Giáo án Tiếng Anh 4 - Tuần 2 - Năm học 2023-2024 - Lê Khánh Ly

 Week 2
 Period 2
 11/09/2023
 STARTER
 Hello again
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – sing the song Hello. How are you? with the correct pronunciation, 
knowledge & rhythm and melody.
skills
 – listen to and understand a short text in which Ms Hoa greets the 
 characters, introduces herself and introduces the characters in the 
 classroom and tick the correct pictures.
 – spell some words learnt in Grade 3 by playing the game Spelling 
 Bee.
Competences - Communication 
 - Self-control & independent learning: perform listening tasks
II. RESOURCES AND MATERIALS
 - Student’s book: Page 7
 - Audio tracks 1 - 2
 - Teacher’s guide: Pages 10 - 16
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Starter)
 - Computer, projector, 
III. Warm-up – Let’s sing – Listen and tick – Let’s play – Fun corner 
PROCEDUR and wrap-up
E
 Interactio
 Procedure Teacher’s and pupils’ activities Note
 n
 Warm-up and review: 5 minutes
 Greet the class.
 Option 1: 
 – Greet the class: Hello. / Hi. How are you? and Group 
 encourage pupils to respond and introduce work
 themselves.
 – Spend a few minutes talking about the structure 
 of Tieng Anh 4 – Global Success. and how to 
 study with it.
 – Ask pupils to open their books at page 7 and look 
 at Starter. A. Hello again!
 – Tell pupils what they will learn in this lesson.
 Option 2:
 - Have pupils read the conversation between 
 Pikachu and Doraemon when they greet each other.
 - Ask pupils to listen and sing along the Hello. How 
 are you? song.
 ⮚ Game: Pass the ball
 - Set the rules: Give 2 balls to pupils and turn on the 
 music. Pupils pass the ball until the music stops. 
 The one who is keeping the ball will introduce 
 themselves with his/ her friends, asking How are 
 you?, the others have to say the answer.
 - Give points to the pupils.
Activity 1. Let’s sing. 5 minutes
a. Goal To sing the song Hello. How are you? with the correct 
 pronunciation, rhythm and melody.
b. Input The lyrics and the recording of the song Hello. How are you?
c. Outcome Pupils can sing the song Hello. How are you? with the correct 
 pronunciation, rhythm and melody.
d. Procedure Step 1: Draw pupils’ attention to the lyrics of the Whole 
 song. Encourage them to point at the pictures to class
 reinforce their understanding.
 Step 2: Have pupils read the first verse of the 
 lyrics. Explain that Minh meets and greets Lucy on Whole 
 the first day of school. Have pupils listen to the first class
 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 Step 2 for the second verse. Explain Whole 
 that Nam introduces Mary and Mai. Check class
 comprehension and give feedback.
 Step 4: Ask pupils to listen to and sing the whole Whole 
 song while clapping their hands. Go around the class
 classroom and offer help where necessary.
 Step 5: Invite a few groups to the front of the class Group 
 work
 to sing the song. The class may sing along and clap 
 to reinforce the activity. 
e. Assessment - Performance products: Student’s pronunciation.
 - Assessment tools: Observation; Feedback.
Activity 2. Listen and tick. 10 minutes
a. Goal To listen to and understand a short text in which Ms Hoa greets 
 the characters, introduces herself and introduces the characters in 
 the classroom and tick the correct pictures.
b. Input Picture cues:
 a. Linh b. Ben c. Lucy
 d. Nam e. Mary f. Minh
c. Outcome Pupils can listen to and understand the text in which Ms Hoa 
 greets the characters, introduces herself and introduces the 
 characters in the classroom and tick the correct pictures.
 Key: f (Minh); b (Ben); a (Linh); c (Lucy)
d. Procedure Step 1: Draw pupils’ attention to the pictures and Whole 
 ask questions such as Who is he / she? and Where class/ 
 is he / she? Check comprehension. Individua
 l work
 Step 2: Play the recording all the way through. 
