Week: 23
Period:89

Date of planning: 20/02/2026
Date of teaching: 24/02/2026:4A(Hskt)
23/02/2026:4B
24/02/2026:4C(Hskt)
UNIT 13: APPEARANCE
Lesson 3 – 1,2,3

I. OBJECTIVES
By the end of the lesson, pupils will be able to
1.Knowledges:
- Correctly pronounce the sounds of the letters l and r in isolation, in the
words long and round, and in the sentences My sister has long hair. and My
brother has round eyes.;
- identify the target words long and round while listening;
- say the chant with the correct rhythm and pronunciation.
2. Skills: Listening and speaking
3. Attributes/ Quality
- Show pride in how we look and show great respect for other people's
appearance by using appropriate gestures and intonation when asking and
answering about appearance.
4. Forming Competences:
- Communication and collaboration: work in pairs and groups to complete the
learning tasks
- Self-control & independent learning: perform listening tasks
*For disabled pupils : He/ She can listen and repeat the sound of letter “I”
and “r”.
II. TEACHING AIDS
- Student's book: Page 22
- Audio tracks 28, 29, 30
- Teacher's guide: Pages 192, 193
- Flash cards/ pictures and posters (Unit 13)
- Website: hoclieu.vn
- Computer, projector
III. TEACHING PROCEDURES
Teacher's activities
Students' activities
Disabled students
1.Warm up: 5 minutes
Greet the class.
Game: True or False (
hoclieu.vn)
- T ask pupils look at the
- Pupils play game
- Play game
picture and sentence them ask
them “ Are they matching ?”
and choose tick or cross.
2.New Lesson:

Activity 1. Listen and repeat.
5 minutes
Goal: To correctly repeat the
sounds of the letters l and r in
isolation, in the words long
and round, and in the
sentences My sister has long
hair. and My brother has
round eyes. With the correct
pronunciation and intonation.
Step1: Have pupils look at the
letter l, listen to the recording
and repeat the letter until they
feel confident. Correct their
pronunciation where
necessary.
Step2: Have pupils point at
the word long, listen to the
recording and repeat the word
until they feel confident.
Monitor the activity and offer
help.
Step3: Get pupils to point at
the sentence My sister has
long hair., listen to the
recording and repeat it several
times. Then get a few pupils to
listen to and repeat the
sentence in front of the class.
Step4: Repeat the procedure
with the letter r, the word
round and the sentence My
brother has round eyes.
Give pupils a time limit to
practise pronouncing the
sounds, saying the words, and
reading the sentences in pairs
or groups until they feel
confident.
Activity 2. Listen and circle.
10 minutes
Goal: To identify the target
words long and round while
listening.
Step1: Tell pupils the goal of

- Pupil listen to the - Pupils listen to
recording and repeat the recording and
the sound
repeat the sound

- Pupils listen to the
sound sentence by
sentence and repeat.

- Pupils
repeat.

listen

and - Pupils listen and
repeat.

- A few pairs come to - Pay attention
the front of the
classroom and repeat
the sentences in the
recording.

- Pupils listen to the - Pupils listen to

the activity. Explain that they
have to listen to the recording
and circle the correct options
to complete the sentences.
Have pupils read the
incomplete sentences. Draw
pupils' attention to the sounds
of the letters l and r.
Step2: Play the recording for
pupils to listen to. Play the
recording again for them to
listen and circle the correct
options.
Step3: Tell pupils to swap
their books with a partner
then check their answers in
pairs or groups. Correct their
answers if necessary. Write
the correct answers on the
board.
Step4: Play the recording
again for pupils to doublecheck their answers.
Extension: Invite a few pupils
to read the completed
sentences in front of the class.
Give corrections and feedback
where necessary.
3.Practice
Activity 3. Let's chant.
8 minutes
Goal: To say the chant with
the correct rhythm and
pronunciation.
Step1: Have pupils scan the
first verse of the chant. Draw
their attention to the word long
and the sentence He's got long
hair. Explain that He's got is
the short form of He has got
Step2: Play the recording and
ask pupils to listen to and
repeat the first verse line by
line. Show them how to chant
and clap their hands.

teacher

the teacher

- Pupils listen and
circle the correct option

- Pupils swap books - Copy answer on
with partner to check their notebook
answer.

- Pairs of pupils repeat
the completed
sentences.

