WEEK:3
GRADE:4

Date of teaching: 22/9/2025
UNIT 1: MY FRIENDS
Lesson 3 (4-6)

I.OBJECTIVES:
By the end of the lesson, pupils will be able to:
1. Knowledges:
- Read and show understanding the sentences by deciding if the statements are true
or false;
- Complete a gapped text about themselves and their friends;
- Make pupil cards at home and present them to the class by using the target
language.
2. Skills: Listening ,speaking and writing
3. Competences:
- Communication and collaboration: work in pairs and groups to complete the
learning tasks.
- Self-control & independent learning: perform listening tasks.
4. 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
- Student's book: Page 15
- Teacher's guide: Pages 28, 29
- Flash cards/ pictures and posters (Unit 1)
- Computer, projector
III. PROCEDURE:
Teacher's activities
Student's activities
1.Warm up:
Greet the class.
-Listen to the techer
- Greet the class, then invite one or two groups of Whole class/ Individual work
pupils to the front of the class to say the chant in
Lesson 3, Activity 3. The rest of the class may
chant and clap along.
- Ask pupils to work in pairs, ask and answer the
questions Where … from? - … from …
-Whole class/
2.New Lesson:
Individual

Activity 4. Read and tick True or False. 5
minutes
Goal: To read and show understanding the
sentences by deciding if the statements are true or
false.
-Tell pupils the goal of the activity and explain
that they should read the sentences and tick True
or False. Check comprehension.
-Do Sentence 1 as an example. First, have pupils
read the sentence and identify Minh's age.
-Set a time limit for pupils to do the task
independently.
-Get pupils to swap their books with a partner
and check their answers before checking as a
class. Key: 1. True 2. True 3. False 4. False
Activity 5. Let's write. 8 minutes
Goal: To complete a gapped text about
themselves and their friends.
-Tell the class the goal of the activity and
explain that they should read the gapped text and
fill in the gaps with their own information.
Explain that the gaps in the text focus on their
names and age(s), their friends' names and where
they are from. Check comprehension.
-Have pupils do the first gapped sentence
together as an example.
- Ask them to read the sentence and elicit the
names.
-Then have them write their names in the gap.
-Give pupils time to complete the text
independently.
-Get pupils to swap their books with a partner
and check their answers before checking as a
class.
Extension: Invite one or two pupils to read their
completed texts in front of the class.
Game: Hot potato
- Teacher prepares a small ball and some cards

work
-Listen to the T's instruction
-Individual
work
- tick the appropriate box
Whole class/
do the task independently
- Listen to the T's instruction
Individual
work
Listen to the teacher
Whole class/ Individual work
Listen and repeat
Group work
Pair work
Listen to the teacher
Individual work
Whole class

with a name, a number (age) and a country on
Pair work
them.
- Teacher plays the music and pupils start to pass
the ball. The pupil who holds the ball when the
-play in group
music stops picks a card and makes sentences: …
is … years old. She is from …
Activity 6. Project 10 minutes
Goal: To make pupil cards at home and present
them to the class by using the target language
-Tell pupils the goal of the activity.
-Have pupils work in groups of five.
-Each pupil shows his / her pupil cards and tells
Listen to the T's instruction.
the group about them, e.g. This is Alice. She's
nine years old. She's from Britain. And this is
Bob. He's ten years old. He's from Australia.
-Invite a few pupils to show their cards and tell
the class about them, e.g. Hi. My name's Lan.
work in groups of five
I'm from Viet Nam. This is Alice. She's nine
years old. She's from Britain. And this is Bob.
He's ten years old. He's from Australia.
3.Wrap up:
- Ask students to answer the following questions:
1. What have you learnt from the lesson today?
2. What are the core values of the lesson?
(Proud of our country; Respect others'
countries)
Whole class/ Individual work

WEEK :3

Date of teaching : 23/9/2025

Grade: 4
UNIT 2:

TIME AND DAILY ROUTINES
Lesson 1 (1-3)