 Then play the recording for pupils to listen and tick 
 the pictures.
 Pair work
 Step 3: Get pupils to swap books with a partner to 
 check their answers before checking as a class. 
 Correct the answers if necessary.
 Whole 
 Extension: If time allows, play the recording, 
 class
 sentence by sentence, for pupils to listen and repeat 
 in chorus. Correct their pronunciation where 
 necessary.
e. Assessment - Performance products: Student's answer, Peer feedback.
 - Assessment tools: Observation; Answer keys 
Activity 3. Let’s play. 8 minutes
a. Goal To spell some words learnt in Grade 3 by playing the game 
 Spelling bee.
b. Input - A picture showing how to play the game
 - The English alphabet
 - Five words: hello, friend, classroom, outdoor, activities
c. Outcome Pupils can spell the words they have learnt by playing the game 
 Spelling bee.
d. Procedure Step 1: Before playing the game, have pupils look Whole 
 at the English alphabet and sing The Alphabet class/ 
 song or spell the letters of the song. Individua 
 Step 2: Tell pupils that they are going to spell l work
 some words they have learnt. Explain how to play 
 the game. Check comprehension and give 
 feedback.
 Step 3: Write the words on a piece of paper or on 
 the board.
 Group 
 Step 4: Call a group of four pupils to the front of work
 the class. Give the piece of paper to one of the 
 group members. Ask him / her to say one word 
 (e.g. friend). The other members spell the word 
 (e.g. F-R-I-E-N-D). The pupil who correctly spells 
 the word first gets one point or star. The pupil who 
 has the most points or stars at the end of the game 
 wins.
e. Assessment - Performance products: Student’s listening and actions.
 - Assessment tools: Observation; Answer keys 
Fun corner and wrap-up: 5 minutes
 Game: Lie detector Whole 
 - The students must look at the pictures and choose class
 words to make a sentence that matches the picture.
 - Give points if pupils make a correct sentence. Give 
 the turn to the other teams if their answer is not 
 correct.
 - Check the answer with the whole class.
 Week 2
 Period 3
 11/09/2023
 STARTER
 Classroom activities
 I. OBJECTIVES
 By the end of the lesson, pupils will be able to:
 Language – say the chant with the correct rhythm and pronunciation.
 knowledge & 
 – listen to and understand four sentences describing what the 
 skills characters are doing in the classroom at break time and number the 
 correct pictures.
 – listen to and understand a chant with seven sentences describing 
 what the characters usually do in the classroom, and act out the 
 chant. 
 Competences - Communication 
 - Self-control & independent learning: perform listening tasks 
II. RESOURCES AND MATERIALS
 - Student’s book: Page 8
 - Audio tracks 3 - 5
 - Teacher’s guide: Pages 12 - 14
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Starter)
 - Computer, projector, 
III. Warm-up and review – Let’s chant – Listen and number – Listen 
PROCEDUR and act out – Fun corner and wrap-up
E
 Interactio
 Procedure Teacher’s and pupils’ activities Note
 n
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: 
 - Greet the class, then spend a few minutes revising the Group 
 previous lesson by inviting a group of pupils to play work
 the game Spelling bee. 
 - Invite two groups of pupils to the front of the class to 
 take turns singing the song on page 7. Each group 
 sings one verse of the song. The class sings along and 
 claps their hands. 
 - Ask pupils to open their books at page 8 and look at 
 Starter, B. Classroom activities.
 Option 2:
 - Have pupils say the song (Activity 1, Page 7).
 - Ask pupils to look at the pictures and guess the 
 activities in the classroom. (PowerPoint)
 Stand up.
 Sit down.
 Read.
 Write.
 Listen.
 Do a puzzle.
 Open your book.
 Be quiet. 
Activity 1. Let’s chant. 5 minutes
a. Goal To say the chant with the correct rhythm and pronunciation.
b. Input The lyrics and recording of the chant.
c. Outcome Pupils can say the chant with the correct rhythm and 
 pronunciation.
d. Procedure Step 1: Have pupils read the chant and elicit its Whole 
 meaning. Explain that these commands are usually class
 used in the classroom. Check comprehension. 
