Week 1
Period: 1
INTRODUCTION

I/ Objective
-Teacher greets the students in English as they arrive.
- T helps students develop their speaking, reading, listening and writing skills
- They like their lesson.
II.STEP FOR TEACHING:
A/ Warm up:
1. Greeting
2. Checking attendance
B/ Presentation:
 Guiding how to use their books (Student Book and Workbook).
- How to use The Scope and sequence of the book.
- Prepare some words that help students to learn the book easily.
 Introduce some class rules.
- Keep silent when learning listening
- Speak English as possible as students can.
- Write the lessons carefully and fully.
- Take along Students Book and Workbook each period.
- Let make mistakes that helps you improve English.
III/ HOME WORK – PREPARETION
_ Prepare for the next period

Week 1
Period: 2
Classroom language for teacher and students

I/ Objective
-Teacher shows classroom language for teacher and Students.
- T helps students develop their speaking, reading, listening and writing skills
- They like their lesson.
II.STEP FOR TEACHING:
A/ Warm up:
1. Greeting
2. Checking attendance
B/ Presentation:
For teacher:
- Take out your book
- Put away your book
- Keep silent, Be quiet , please
For students
- May I go out?
- May I come in?
- Can I open the door?
- Can I close the window?

III/ HOME WORK – PREPARETION
_ Prepare for the next period

Week 1
Period: 3
TEXTBOOK: Tiếng Anh 4 Family and Friends National Edition
STARTER UNIT: WELCOME BACK!
Lesson One - Words (page 4)
A. DESIRED OBJECTIVES
By the end of the lesson, students will be able to:
1. Core competences
- Recall the main course characters.
- Understand a short story.
2. General competences
- Communication and collaboration: work in pairs/groups to talk about family
members.
- Problem-solving and creativity: find out their favorite color.
3. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: tell the truth about feelings and emotions or play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.
B. LANGUAGE FOCUS AND SKILLS
1. Vocabulary
- Vocabulary: recycled from previous grade
- Extra vocabulary: Welcome back! Learning, end (v)
2. Skills: Listening, Speaking and Reading.
C. RESOURCES AND MATERIALS
- Student book - page 4
- Audio tracks 01, 02
- Teacher's Guide

- Website sachso.edu.vn
- Number, Color, Family member flashcards
- Computer, projector, ….
D. LEARNING EXPERIENCES
Teacher's activities

Students' activities

WARM-UP/REVIEW (5 minutes)
Aim: To motivate students and help students to remember the commands.
* Game: “Simon says...”
- Ask the students to stand at their
desks. Explain that you are going to
give instructions. If the instruction
begins with the words Simon says…
students must do as you say. If not,
they must stand still and wait for the
next instruction. Any student who
gets this wrong is out of the game
and sits down.
- Model the activity, e.g., Simon says
stand up. Simon says open your
book. Intermittently, introduce an
instruction that doesn't start with
Simon says and see if any students
follow the instruction.

- Stand at your desk. Listen to the
teacher's instructions.

- Follow the teacher.
- Play the game.

- Continue the game until there is one
winner or a group of winners, if you
prefer.
- Call some volunteers to say the
commands.
- Praise the winner.
Expected outcomes and assessment.
- Task completed with excellence:
Students can identify the commands
correctly.
- Task completed:
Students can
remember the commands.

- Volunteer to say the commands.

- Task uncompleted: Students are
unable to remember the commands.
PRESENTATION (10 minutes)
Aim: To help students recall the main course characters.
*Lead-in:
-

Ask children to open their books to
page 4 and look at the three children
at the top of the page. Point to each
one for children to tell you their
names. (If it is the first time the class
has seen these characters, point to
them and say their names – Rosy,
Billy, and Tim. Children repeat their
names after you.) Explain that they
will see these characters all the way
through the coursebook.

-

Tell the children that they are going
to begin the lesson with a song. If
the children have studied Family
and Friends before, talk about the
songs with the class. Ask Can you
remember any songs from Family
and Friends?

-

Encourage children to tell you (or
sing) any lines they can remember
from the songs. If they remember
one of the songs well, then sing it
with the class. If they want to sing,
but they can't remember any of the
songs, write the words Hello, Hello!
on the board and sing (or chant) it
with the class.

Expected outcomes and assessment.
-

Task completed with excellence:
Students can say the words correctly
and fluently.

-

Task completed:
the words.

Students can say

-

Say the names of the characters.