- Pupils read and pay
attention

- Pupils listen the
recording, line by line
and repeat.
- Pupils listen and
chant with the class

Step3: Play the recording of
the whole verse again for
pupils to do choral and
individual repetition. Give
corrections and feedback
where necessary.
Step4: Repeat Steps 1 to 3 for
the second verse of the chant.
Draw pupils' attention to the
word round and the sentence
She's got a round face.
Step5: Play the recording all
the way through for pupils to
chant. Encourage them to clap
along while chanting.
4.Wrap up:
Play Slap the board.
- Divide pupils into 2-3 teams.
- Each team sends one
representative to the board.
Teacher draws two boxes and
writesl and r in each box.
- Teacher reads a word and the
representatives slap the box
containing letters l or r
according to the sound that
they hear.
- The first pupil to touch the
box gets one point.
answering about appearance.

- Pupils listen again

- Pupils chant and clap - Pupils chant and
their hand.
clap their hand

- Ss answer
questions.

the

IV. ADJUSTMENT:
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…
_____________________________________
Week:23
Period:90

Date of planning: 20/02/2026
Date of teaching: 25/02/2026:4A(Hskt)
24/02/2026:4B
25/02/2026:4C(Hskt)
UNIT 13: APPEARANCE
Lesson 3 – 4,5,6

I. OBJECTIVES
By the end of the lesson, pupils will be able to:
1. Knowledges:
- read a text and complete four gapped sentences about appearance.
- complete a grapped paragraph with personal information about family
members.
- use What does he/ she look like? - He's / She's _______. He/ She has
_____. to ask and answer questions about someone's appearance;
- carry out of survey on the appearance of pupils' family members and
present it to the class.
2. Skills: Listening and speaking
3. Attributes/ Quality:
- Communication and collaboration: work in pairs and groups to complete the
learning tasks
- Self-control & independent learning: perform listening tasks
4. Forming Competences:
- Show pride in how we look and show great respect for other people's
appearance by using appropriate gestures and intonation when asking and
answering about appearance.
* For disabled pupils : He / She can read and complete activity 4.
II. TEACHING AIDS
- Student's book: Page 23
- Teacher's guide: Pages 194, 195
- Flash cards/ pictures and posters (Unit 13)
- Website: hoclieu.vn
- Computer, projector
III. TEACHING PROCEDURES
Teacher's activities
Students' activities
Disabled students
1.Warm up: 5 minutes
Greet the class.
Number Race
- Teacher devides class into
- Pupils listen to the - Pupils listen to
teams.
teacher's instruction
the
teacher's
instruction
- Teacher gives each pupil in
one team a number so that each
team has equal numbers.
- Teacher shows the questions,
allowing time for pupils to
think. Then T calls out a
number, pupils with that
number from each team stand
up and shout out the answers. T
praise and give points for the
teams.

2.Practice
Activity 4. Read and complete.
5 minutes
Goal: To read a text and
complete four gapped sentences
about appearance.
Step1: Have pupils look at the
picture and guess what the text
is about. Draw their attention to
the characters in the picture.
Step2: Have pupils look at four
incomplete sentences below the
text. Pay attention to the
sentences about appearance.
Step3: Ask pupils to read
through the text to find the
information and complete four
sentences. Set a time limit for
them to do the task individually.
Go around the classroom and
offer help where necessary.
Step4: Have pupils swap their
books with a partner and check
the answers.
Key: 1. big 2. very tall 3. long
hair 4. a round face and big eyes
4.Production
Activity 5. Let's write.
10 minutes
Goal: To complete a gapped
paragraph with personal
information about family
members.
Step1: Have pupils read
through the paragraph to get
the general idea. Then, ask
pupils to think about their own
families.
Step2: Draw pupils' attention
to the first gap and ask them
what the missing word might
be. Have pupils suggest
answers then write about their
own family members.
Step3: Repeat the same

Pupils
listen- - Pupils
teacher's instruction.
teacher's
instruction.

listen

- Pupils read the text
to fill in the gap.
- Pupils do the task - Pupils do the task
individually
with the help of the
teacher
- Pupils swap book - Swap books
with partner and check
answer.