I.OBJECTIVES:
By the end of the lesson, pupils will be able to:
1. Knowledges:
- Understand and correctly repeat the sentences in two communicative contexts
focusing on asking and telling the time.
- Correctly say the phrases and use What time is it? – It's _____. to ask and tell the
time.
- Enhance the correct use of What time is it? – _____. to ask and tell the time in a
freer context.
2. Skills: Listening and speaking
3. Competences:
- Communication and collaboration: work in pairs and groups to complete the
learning tasks
-  Self-control & independent learning: perform learning tasks
4. Attributes:
Show their responsibility by noticing the time and follow the timetable on time.
II. RESOURCES
- Student's book: Page 16
- Audio tracks 16, 17
- Teacher's guide: Pages 30, 31, 32
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector
III. PROCEDURE:
Teacher's activities
Student's activities
1.Warm up: 5 minutes
-Listen to the techer
Game: Slap the board
Whole class/ Individual
- Divide class into 3 teams, invite 1 member from
work
each team for each turn.
- Say the numbers for the pupils to slap and say
aloud.
-Whole class/
- Give points to the pupils with the correct choice
Individual
and encourage them.
work
2.New Lesson:
Activity 1. Look, listen and repeat. 5 minutes

Goal: To understand and correctly repeat the
sentences in two communicative contexts focusing
on asking and telling the time.
-Ask pupils to look at Pictures a and b and identify
the characters and the time shown on the clocks in
the pictures.
-Ask pupils to look at Picture a. Play the recording
for them to listen.
-Play the recording again, sentence by sentence, for
pupils to listen and repeat individually and in
chorus. Correct their pronunciation where
necessary.
-Invite a few pairs to stand up to listen to and
repeat the sentences in the recording.
Draw pupils' attention to the contextual pictures.
Tell pupils that the question What time is it? and the
answers It's eight thirty. and It's three fifteen. are
used to ask and tell the time.
Activity 2. Listen, point and say. 10 minutes
Goal: To correctly say the phrases and use What
time is it? – It's _____. to ask and tell the time.
-Have pupils look at the pictures. Elicit the time on
the clocks.
Note: a.m. is used to tell the time in the morning,
from 00:00 to 12:00; p.m. is used to tell the time in
the afternoon and evening (afternoon is from
12:00:01 to 17:00 or 18:00, and evening is from
17:00 or 18:00 to 23:59:59).
-Have pupils point at Picture a (6:00 AM), listen to
the recording and repeat.
-Repeat the same procedure with Pictures b, c and
d..
-Point at the first bubble and have pupils listen to
and repeat after the recording (What time is it?).
– It's _____.
Invite a few pairs to the front of the class to take
turns pointing at the pictures and saying the
questions and answers.

-Listen to the T's
instruction
Listen to the recording
-Individual work.

Whole class/
-Pair work
- Listen to the T's
instruction
Individual
work
Listen to the teacher
Whole class/ Individual
work

Play game in group
Group work
Pair work
Listen to the teacher
Group work
Group work
Whole class

Activity 3. Let's talk. 8 minutes
Goal: To enhance the correct use of What time is
it? -Draw pupils' attention to the two speech
bubbles. Read the question aloud and ask pupils to
repeat it. Elicit the answer: It's seven o'clock. .
-Set a time limit for pupils to work in pairs, point
at the different clocks in the picture, ask and tell the
time using What time is it? – _____. .
-Invite some pairs to ask and tell the time
Game: Sentence Puzzle
-Give each group a sentence that is broken/ cut into
pieces.
-Ask the pupils to arrange them to make a complete
sentence, then read it aloud.
3. Wrap up:
Ask students to answer the following question:
What have you learnt from the lesson today?
(- Use the words at, fifteen, forty-five, o'clock,
thirty in relation to the topic Time and daily
routines to talk about the time.
- Use sentence pattern What time is it? – It's _____.
and tell the time.)
* Preparation for the project:
Tell pupils about the project on page 21.
-. Remind pupils to bring their pictures to the class
at Project time in Lesson 3.