-

Answer the questions.

-

Sing the song.

-

Task uncompleted: Students
unable to say the words.

are

1. Listen and sing. (Track 1)
-

Explain to the class that they are going
to listen and sing the Welcome song.
Play Track 1 once for children to
listen and follow the song in their
books.

-

Read each line for children to repeat
after you.

-

Play the recording again for children
to sing along.

Expected outcomes and assessment.
-

Task completed with excellence:
Students can sing the song with
actions beautifully.

-

Task completed: Students can sing
along the song.

-

Task uncompleted: Students
unable to sing along the song.

are

-

Listen and sing the song.

-

Repeat each word after you hear it.

-

Repeat after the teacher.

-

Sing along the song.

PRACTICE (8 minutes)
Aim: To help students sing a song and understand the story.
2. Sing and do.
-

Ask children to think of some actions
for the song (see suggestions below).

-

Play the song again. Children sing and
do their actions.

Song actions
-

Welcome back to all our friends –
wave.

-

Fun and learning never end! – punch
the air Welcome back. It's a happy
day. – wave and smile.

-

A day for learning, – mime opening a

-

Think about the actions.

-

Sing and do the actions.

book.
-

A day for play! – jump in the air.

Differentiation
 Below level: Play the song and, in
pairs, children sing together and do
the actions.
 At level: In small groups, ask children
to think of new actions for the song.
Play the song again for children to
practice. If time permits, children
share with the class.
 Above level: Ask children to walk
around the room and introduce
themselves in English, e.g. Hi, my
name is (Thanh).
3. Listen and read. (Track 02)
-

Hold up your book to present the
story. Ask what words children know
in the pictures.

-

Ask What's happening in the story?
Point to each frame one at a time for
the class to talk about them.

-

Ask comprehension questions: What
is Rosy's video about? What's on
Billy's bed? Is Billy in his bedroom?

- Answer the questions.

Expected outcomes and assessment.
-

Task completed with excellence:
Students can understand and answer
the questions about the story
correctly.

-

Task completed:
Students can
answer the questions about the story.

-

Task uncompleted: Students are
unable to answer the questions about
the story.
PRODUCTION (10 minutes)

Aim: To help students remember main course characters and improve students'
integrated skills.
*Game: “Mysterious bag”
-

Put name cards into a bag.

- Say the names aloud.

-

Explain how the game is played.

- Listen to the teacher.

-

Call each student to put his/her hand
in the bag and try to identify the
names by saying them aloud.

- Put your hand in the bag and try to
identify the jobs by touching the
things.

-

Encourage students to say the name
of the main course characters.

-

The student who names the correct
job is the winner.

-

Praise the winner.

 Expected outcomes and assessment.
- Task completed with excellence:
Students can identify the main
course characters correctly.
- Task completed:
remember
the
characters.

- Say the name of the main course
characters.
- The student who names the correct
characters is the winner.

Students can
main
course

- Task uncompleted: Students are
unable to remember the main course
characters.
HOMEWORK (2 minutes)
- Learn new words by heart.
- Do the exercises in Workbook page 4.
- Prepare for the next lesson (Starter Unit - Lesson 2).
REFLECTION
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Week 1
Period: 4
TEXTBOOK: Tiếng Anh 4 Family and Friends - National Edition
STARTER UNIT: WELCOME BACK!
Lesson Two – Grammar (page 5)
A. DESIRED OBJECTIVES
By the end of the lesson, students will be able to:
1. Core competences
- Review family words.
- Identify people from their descriptions.
- Describe people's appearance.
- Use the possessive case.
- Act out the story.
2. General competences
- Communication and collaboration: work in pairs/groups to talk about family
members.
- Problem-solving and creativity: identify people from their descriptions.
3. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: tell the truth about feelings and emotions or play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.
B. LANGUAGE FOCUS AND SKILLS
1. Vocabulary and Patterns:
- Recycled: family words, appearance words
- Extra: grandma, grandpa

2. Skills: Listening, Speaking and Writing.
C. RESOURCES AND MATERIALS
- Student book - page 5
- Audio tracks 01, 02-03
- Teacher's Guide
- Website sachso.edu.vn
- Flashcards
- Computer, projector, ….
D. LEARNING EXPERIENCES
Teacher's activities

Students' activities

WARM-UP/REVIEW (5 minutes)
Aim: To motivate students and help students to remember the main course
characters.
* Song: Welcome song – Track 1
- Sing the Welcome song from page
4 and do the actions to energize the
class.