- Pupils listen to the - Pupils listen to
teacher's instruction
the
teacher's
instruction
- Pupils write down - Pupils write with
about their own family the help of the
member
teacher

procedure with the other gaps.
Give pupils enough time to
write the answers.
Step4: Have some pupils read
their completed paragraphs
aloud. Give corrections and
feedback where necessary.
Activity 6. Project. 8 minutes
Goal: To carry out a survey on
the appearance of pupils' family
members and present it to the
class.
Step1: Point at the sample
survey and explain that pupils
are going to report the results of
their surveys about their family
members' appearance.
Step2: Have pupils hold up
their completed surveys. Revise
some words and sentence
patterns that pupils can use for
their presentations. Give pupils
some time to practise their
presentations by themselves and
within groups. Go around the
classroom to monitor and offer
support.
Step3: Select a few pupils to
give their presentations in front
of the class. Have the rest of the
class give comments and praise
pupils if they perform well.
5.Wrap up:
- Ask students to answer the
following questions:
1. What have you learn from the
lesson today?
(Use the words and phrases big,
short, slim, tall, a round face,
big eyes, long hair, and short
hair in relation to the topic
“Appearance”)
IV. ADJUSTMENT:

- Some pupils read Pupils
their
complete attention
paragraph as a class

- Pupils pay attention

- Pay attention

- Pupils do the task
individualy

- Some pupils come to - Pay attention
the front of the class
to show their project
and tell the class about
them.

- Pupils answer the
questions

pay

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…
_____________________________________
Week:23
Period:91

Date of planning: 20/02/2026
Date of teaching: 26/02/2026:4A(Hskt)
25/02/2026:4B
26/02/2026:4C(Hskt)
UNIT 14: DAILY ACTIVITIES
Lesson 1 - 1,2,3

I. OBJECTIVES
By the ens of the lesson, pupils will able to :
1. Knowledges:
- understand and correctly repeat the sentences in two communicative
contexts focusing on asking and answering questions about when someone
watches TV.
- correctly say the phrases and use When do you watch TV? – I watchTV
_____. to ask and answer questions about when someone watches TV.
- enhance the correct use of When do you watch TV? – I watch TV _____. to ask
and answer questions about when someone watches TV in a freer context.
- Vocabulary:
2. Skills: Listening, reading and writing.
3. Attitude/ Qualities:
- Show pride in how we look and show great respect for other people's
appearance by using appropriate gesture and intonation when asking and
answering about appearance.
4. Competences:
- Show responsibility for what they do in their daily life and respect for other's
II. TEACHING AIDS
- Student's book: Page 24
- Audio tracks 31,32
- Teacher's guide: Pages 196, 197, 198
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 14)
- Computer, projector, …
III. TEACHING PROCEDURES
Teacher's activities
Students' activities
Disabled Students
1.Warm up: 5 minutes
Greet the class.
- Spend a few minutes revising
- Pupils sing the song - Pupils sing the
Unit 13 by getting the class to

sing the song What do your
parents look like? on page 19.
- Have pupils open their books at
page 24 and look at Unit 14,
Lesson 1, Activity 1.
2.Presentation
Activity 1. Look, listen and
repeat 5 minutes
Goal: To understand and
correctly repeat the sentences in
two communicative contexts
focusing on asking and
answering questions about when
someone watches TV.
Step1: Ask pupils to look at
Pictures a and b to identify the
time of the day in the pictures.
Step2: Ask pupils to look at
Picture a. Play the recording for
them to listen.
Step3: Play the recording again,
sentence by sentence, for pupils
to listen and repeat individually
and in chorus. Correct their
pronunciation where necessary.
Repeat the same procedure with
Picture b.
Step4: Invite a few pairs to stand
up to listen to and repeat the
sentences in the recording.

song

- Pupils look at
Pictures a and b and
identify the characters
and their activities.
- Pupils look at the
pictures. Pupils listen
to the recording.
Pupils listen to the
recording
again,
sentence by sentence
and repeat.

- Pupils look at the
pictures, listen to
the recording and
repeat.

- A few pairs come to
the front of the
classroom and repeat
the sentences in the
recording.
- Pupils look at the Pupils
question and answer. attention.