WEEK:3

- Practice in front of class

- Listen to the T's
instruction.
-play game in group

Whole class/ Individual
work

Date of teaching: 24/9/2025

Grade: 4
UNIT 2:

TIME AND DAILY ROUTINES
Lesson 1 (4-6)

I.OBJECTIVES:
By the end of the lesson, pupils will be able to:
1. Knowledges:
- Listen to and understand two communicative contexts in which two pupils play a
game asking and telling the time and tick the correct pictures.
- Complete four gapped exchanges with the help of picture cues.
- Review telling the time by playing the game Which clock says ...?
2. Skills: Listening and speaking
3. Competences:
- Communication and collaboration: work in pairs and groups to complete the
learning tasks
- Self-control & independent learning: perform learning tasks
4. Attributes:
-Show their responsibility by noticing the time and follow the timetable on time.
- II. RESOURCES
- - Student's book: Page 17
- - Audio track 18
- - - Flash cards/ pictures (Unit 2)
- - Computer, projector
III. PROCEDURE:
Teacher's activities
Student's activities
1.Warm up: 5 minutes
-Sing the song What time is it?
2.New Lesson:
Whole class
Activity 4. Listen and tick. 5 minutes
Goal:
-To listen to and understand two communicative
Listen to the T's
contexts in which two pupils play a game asking
instruction
and telling the time and tick the correct pictures.
-Draw pupils' attention to the pictures and ask
them to identify the time on the clocks.
Listen to the recording
-Play the recording of the first dialogue for pupils
to listen and tick the correct picture.
-Play the recording again for pupils to listen and

check their answers.
-Repeat Step 2 with the second dialogue.
-Set a time limit for pupils to swap books with a
partner to check their answers in pairs before
checking as a class.
Extension: If time allows, play the recording,
sentence by sentence, for the class to listen and
repeat individually and in chorus.
Correct their pronunciation where necessary.
Activity 5. Look, complete and read. 10 minutes
Goal: To complete four gapped exchanges with the
help of picture cues.
-Ask pupils to look at the pictures and identify the
time on the four clocks.
-Ask pupils to look at each gapped exchange. Draw
their attention to the missing words and time.
Remind them to complete the answers using words,
not numbers.
-Have pupils look at picture 1. Ask them what is
missing in the answer (ten).
-Then have them complete the gap (It's ten
o'clock.). Repeat the same procedure with Pictures
2, 3 and 4.
-Set a time limit for pupils to complete the gapped
exchanges individually, then invite a few pairs to
stand up to ask and tell the time on the clock faces.
Activity 6. Let's play. 8 minutes
Goal: To review telling the time by playing the
game Which clock says ...?
-Tell pupils that they are going to play a game that
involves finding and saying which clock shows the
time told by another player.
-Invite two volunteers to stand in front of the
board. Tell them to decide who is the time teller
and who is the clock finder.
-The time teller will tell a certain time, for example
5:15, for the other player to find the clock which
shows the correct time by saying its letter.

-Individual work

-Listen and repeat
Whole class

-Pair work
Listen to theT's
instruction
Individual work
Listen and repeat
Group work
-play in group

Listen to the teacher
Group work

-After the first round, the time teller will become
the clock finder.
-All the clocks on the board are kept for later use.
Pair work
When the game is over, the player who has the
most points is the winner. .
Game: Sentence Puzzle
Listen to theT's
Divide the class into groups of four.
instruction
- Give each group a sentence that is broken/ cut into
pieces.
-Ask them to arrange them to make a complete
sentence, then read it aloud.
The group who makes it first will be the winner.
3.Wrap up:
- Ask students to answer the following questions:
1. What have you learnt from the lesson today?
2. What are the core values of the lesson?
Whole class

WEEK:3

Date of teaching: 25/9/2025

Grade: 4

UNIT 2: TIME AND DAILY ROUTINES
Lesson 2 (1-3)