- Sing along to the song and do the
actions.

Expected outcomes and
assessment.
- Task completed with excellence:
Students can sing with actions
beautifully.
- Task completed: Students can
sing along the song.
- Task uncompleted: Students are
unable to sing along the song.
PRESENTATION (10 minutes)
Aim: To help students review family words.
*Lead-in:

- Ask the children what happened in
the story in the previous lesson.
Hold up your book to encourage
ideas.

-

Answer the questions.

-

Turn to the story in your books.

-

Listen to the recording and
repeat.

-

Play the roles of characters in the
story in groups.

-

Look at the different actions that
the characters do in the story.

-

Practice acting the story. Come
to the front to act for the class.

- Ask questions about the story, e.g.,
Who has green eyes? Who has
brown hair? Who is Rosy's
cousin?
1. Listen to the story again and
repeat. (Track 2)
- Ask children to turn to the story
on page 4 of their books.
- Play Track 2, pausing for children
to repeat each line.
- As a class, decide on actions for
the story. Play the recording again
for children to mime the actions
as they listen.
- Put the class into groups of three
to play Rosy, Tim, and Billy. If
the class doesn't divide exactly,
some children can act out two
parts. They practice acting out the
story in their groups.
- Ask a few of the groups to act out
the story for the class.
Story actions
 Picture 1: Rosy waves to her
video camera.
 Picture 2: Rosy holds the camera
up to film Tim. Tim waves.
 Picture 3: Rosy holds the camera
low to film Billy's photo.
 Picture 4: Rosy and Tim walk into
Billy's bedroom, filming.
 Picture 5: Tim bends down to
look under the bed. Rosy looks
around for Billy, while Billy

“hides” on the bed.
 Picture 6: Billy jumps up with a
big smile. Rosy and Tim are happy
and surprised.
 Expected outcomes and
assessment.
-

Task completed with excellence:
Students can act out the story
nicely.

-

Task completed: Students can
listen and repeat the story.

-

Task uncompleted: Students are
unable to listen and repeat the
story.
PRACTICE (8 minutes)
Aim: To help students identify people from descriptions.

2. Read and write T (true) or F
(false).
- Focus on the Let's learn! box, read
the first sentence out loud, and ask
who says it in the story and what it
means.

-

Listen to the teacher carefully.

-

Repeat after the teacher.

-

Look at the teacher carefully.

-

Do the task individually.

-

Work in pairs to check answers.

- Read the second sentence.
Children repeat chorally.
- Use the family flashcards to elicit
new sentences with the same
pattern (e.g., Rosy is Billy's sister,
Billy is Rosy's brother).
- Read out the first sentence. Say
Rosy has brown hair. True or
false? Show the example.
- Read the rest of the sentences to
check understanding but tell
children not to say the answers out
loud.

- Children mark the sentences T or
F. They can check answers in pairs
before checking with the class.
Answers: 1 T 2 F 3 T 4 F

-

Read the sentences in front of
the class.

-

Read the words.

-

Listen and point.

-

Listen and write the numbers.

 Expected outcomes and
assessment.
-

Task completed with excellence:
Students can identify the true and
false sentences and tell the reason
why the sentence is false.

-

Task completed: Students can
read
and
understand
the
sentences.

-

Task uncompleted: Students are
unable to read and understand the
sentences.

3. Listen and write the numbers.
(Track 03)
- Tell the children they are going to
hear about people in Rosy's
family. Ask them to read the
words.
- Play Track 3, pausing after the first
item for children to point to Rosy's
mom. Show the example.
- Play the recording, pausing after
each item for the children to write
the numbers.
Answers: a 2 b 1 c 6 d 5 e 7 f 9 g 8 h
4i3
Expected outcomes and
assessment.
-

Task completed with excellence:
Students can identify people from
descriptions correctly.

-

Task completed: Students can
listen and point to people in
Rosy's family.

-

Task uncompleted: Students are
unable to listen and point to
people in Rosy's family.
PRODUCTION (10 minutes)
Aim: To help students describe people's appearance.

4. Point and say.
- Ask two children to read the
speech bubbles. The second child
finishes their sentence in their
own words. Ask the class to
repeat each sentence chorally.

- Work in pairs to do the task.
- Take turns pointing to the people
and describing them.

- In pairs, children take turns
pointing to the people in Rosy's
family and describing them.


