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 11PROCEDURE 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 •

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. •


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.

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

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

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

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. •

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)

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 •

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


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 •

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 •

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

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. •

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

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.

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 •