Step5: Draw pupils' attention to
the pictures. Tell them that the
question When do you watch TV?
and the answer I watch TV in the
evening. are used to ask and
answer
Activity 2. Listen, point and
say. 10 minutes
Goal: To correctly say the
phrases and use When do you
watch TV? – I watchTV _____.
to ask and answer questions
about when someone watches TV.
Step1: Have pupils look at the
-

Pupils

look

pay

at - Pupils look at the

pictures. Elicit the time of the
day from pupils (looking at the
clock and the sun in the
pictures).
Step2: Have pupils point at
Picture a, listen to the recording
and repeat the phrase in the
morning. Repeat the same
procedure with Pictures b, c and
d. Have the class point at the
time of the day and repeat a few
times.
Step3: Point at the first bubble
and have pupils listen to and
repeat after the recording (When
do you watch TV?). Point at
Picture a and have pupils listen
to and repeat after the recording
(When do you watch TV? – I
watch TV in the morning.).
Repeat the same procedure with
Pictures b, c and d.
Step4: Set a time limit for
pupils to work in pairs to
practise asking and answering
the question When do you watch
TV? – I watch TV_____.
Invite a few pairs to the front of
the class to take turns pointing at
the pictures and saying the
questions and answers.
- Picture cues:
a. a boy watching TV in the
morning
b. a girl watching TV at noon
c. a boy watching TV in the
afternoon
d. a girl watching TV in the
evening
3. Practice
Activity 3. Let's talk. 8 minutes
Goal: To enhance the correct use
of When do you watch TV? – I
watch TV _____. to ask and
answer questions about when

Pictures a, b, c and d picture
and
identify
the
characters.
- Pupils point at the
question pattern and
repeat it a few time.

- Pupils listen to and - Pupils listen and
repeat
repeat

- Pairs of pupils
practise asking and
answering
the
question, using the
picture cues and the
phrases.

someone watches TV in a freer
context.
Step1: Draw pupils' attention to
the two speech bubbles. Read the
question aloud, and ask pupils to
repeat it. Ask them to look at the
second bubble to identify what
the answer should be. Draw
pupils' attention to the clocks,
the moon for the answers I watch
TV in the morning / at noon / in
the afternoon / in the evening.
Get pupils to repeat the questions
and answers several times.
Step2: Set a time limit for pupils
to work in pairs, point at the
di�erent pictures in this section,
ask and answer the question
When do you watch TV?– _____.
Go around the classroom to
observe and o�er help where
necessary.
Step3: Invite some pairs to take
turns asking and answering
questions about when someone
watches TV in front of the class.
4. Wrap up: 5 minutes
-Ask pupils what they have learnt
from the lesson
(- Use the phrases in the morning,
at noon, in the afternoon, in the
evening in relation to the topic
“Daily activities”.
- Use When do you watch TV?
– I watch TV _____. to ask and
answer questions about when
someone watches TV.)

- Pupils pay attention
to the pictures and
identify the context.

- Pupils look at the
picture

- Pupils work in pairs - Pupils practise in
and practise asking
pairs.
and answering
questions about
whether someone did
something in the past.
- Pairs of pupils come
to the front of the
class to ask and
answer questions

- Pupils answer the - Pupils answer the
question
question

IV. ADJUSTMENT:
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…
_____________________________________

Week:23
Period:92

Date of planning: 20/02/2026
Date of teaching: 26/02/2026:4A(Hskt)
27/02/2026:4B
26/02/2026:4C(Hskt)
UNIT 14: DAILY ACTIVITIES
Lesson 1 - 4,5,6

I.OBJECTIVES
By the end of the lesson, pupils will be able to:
1. Knowledges:
- listen to and understand four communicative contexts in which pupils ask
and answer questions about when someone does an activity, and tick or cross
the pictures.
- complete four gapped exchanges about when someone does an activity with
the help of picture cues.
- sing the song When do you watch TV and read books? with the correct
pronunciation, rhythm and melody.
- Vocabulary: Review
2. Skills: listening, reading and writing.
3. Attitude/ Qualities:
- Show responsibility for what they do in their daily life and respect for other's
- Care about other people
4.Forming Competences:
- Communication and collaboration: work in pairs and groups to complete the
learning tasks
- Self-control & independent learning: perform reading and listening tasks
* For disabled pupils: Complete the task.
II. TEACHING AIDS
- Student's book: Page 25
- Audio tracks 33, 34
- Teacher's guide: Pages 198. 199, 200
- Website hoclieu.vn
- Flash cards/ pictures and posters (Unit 14)
- Computer, projector, …
III. TEACHING PROCEDURES
Teacher's activities
Students' activities
Disabled Students
1.Warm up: 5 minutes
Greet the class.
- Spend a few minutes revising
Pupils
answer - Pay attention
When do you watch TV? – I watch TV _____. Invite some questions about when