Expected

outcomes

and

assessment.
- Task completed with excellence:
Students can describe people's
appearance with long sentences.
- Task completed: Students can
describe people's appearance
with short sentences.
- Task uncompleted: Students are
unable to describe people's
appearance.
HOMEWORK (2 minutes)
- Learn the patterns by heart.
- Do the exercises in Workbook page 5.
- Prepare for the next lesson (Starter Unit - Lesson 3).

Week 2
Period: 1
TEXTBOOK: Tiếng Anh 4 Family and Friends - National Edition
STARTER UNIT: WELCOME BACK!
Lesson Three – Words and Song (page 6)
A. DESIRED OBJECTIVES
By the end of the lesson, students will be able to:
1. Core competences
- Say the days of week.
2. General competences
- Communication and collaboration: work in pairs/groups to talk about days
of week.
- Problem-solving and creativity: find out their favorite day.
3. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: tell the truth about feelings and emotions or play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.
B. LANGUAGE FOCUS AND SKILLS
1. Vocabulary and Patterns:
- Recycled: days of week
- Extra: bump, down, week
2. Skills: Listening, Speaking and Writing.
C. RESOURCES AND MATERIALS
- Student book - page 6
- Audio tracks 04-05
- Teacher's Guide
- Website sachso.edu.vn

- Flashcards
- Computer, projector, ….
D. LEARNING EXPERIENCES
Teacher's activities

Students' activities

WARM-UP/REVIEW (5 minutes)
Aim: To motivate students and help students to remember family words.
*Game: Do it!
- Assign each child a word from the
vocabulary set “family”, e.g. mom,
dad, brother, sister, aunt, uncle,
cousin.
- Give instructions, e.g. moms,
jump! Uncles, stamp your feet!
Brothers, clap! Continue with
more instructions, calling out
groups at random.

- Work individually.
- Listen
and
instructions.

follow

- Any child who does the action
when it is not their word is out of
the game.
Expected outcomes and
assessment.
- Task completed with excellence:
Students can listen, follow and
give the instructions.
- Task completed: Students can
listen and follow the instructions.
- Task uncompleted: Students are
unable to listen and follow the
instructions.
PRESENTATION (10 minutes)
Aim: To help students identify the days of the week.
1. Listen, point and repeat. Track 04

the

- Ask children to look at the
picture and ask them what they
think it is (a page from a diary).
Ask them what they think the
words at the top are (days of the
week).
- Play the first part of the
recording for children to point to
the days.

-

Look and answer.

-

Listen to the recording and point.

-

Listen and repeat.

- Play the second part for children
to repeat.
- Play the recording again for
children to listen and point and
then repeat the words.
 Expected outcomes and
assessment.
-

Task completed with excellence:
Students can listen and repeat
correctly and fluently.

-

Task completed: Students can
listen and repeat after the
recording.

-

Task uncompleted: Students are
unable to listen and repeat after
the recording.
PRACTICE (8 minutes)
Aim: To help students say the days of week.

2. Ask and answer.
- Ask a child to come to the front.
Ask him / her to read the
question in the first speech
bubble. Model how to read the
answer while the class listens.

-

Volunteer to come to the front
and read the question.

-

Answer the question.

- Read out the dialogue again,
pausing after each line for the
class to repeat.

-

Listen and repeat.

- Ask another child to come to the
front and repeat the procedure
with the second dialogue. In
pairs, children practice the
dialogues.

-

Work in pairs to practice the
dialogue.

-

Some pairs come to the front to
say the dialogue.

-

Look and answer.

-

Do the actions.

-

Listen and repeat.

-

Listen and sing.

- Ask a few pairs to say their
dialogues to the class. They're
students.
Expected outcomes and
assessment.
-

Task completed with excellence:
Students can act out the
dialogues.

-

Task completed: Students can
say the dialogues correctly.

-

Task uncompleted: Students are
unable to say the dialogues.

3. Listen and sing. Track 05
- Ask children to look at the
pictures. Ask What can you see?
- Elicit the actions the children are
doing (jumping, waving).
- Play the recording for children to
listen.
- Read each line of the song aloud
for the children to repeat after
you.
- Play the recording again for
children to sing along.
Expected outcomes and
assessment.
-

Task completed with excellence:
Students can sing the song with
actions beautifully.

-

Task completed: Students can
sing along the song.