 Step 2: Play the recording for pupils to listen to and 
 repeat the chant, line by line. Draw their attention to 
 the rhythm and pronunciation. Encourage them to 
 clap while chanting. 
 Step 3: Play the recording all the way through for 
 pupils to chant and clap. Go around the classroom 
 and correct pronunciation if necessary. 
 Step 4: Invite a few groups of pupils to listen to and 
 Group 
 repeat the chant in front of the class. Praise them to work
 encourage their performance.
e. Assessment - Performance products: Student’s pronunciation.
 - Assessment tools: Observation; Feedback.
Activity 2. Listen and number. 10 minutes
a. Goal To listen to and understand four sentences describing what the 
 characters are doing in the classroom at break time and number the 
 correct pictures.
b. Input Picture cues: 
 a. Bill wearing headphones, listening
 b. Mary doing a word puzzle 
 c. Lucy reading a book 
 d. Ben writing in a notebook 
 Audio script:
 1. He’s listening to the chant.
 2. She’s reading a book. 
 3. He’s writing new words. 
 4. She’s doing a word puzzle. 
c. Outcome Pupils can listen to and understand four sentences describing 
 different activities the characters are doing in the classroom at 
 break time and number the correct pictures. 
 Key: 1. a 2. c 3. d 4. b
d. Procedure Step 1: Draw pupils’ attention to the pictures and ask Whole 
 questions such as Who are they? and What are they class/ 
 doing? Remind pupils to look at the activities the Individual 
 characters are doing in the classroom. work
 Step 2: Play the recording all the way through for 
 pupils to listen and familiarise themselves with the 
 speaker’s voice. 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 Pair work
 the answers where necessary. 
 Extension: If time allows, play the recording, sentence 
 by sentence, for pupils to listen and repeat in chorus. 
 Correct their pronunciation where necessary. Whole 
 class
e. Assessment - Performance products: Student's answer, Peer feedback.
 - Assessment tools: Observation; Answer keys 
Activity 3. Listen and act out. 8 minutes
a. Goal To listen to and understand a chant with seven sentences describing 
 what the characters usually do in the classroom, and act out the 
 chant.
b. Input Picture cue: Ms Hoa touching her mouth with a finger, a pupil 
 closing a book, a pupil opening a book, a pupil standing up, a 
 pupil sitting down, a pupil reading a book, a pupil going out of the 
 classroom.
 Audio script: 
 Quiet. 
 Sit down. 
 Open your books. 
 Read aloud. 
 Close your books. 
 Stand up. 
 Let’s go out.
c. Outcome Pupils can listen to and understand a chant with seven sentences 
 describing different activities the characters usually do in the 
 classroom, and act out the chant. 
d. Procedure Step 1: Draw pupils’ attention to the picture and ask Whole 
 questions such as Who are they? and What are they class/ 
 doing? Remind pupils to look at the activities the Individual 
 characters are doing in the classroom. work
 Step 2: Play the recording all the way through for 
 pupils to listen and familiarise themselves with the 
 speaker’s voice. Then play the recording again for 
 pupils to listen and point at the pictures. 
 Step 3: Have pupils listen to the recording, line by Group 
 line, and act out. Then invite a group to listen and act work
 out in front of the class. 
 Extension: If time allows, play the recording, line by 
 line, for pupils to listen and repeat in chorus. Correct 
 their pronunciation where necessary.
e. Assessment - Performance products: Student’s listening and actions.
 - Assessment tools: Observation; Answer keys 
Fun corner and wrap-up: 5 minutes
 Option 1: Game: Miming game Group 
 - Teacher divides the class into teams. work
 - One student in each team stands in front of the screen 
 and faces his/ her team.
 - Teacher spins the wheel.