pairs of pupils to ask and
answer questions about when
they watch TV in front of the
class.
- Have pupils open their books
at page 25 and look at Unit 14,
Lesson 1, Activity 4.
2.New Lesson:
Activity 4. Listen and tick or
cross. 5 minutes
Goal: To listen to and
understand four communicative
contexts in which pupils ask and
answer questions about when
someone does an activity, and
tick or cross the pictures.
Step1: Draw pupils' attention to
the pictures and ask them to
identify the activities and the
time of the day by looking at the
clocks and the sun or moon.

they watch TV

- Pupils listen and open
their book.

- Pupils look at the
pictures. Pupils answer
questions to identify
the characters' names
and the activities in the
pictures.
- Pupils listen to the
recording. Pupils listen
to the recording again
to do the task by tick
the correct picture and
cross the not correct
picture.

- Pupils look at the
pictures

Step2: Play the recording of the
- Pupils listen and
first dialogue for pupils to listen
tick the correct
to. Play the recording again for
picture and cross
them to do the task by putting a
the not correct
tick or cross in the box. Play the
answer.
recording a third time, for them
to double-check their answers.
Praise pupils if they have the
correct answer.
Step3: Repeat Step 2 with the
rest of the dialogues.
Step4: Set a time limit for - Pupils swap books - Pupils copy
pupils to swap books with a with a partner.
answer on their
partner, and have them check
notebook.
their answers 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 about when someone
does an activity with the help of
picture cues.
Step1: Ask pupils to look at
the pictures and identify the
activities and time of the day.
Step2: Ask pupils to read
Exchange 1. Draw their
attention to the missing word
(evening). Have them complete
the answer. Follow the same
procedure with Picture 2, 3 and
4.
Step3: Set a time limit for
pupils
to
complete
the
exchanges individually, then
invite a few pairs to take turns
playing the roles of the
characters.
Activity 6. Let's sing. 8
minutes
Goal: To sing the song When
do you watch TV and read
books? with the correct
pronunciation, rhythm and
melody.
Step1: Have pupils read the
lyrics to familiarise themselves
with the questions and answers.
Encourage them to identify two
activities (watch TV; read
books) and time of the day in
the
pictures.
Check
comprehension
and
give
feedback.
Step2: Have pupils listen to the
whole song, drawing their
attention to the pronunciation
and tune.
Step3: Play the recording of the
song once or twice for pupils to
listen and repeat, line after line,

- Pupils look at the
pictures and identify
the characters.
- Pupils follow the
teacher's instructions
with Dialogues 2, 3
and 4. Pupils look at
the options and choose
the correct answers
with the help of the
picture cues.
- Pupils complete the
task

- Pupils look at the
pictures
- Pay attention

- Pupils copy
answer on their
notebook

- Pupils listen to the - Pupils listen to
teacher's explanation. the
teacher's
explanation.

- Pupils listen to the
whole
song
and
attention
to
the
pronunciation
- Pupils sing the song

- Pupils sing the
song

and do related actions, e.g.
using a finger to trace the words
or clapping their hands.
Step4: When pupils feel - Pupils listen and clap - Pupils sing with
confident and are familiar with their hands.
group
the melody, ask them to sing
the whole song while doing
actions or clapping hands.
Step5: Invite a few groups to - A few of pupils come
the front of the class to sing the to the front of the class
song. The class may sing along to sing the song a
to reinforce the activity.
lound.
3. Wrap up: 5 minutes
Game Pokemon
- Divide the class into 3 teams.
- Pupils from each team take
turns to choose a letter and - Pupils play the game - Pupils play the
answer a question.
game
- Pupils answer correctly and get
some points.
*Ask pupils what they have
learnt from the lesson todays
(- Use the phrases in the
morning, at noon, in the
afternoon, in the evening in
relation to the topic “Daily
activities”.
- Use When do you ____? – In/ - Pupils answer the
At _____. to ask and answer questions.
questions about when someone
do something.)
IV. ADJUSTMENT:
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…
_____________________________________
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