-

Task uncompleted: Students are
unable to sing along the song.
PRODUCTION (10 minutes)
Aim: To help students sing the song beautifully and do the actions.

4. Sing and do.
- Ask children to look at the
pictures and as a class decide on
the actions (see below for
suggestions).
- Play the recording. Children sing
and do the actions.
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
Differentiation
 Below level: Review days of the
week. Say Monday and encourage
the children to continue saying the
days of the week around the class.
 At level: Write the days of the
week on the board. Say one of
them. Ask children to point to the
correct word. If you wish, make it
a game by dividing the class into
teams. Teams discuss the answer
before coming to the board. Give
one point for each correct answer.
 Above level: Tell children they are
going to make their own song.
Write the words to the song on the

- Think about the actions for the
song.
- Listen, sing and do the actions.

board with the actions missing.
Invite the children to call out
different actions that could be used
e.g. touch your toes, jump on the
spot, bend your knees, clap!
Divide children into small groups
to write their own version of the
song. Invite groups to perform
their song for the rest of the class.


Expected

outcomes

and

assessment.
- Task completed with excellence:
Students can perform the song in
the front.
- Task completed: Students can
sing and do the actions.
- Task uncompleted: Students are
unable to sing and do the actions.
HOMEWORK (2 minutes)
- Learn the patterns by heart.
- Do the exercises in Workbook page 6.
- Prepare for the next lesson (Starter Unit - Lesson 4).

Week 2
Period: 2
TEXTBOOK: Tiếng Anh 4 Family and Friends - National Edition
STARTER UNIT: WELCOME BACK!
Lesson Four - Words and Song (page 7)
A. DESIRED OBJECTIVES
By the end of the lesson, students will be able to:
1. Core competences
- Ask and answer questions about favorite things.
- Ask and answer questions about numbers.
2. General competences
- Communication and collaboration: work in pairs/groups to talk about
favorite things.
- Problem-solving and creativity: find out their favorite things.
3. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: tell the truth about feelings and emotions or play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.
B. LANGUAGE FOCUS AND SKILLS
1. Vocabulary
- Recycled: color words, numbers 1-20
- Extra vocabulary: color, animal, toy, food, favorite
2. Skills: Listening and Speaking.

C. RESOURCES AND MATERIALS
- Student book - page 7
- Audio tracks 05-06
- Teacher's Guide
- Website sachso.edu.vn
- Flashcards
- Computer, projector, ….
LEARNING EXPERIENCES
Teacher's activities

Students' activities

WARM-UP/REVIEW (5 minutes)
Aim: To motivate students and help students to revise the days of the week.
* Song: Days of the week. Track 5
- Sing Monday, Tuesday, Wednesday,
jump! from page 6 to energize the
class and review the days of the
week.

-

Sing and do the actions.

 Expected outcomes and
assessment.
- Task completed with excellence:
Students can say sing with actions
beautifully.
- Task completed: Students can sing
and do the actions.
- Task uncompleted: Students are
unable to sing and do the actions.
PRESENTATION (10 minutes)
Aim: To help students review the numbers from 1 to 20 and ask/answer about their
favorite things.
* Lead-in:
- Write the numbers 1–20 on the

board in random order.
- Point to the numbers for the children
to say the words in chorus.
- Ask questions to revise the structure
Do you like … ?, e.g. Do you like
teddy bears? Do you like cars?

-

Look and say the numbers.

-

Listen
and
questions.

-

Look at the pictures and say
what they can see.

-

Listen and repeat the questions.

-

Work in pairs to take turns
asking and answering questions
about their favorite things.

answer

the

- Encourage the children to think of
questions to ask a partner.
1. Point, ask, and answer.
- Ask children to look at the picture
and say what they can see. Ask two
children to read out the speech
bubbles.
- Ask children to repeat the question
and answer chorally.
- In pairs, children take turns asking
and answering questions about their
favorite things.
 Expected outcomes and
assessment.
- Task completed with excellence:
Students can ask and answer
questions about their favorite
things confidently.
- Task completed: Students can ask
and answer questions about their
favorite things.
- Task uncompleted: Students are
unable to ask and answer questions
about their favorite things.
PRACTICE (8 minutes)
Aim: To help students ask and answer about their favorite things/ numbers.
2. Listen and point. Ask and answer.
Track 06

- Ask children to look at the picture
and say what they can see (cars).
Tell them they are going to listen to
a recording of someone saying
different numbers. They must listen
and point to the cars that have the
numbers they hear.