 - The rest pupils mime the action on the wheel while 
 their teammates guess the action and give the answer. 
 The teams that guess the correct answer first get one 
 point.
 - The team with the most points is the winner. Whole 
 Option 2: Game: Simon says  class/ 
 - The pupils must obey all commands that begin with Individual 
 Simon says .... work
 - If teacher says, Simon says stand up then all pupils 
 must stand up. However, if teacher just says Stand up 
 without saying Simon says first the pupils shouldn’t 
 stand up. If they stand up, they are out until the next 
 game. 
Week 2
Period 4
 12/09/2023
 STARTER
 Outdoor activities
I. OBJECTIVES
By the end of the Starter unit, pupils will be able to:
Language – practise the names of outdoor activities by playing Miming game.
knowledge & 
 – match the pupils with the pictures and say about their hobbies.
skills
 – read the chant aloud and act out with the help of the lyrics and picture 
 cues.
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 what they can do and their hobbies by using appropriate 
 gestures and intonation when talking about hobbies.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 9
 - Teacher’s guide: Pages 14, 15, 16
 - Website hoclieu.vn
 - Flash cards/ pictures and posters 
 - Computer, projector, 
III. Warm-up and review – Let’s play– Follow the lines and say – Read 
PROCEDUR and act out – Fun corner and wrap-up
E
Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes
 - Greet the class. Whole class
 - Then spend a few minutes revising the previous 
 lesson by inviting a group of pupils to the front of the 
 class to say the chant on page 8. Then class claps 
 along.
 - Ask pupils to open their books at page 9 and look at 
 Starter, C. Outdoor activities.
 - Review vocabulary: Action verbs
 Game: Guessing game:
 • Pupils take turns to answer the questions. 
 • They look at the hidden pictures and guess what 
 activity is this.
Activity 1. Let’s play. 5 minutes
a. Goal To practise the names of outdoor activities by playing Miming game.
b. Input Picture cues:
 Four pupils are in the park. Minh and Linh are miming the action of 
 swimming. Mai asks What are they doing? and Mary answers 
 They’re swimming.
c. Outcome Pupils can practise the names of outdoor activities by playing Miming 
 game.
d. Step 1: Elicit the language that pupils need to talk 
Procedure about break time activities, e.g. What are they doing? Whole class
 – They’re ., swimming, running, singing, skating, 
 skipping. Check comprehension.
 Step 2: Explain how the game is played: Two pupils 
 mime the action of an activity. One pupil asks What 
 are they doing? and the other pupils guess the action 
 and answer. Pair work
 Step 3: Divide the class into groups of five. Select 
 two pupils to do the actions and one pupil to ask the 
 questions, while the rest guess the actions and give Group work
 the answers. The team that guesses the correct 
 answer first gets one point or star. The team with the 
 most points or stars is the winner.
Activity 2. Follow the lines and say. 10 minutes
a. Goal To match the pupils with the pictures and say about their hobbies.
b. Input - Five pupils: 1. Minh, 2. Linh, 3. Mary, 4. Ben, 5. Mai
 - Five pictures:
 a. a bike b. a swimsuit c. a football 
 d. a skipping rope e. a pair of skates
c. Outcome Pupils can match the characters with the pictures and say about their 
 hobbies.
d. Step 1: Tell pupils the goal of the activity and 
Procedure explain that they should follow the lines to match the Whole class
 pupils with the pictures, point to the pupils and say 
 what their hobbies are. Check comprehension.
 Step 2: Do the first picture as an example. First, have 
 pupils look at the pupil (Minh) and follow the line to 
 Picture b (a swimsuit). Then have them say: Look at 
 Minh. His bobby is swimming. Remind pupils that 
 they have learnt the structure in Grade 3. 
 Step 3: Set a time limit for pupils to do the activity Individual 
 independently. Go around the classroom and offer work
 help if necessary.
 Step 4: Get pupils to swap their books with a partner 
 and check their answers before checking as a class. 
 Correct the answers where necessary.
