play the recording again, sentence by
sentence, for pupils to listen and repeat. Correct their
pronunciation where necessary.
Step 3: Repeat the same procedure with Picture b.
Step 4: Invite a few pairs to the front of the class to listen to Pair work
and act out the exchanges. Draw pupils’ attention to the
questions Where’s she from? and Where’s he from?, and the
answers She’s from Japan. and He’s from Singapore.
Explain that they are used to ask and answer questions
about where someone is from.
Extension: Nominate pairs of pupils to act out the
exchanges.
e. - Performance products: Student’s answers
Assessment - 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’s he / she from? – He’s / She’s
from _____. to ask and answer questions about where someone is from.
b. Input – Picture cues:
a. a boy with the Singaporean flag
b. a boy with the Malaysian flag
c. a girl with the Thai flag
d. a girl with the Japanese flag
– Speech bubbles: Where’s he / she from? – He’s / She’s from _____.
Audio script:
a. Singapore b. Malaysia c. Thailand d. Japan
a. A: Where’s he from?
B: He’s from Singapore.
b. A: Where’s he from?
B: He’s from Malaysia. c.
A: Where’s she from?

B: She’s from Thailand.

d. A: Where’s she from?
B: She’s from Japan.
c. Outcome Pupils can 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.
d. Procedure Whole
Step 1: Ask pupils to look at Picture a and identify the boy,
class/
the flag and the name of the country. Play the recording
Individual
for pupils to listen to and repeat the word under the
work
picture in chorus and individually until they feel confident.

Step 2: Draw pupils’ attention to the speech bubbles and

elicit the missing words. Play the recording for pupils to
repeat the sentences in both bubbles a few times. Remind
pupils to point at the relevant pictures when they are
repeating.
Step 3: Repeat Steps 1 and 2 for Pictures b, c and d. Go
around the classroom and offer help where necessary.
Pair work
 Step 4: Invite a few pairs to act out the exchanges in front of
the class
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Questions & answers
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of Where’s he / she from? – _____. to ask and
answer questions about where someone is from in a freer context.
b. Input – Picture cue: four pupils at a campsite, standing in front of their
tents with their national flags
– Speech bubbles: Where’s he / she from? – _____.
c. Outcome Pupils can enhance the correct use of Where’s he / she from? – _____. to
ask and answer questions about where someone is from in a freer context.
d. Procedure Step 1: Ask pupils to look at the picture and identify the Whole
characters. Ask Who can you see? Where are they from? class/
Remind pupils that Where’s he / she from? – _____. are Individual
used to ask and answer questions about where someone is work
from. Check comprehension.
Step 2: Give pupils time to work in pairs and take turns
saying the role of each character in the picture. Remind Pair work
them to look at the flags on the tents to identify where the
pupils come from.
Step 3: Invite a few pairs to come to the front of the
classroom and act out the roles.

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

Assessment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
 Option 1: Angry birds Game Group work
- 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.
Group work
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. Whole class
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.)
IV: Comments:
…………………………………………………………………………………………………
………………………………………………………………………………………………....
Thursday September 19th 2024
Morning: 4E
Friday September 20th 2024
Morning: 4A, 4B, 4C, 4D
English 4
Period: 07
 UNIT 1: MY FRIENDS
Lesson 2 : 4-5-6

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - listen to and understand two communicative contexts in which pupils
knowledge & ask and answer questions about where someone comes from and tick the
skills 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. Warm-up and review – Listen and tick – Look, complete and read – Let’s
PROCEDURE 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: Whole class/
- Greet the class, then spend a few minutes revising the Individual
previous lesson by inviting a few pairs of pupils, holding work
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.
Whole class/
Option 2: Individual
- Have pupils look at some symbols of some countries work
they have learnt. Pupils look at the pictures then guess the
country and answer the question.
- Repeat with 7 more countries.
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 Whole class/
the characters. Ask Who’s he? and Where’s he from? Draw Individual
work
 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. Pair work
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. Whole class
Extension: If time allows, play the recording, sentence by
sentence, for the class to listen to and repeat the dialogues.
Correct pronunciation if necessary.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; 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 the four gapped exchanges with the help of picture
cues.
Key: 1. Japan 2. from Singapore
3. Where’s; from Thailand 4. he from; He’s from
d. Procedure Step 1: Model the first gapped exchange as an example. Whole class/
Have pupils read the exchange and guess the missing word. Individual
Then draw pupils’ attention to the picture and elicit the work
name of the country that can be used to fill in the gap
(Japan).
Step 2: Give pupils a time limit to read the gapped
exchanges 2, 3 and 4, look at the pictures and fill in the gaps
independently. Go around the classroom and give further
support to pupils who find it difficult to do the task. Step 3: Pair work
Get pupils to swap books with a partner and check their
answers before checking as a class. Invite one pupil to write
the answers on the board.
Extension: Invite four pairs of pupils to act out the
 completed exchanges in front of the class.
e. - Performance products: Student's talks and interaction
Assessment

- Assessment tools: Observation; Answer keys

PRACTICE
Activity 6. Let’s play. 8 minutes
a. Goal To revise the target vocabulary items through the game Find someone
who is from …
b. Input - A picture showing how to play the game
- Sets of flash cards, each of which consists of five flash cards with
target vocabulary items (e.g. Australia, Thailand, Japan, Britain,
Malaysia)
c. Outcome Pupils can revise the target vocabulary items learnt in Lessons 1 and 2
through the game Find someone who is from …
d. Procedure Step 1: Tell pupils that they are going to revise the target Individual
vocabulary items they have learnt in Lessons 1 and 2. work/
Explain how the game is played. Check comprehension. Whole class
Step 2: Divide pupils into groups of six and give each group
a set of five flashcards. One player in each group points to Group
the other players and asks Where are you from? The other work
players take turns looking at the flash cards and answering
(e.g. I’m from Britain.). If the player has the correct answer,
he / she gets a point / star. If the answer does not match the
flash card, he / she will be out.
Step 3: The game ends when all the flashcards are gone.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
Option 1: Game “Among us” Group work
- Teacher divides the class into 2 teams (boys and girls).
- Each team takes turns to choose a Among us and
answer the question.
- The team that has more points is the winner.
Option 2: Role-play Group work
- Put pupils in groups.
 - Pupils take on the identity of someone from another
country to practise introducing and sharing about
traditional costumes, countries and national languages
‘Konichiwa! I’m from Japan. I’m wearing a Kimono…’
- Pupils vote for the best introduction in groups.
IV: Comments:
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Ngày 13 tháng 9 năm 2024
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