-

Look at the pictures and say
what they can see.

-

Listen to the recording, point,
and repeat the numbers.

-

Volunteer to read the dialogue
with the teacher.

-

Repeat the question and answer
chorally.

-

In pairs, take turns asking and
answering questions about the
color of the cars.

- Play the recording for children to
listen and point. Allow them to
repeat the numbers quietly.
- Ask children to read the color
words in the word box aloud. Then
read them again, pausing after each
word for them to point to a car that
is that color and to say the number.
- Ask children to look at the speech
bubbles. Choose a child to read the
dialogue with you. He / She looks
at the picture and says what color
number 8 is.
- Ask the children to repeat the
question and answer chorally.
- Practice more examples with the
class. Ask What color is number 6 /
13 / 20?
- In pairs, children take turns asking
and answering questions about the
color of the cars.
Differentiation
 Below level: Explain to the children
that you are going to say a number
and they have to make a group with
that number of people. The children
stand up. Say six and encourage the
children to get into groups of six.
Repeat a few times until the children
are confident with the numbers.
 At level: Write a list of numbers on
the board. Ask children to come to
the front and write the words next to

each number. When all the words
are there, erase the digits and ask
children to write them.
 Above level: Ask children to stand
in a row at the front of the
classroom. Say a word and ask the
first child to spell it. If correct, they
stay at the front. If incorrect, they sit
down, and the next child tries.
Continue until there is only one
child left. That child is the winner.
 Expected outcomes and
assessment.
-

Task completed with excellence:
Students can ask and answer about
their favorite things/ numbers
fluently.

-

Task completed: Students can ask
and answer about their favorite
things/ numbers.

-

Task uncompleted: Students are
unable to ask and answer about their
favorite things/ numbers.
PRODUCTION (10 minutes)
Aim: To help students remember different jobs words.

* Game: “What's picture?”
- Start to draw a picture on the board
of one of the numbers/things
words.
- Ask the students to guess what it is
and call out the name.
- Put the students into small groups
of four or five and ask them to take
turns drawing picture cards from
the bag for the other students to
guess.
- The first student in each group to

- Look at the picture.
- Guess what it is and call out the
name.
- Work in groups of four or five.
Take turns drawing objects
from the classroom for the
other students to guess.
- The first student in each group
to guess the word takes a turn at

guess the word takes a turn at
drawing the next one.
- Finish the activity when the
students have had time to practice
most of the words.
- Ask students to read out the words.

drawing the next one.
- Finish the activity when you
have had time to practice most
of the words.
- Read out the words.

- Praise students if they have done
well.


Expected

outcomes

and

assessment.
- Task completed with excellence:
Students can guess and say the
number/thing words correctly and
confidently.
- Task completed: Students can say
the number/thing words.
- Task uncompleted: Students are
unable to say the number/thing
words.
HOMEWORK (2 minutes)
- Revise the words and the patterns.
- Do the exercises in Workbook page 7.
- Prepare for the next lesson (Starter Unit - Lesson 5).

Week 2
Period: 3
TEXTBOOK: Tiếng Anh 4 Family and Friends - National Edition
STARTER UNIT: WELCOME BACK!
Lesson Five - Skills Time! (page 8)
A. DESIRED OBJECTIVES
By the end of the lesson, students will be able to:
1. Core competences
- Describe people.
- Talk about personal information.
2. General competences
- Communication and collaboration: work in pairs/groups to describe people.
- Problem-solving and creativity: find out who people are.
3. Attributes
- Kindness: help partners to complete learning tasks.
- Diligence: work hard to complete learning tasks.
- Honesty: tell the truth about feelings and emotions or play fair in games.
- Responsibility: appreciate kindness.
- Leadership: collaborate with teachers to enhance language skills.
B. LANGUAGE FOCUS AND SKILLS
1. Vocabulary and Patterns
- Recycled: vocabulary and structures seen previously
2. Skills: Listening, Speaking and Reading.
C. RESOURCES AND MATERIALS

- Student book - page 8
- Audio tracks 07
- Teacher's Guide
- Website sachso.edu.vn
- Flashcards
- Computer, projector, ….
D. LEARNING EXPERIENCES
Teacher's activities

Students' activities

WARM-UP/REVIEW (5 minutes)
Aim: To motivate students and help students to review numbers from 1 to 20.
*Game: “Forwards and Backwards”
- Write the numbers 1 to 20 on the
board. Make su