I.OBJECTIVES:
By the end of the lesson, pupils will be able to:
1. Knowledges:
- Understand and correctly repeat the sentences in two communicative contexts
focusing on asking and answering questions about the characters' daily routines.
- Correctly say the phrases and use What time do you …………..? – I ……. at ……
to ask and answer questions about daily routines.
-Enhance the correct use of What time do you …….? - I …… at ……... to ask and
answer about someone's daily routines.
2. Skills: Listening and speaking
3. Competences:
learning tasks
- Self-control & independent learning: perform listening tasks
4. Attributes:
Show their responsibility by noticing the time and follow the timetable on time.
II. RESOURCES
- Student's book: Page 18
- Audio tracks 19, 20
- Flash cards/ pictures and posters (Unit 2)
- Computer, projector
III. PROCEDURE:
Teacher's activities
Student's activities
1.Warm up: 5 minutes
-Listen to the teacher
Greet the class.
Game: Which clock says ...?
-Spend a few minutes revising the previous lesson
by having the class play the game Which clock says -Whole class/
...?
Individual
2.New Lesson:
work
Activity 1. Look, listen and repeat. 5 minutes
Goal: -To understand and correctly repeat the
sentences in two communicative contexts focusing -Listen to the T's
on asking and answering questions about the
instruction
characters' daily routines.

-Ask pupils to look at Pictures a and b and identify
the time on the clocks in the pictures.
-Ask pupils to look at Picture a. Play the recording
for them to listen.
-Play the recording again, sentence by sentence, for
pupils to listen and repeat individually and in
chorus.
-Invite a few pairs to the front of the class to listen
to and repeat the sentences in the recording.
Draw pupils' attention to the exchanges What time
do you get up? – I get up at six o'clock. and What
time do you have breakfast?
– At six fifteen. Tell pupils that these are questions
and answers about daily routines.
Activity 2. Listen, point and say. 10 minutes
Goal: To correctly say the phrases and use What
time do you _____? – I _____ at _____. to ask and
answer questions about daily routines.
-Have pupils look at the pictures and elicit the
activities and the time from them.
-Have pupils point at Picture a, listen to the
recording, and repeat the phrase (get up).
-Repeat the same procedure with the other three
pictures.
-Point at the first bubble and have pupils listen and
repeat . (What time do you get up?).
- Point at Picture a and have pupils listen and repeat
after the recording (I get up at five o'clock.).
- Repeat the same procedure with the other three
pictures.
-Set a time limit for pupils to work in pairs, point
at the pictures, and practice asking and answering
the question What time do you _____? – I _____ at
Invite a few pairs to the front of the class to take
turns pointing at the pictures, asking and answering
the question What time do you _____? – I _____ at
Activity 3. Let's talk. 8 minutes
Goal: To enhance the correct use of What time do

-Individual
work

Whole class/
-Pair work
-Listen and repeat
- Listen to the T's
instruction
Repeat
Individual
work
Listen to the teacher

Whole class/ Individual
work

Group work
Pair work
Listen to the teacher
Group work

you _____? – I _____ at _____.
-Have pupils look at the picture and explain that
Nam and Lucy are asking and answering questions
about Lucy's daily routines.
-Get pupils to look at the first speech bubble and
point at the picture of Lucy getting up to complete
the question What time do you get up? .
-Let pupils listen to and repeat the question and the
answer a few times individually and in chorus.
-Set a time limit for pairs of pupils to practise
asking and answering the question What time do
you _____? – I _____ at _____.
-Invite some pairs of pupils to the front of the class
to take turns asking and answering questions about
their daily routines.
: Game: Magic wheel (ppt)
Press Spin to play. If pupils have the correct
answer, they will be added the same number that
shows on the slide.
3.Wrap up.
Ask students to answer the following question:
What have you learnt from the lesson today?
(- Use the phrases get up, go to bed, go to school
and have breakfast in relation to the topic Time and
daily routines to talk about the daily routines.
- Use sentence patterns What time do you _____?
I_..........____

Group work
Whole class
Pair work

- Listen to the T's
instruction.
-play in group
Whole class/ Individual
work