 Extension: Invite some pupils to look at the task they 
 have done and say about the pupils' hobbies in front 
 of the class.
 Pair work
 Whole class
e. Answer key: 1. b 2. d 3. e 4. a 5. c
Assessment
 1. Look at Minh. His hobby is swimming.
 2. Look at Linh. Her hobby is skipping.
 3. Look at Mary. Her hobby is roller skating.
 4. Look at Ben. His hobby is cycling.
 5. Look at Mai. Her hobby is running.
Activity 3. Read and act out. 8 minutes
a. Goal To read the chant aloud and act out with the help of the lyrics and 
 picture cues.
b. Input - Picture cues: a girl jumping high, a boy kicking a ball, a boy and a 
 girl cycling
 - The lyrics of the chant with three verses
c. Outcome To read the chant aloud and act out with the help of the lyrics and 
 picture cues.
d. Step 1: Have pupils look at the first picture to explain Whole 
Procedure the meaning of the first two lines. class/ 
 Step 2: Get pupils to read aloud the first line and Individual 
 jump up. Then have them read the second line and work
 jump up high.
 Step 3: Give pupils a time limit to read the first verse 
 and act out in pairs or groups. Go around the 
 classroom and give support to pupils who find it 
 difficult to do the task.
 Step 3: Repeat Steps 1 to 3 with the other verse of the 
 chant. Draw their attention to the meaning of the 
 verses with the help of the picture cues.
 Step 4: When pupils are familiar with the verses and 
 actions, ask them to read the whole chant aloud and 
 act out. Then invite a few groups to the front of the 
 class to say the chant and act out. The class may 
 chant along and do actions or clap hands to reinforce 
 the activity.
e. To read the chant aloud and act out with the help of the lyrics and 
Assessment picture cues.
Fun corner and wrap-up: 5 minutes
 Fun Game: Whole class
 - Divide the class into 2 teams: Boys and Girls.
 - Pupils take turns to answer the questions.
 - They look at the pictures and choose the correct 
 answers. 
 - If they have the correct answers they get the points for 
 their teams. If the answer is not correct, the other team 
 answers.
 Week 2
 Period 5
 13/09/2023
 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 
PROCEDURE say – Let’s talk – Fun corner and wrap-up
 Interactio
 Procedure Teacher’s and pupils’ activities Note
 n
 Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Whole 
 - Spend a few minutes revising the previous lesson by class/ 
 having pupils sing the song on page 7 and clap hands Individual 
 or do actions. work
 Option 2: 
 - Elicit that there are many countries around the world. Whole 
 - Ask pupils to name as many countries as they know. class/
 Individual
 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 
 communicative contexts (pictures) in which pupils ask and answer 
 questions about where someone is from.
d. Step 1: Ask pupils to look at Picture a and identify the Whole 
Procedure characters. Ask Who is he / she?, Where is he / she? class/ 
 Step 2: Draw pupils’ attention to the question Where Individual 
 are you from? and the answer I’m from America. work
 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 b.
 Extension: Invite a few pairs of pupils to act out the Pair work
 conversations in front of the class.
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. Step 1: Ask pupils to look at Pictures a, b, c, and d and Whole 
Procedure identify the characters, the flags and the names of the class/ 
 countries. Individual 
 Step 2: Play the recording for pupils to listen to and work
 repeat 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 Pair work
 ask and 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. Step 1: Draw pupils’ attention to the picture. Ask Whole 
Procedure questions to help them identify the context (see Input). class/ 
 Step 2: Elicit the answer in the speech bubble and Individual 
 write it on the board. Get pupils to say the completed work 
 sentences. Pair work
 Step 3: Put pupils into pairs to practise the exchanges. 
 Go around the classroom to offer support where 
 necessary.
 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 
 - Divide the class into 3 teams. work
 - 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 
 - Each team has 1 sticky ball. work
 - 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: 
 - Ask students to answer the following questions: 
 Whole 
 1. What have you learnt from the lesson today? class
 (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.