Kế hoạch bài dạy Tiếng Anh 4 - Unit 1: My friends

 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 Attendance: ____________________
 UNIT 1: MY FRIENDS
 Lesson 1 – Period 1
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 say – 
PROCEDURE Let’s talk – Fun corner and wrap-up 
 Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Whole class/ 
 - Spend a few minutes revising the previous lesson by Individual 
 having pupils sing the song on page 7 and clap hands or do work
 actions.
 Option 2: 
 Whole class/
 - Elicit that there are many countries around the world. Individual
 - Ask pupils to name as many countries as they know. 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. Procedure Step 1: Ask pupils to look at Picture a and identify the Whole 
 characters. Ask Who is he / she?, Where is he / she? class/ 
 Step 2: Draw pupils’ attention to the question Where are you Individual 
 from? and the answer I’m from America. Explain that they work
 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 
 conversations in front of the class. Pair work
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. Procedure Step 1: Ask pupils to look at Pictures a, b, c, and d and Whole 
 identify the characters, the flags and the names of the class/ 
 countries. Individual 
 Step 2: Play the recording for pupils to listen to and repeat work
 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 ask and 
 answer questions about where someone is from. Pair work
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. Procedure Step 1: Draw pupils’ attention to the picture. Ask questions Whole 
 to help them identify the context (see Input). class/ 
 Step 2: Elicit the answer in the speech bubble and write it Individual 
 on the board. Get pupils to say the completed sentences. work
 Step 3: Put pupils into pairs to practise the exchanges. Go 
 around the classroom to offer support where necessary. Pair work
 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 work
 - Divide the class into 3 teams.
 - 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 work
- Each team has 1 sticky ball. 
- 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 class
1. What have you learnt from the lesson today? 
(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. 
 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 Attendance: ____________________
 UNIT 1: MY FRIENDS
 Lesson 1 – Period 2
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - listen to and understand four communicative contexts in which pupils ask 
knowledge & and answer questions about where someone is from and number the correct 
skills pictures;
 - complete two gapped sentences and two gapped exchanges with the help of 
 picture cues;
 - sing the song Where are you from? with the correct pronunciation, rhythm 
 and melody.
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 11
 - Audio tracks 8, 9
 - Teacher’s guide: Pages 20, 21
 - Website hoclieu.vn
 - Flash cards/ pictures and posters (Unit 1)
 - Computer, projector, 
III. Warm-up and review – Listen and number – Look, complete and read – 
PROCEDURE Let’s sing – Fun corner and wrap-up 
 Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Whole 
 - Invite a few pairs of pupils to come to the front of the class class/ 
 to ask and answer questions about where they are from, Individual 
 work
 using Where are you from? – I’m from _____.
 - Ask pupils to open their books at page 11 and look at Unit 
 1, Lesson 1, Activity 4.
 Option 2:
 - Have pupils look at a picture of a boy. Draw pupils’ 
 attention to the Big Ben Tower in the background. Ask Whole 
 Where are you from? Pupils look at the background then class/ 
 guess the country (Britain) and answer the question. Individual 
 Encourage pupils to use full sentence I’m from _____. to work
 answer 
 - Repeat with 3 more pictures.
PRACTICE
Activity 4. Listen and number. 5 minutes
a. Goal To listen to and understand four communicative contexts in which pupils 
 ask and answer questions about where someone is from and number the 
 correct pictures.
b. Input Picture cues:
 a. Minh from Viet Nam b. Ben from Australia
 c. Mary from America d. Lucy from Britain
 Audio script:
 1. A: Hi. Where are you from?
 B: Hi. I’m from Australia.
 2. A: Hello. Where are you from?
 B: Hi. I’m from Britain.
 3. A: Where are you from?
 B: I’m from America.
 4. A: Where are you from?
 B: I’m from Viet Nam. 
c. Outcome Pupils can listen to and understand four communicative contexts in which 
 pupils ask and answer questions about where someone is from and number 
 the correct pictures.
 Key: 1. b 2. d 3. c 4. a
d. Procedure Step 1: Draw pupils’ attention to the pictures and ask Whole 
 questions such as Who is he / she? and Where’s he / she class/ 
 Individual 
 from? Remind them to look at the flags while listening.
 work
 Step 2: Play the recording all the way through. 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 the answers, if Pair work
 necessary.
 Extension: If time allows, play the recording, sentence by 
 sentence, for pupils to listen and repeat in chorus. Correct Whole 
 their pronunciation where necessary. class/ 
 Individual 
 work
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers, Peer correction
PRACTICE
Activity 5. Look, complete and read. 10 minutes
a. Goal To complete two gapped sentences and two gapped exchanges with the 
 help of picture cues.
b. Input Four picture cues, two gapped sentences and two gapped exchanges to 
 complete
c. Outcome Pupils can complete two gapped sentences and two gapped exchanges 
 with the help of picture cues.
 Key: 1. Viet Nam 2. from America 
 3. Where; Britain 4. from; from Australia
d. Procedure Step 1: Model gapped Sentence 1 as an example. Have Whole 
 pupils read the sentence and guess the missing word. Then class/ 
 Individual 
 draw pupils’ attention to the picture (the flag) and elicit the 
 work
 name of the country that can be used to fill in the gap (Viet 
 Nam).
 Step 2: Give pupils time to do the task independently. Go Individual 
 around the classroom to offer help where necessary. work
 Pair work 
 Step 3: Get pupils to swap books with a partner and check 
 their answers before checking as a class. Nominate a pupil 
 to write the answers on the board. Give further support to 
 those pupils who find it difficult to do the task. Whole 
 class/ Pair 
 Step 4: Invite one pupil to read aloud Sentences 1 and 2 and 
 work
 a pair of pupils to act out Exchanges 3 and 4 in front of the 
 class. Correct their pronunciation where necessary.
 e. - Performance products: Student's talks and interaction
 Assessment
 - Assessment tools: Observation; Answer keys 
 PRACTICE
 Activity 6. Let’s sing. 8 minutes
 a. Goal To sing the song Where are you from? with the correct pronunciation, 
 rhythm and melody.
 b. Input The lyrics and the recording of the song Where are you from?
 c. Outcome Pupils can sing the song Where are you from? with the correct 
 pronunciation, rhythm and melody.
 d. Procedure Step 1: 1: Draw pupils’ attention to the title and lyrics of the Group 
 song. Encourage them to point at the picture to reinforce their work/ Pair 
 understanding. work
 Step 2: Have pupils read the first verse of the lyrics. Explain 
 that Minh is from Viet Nam. Have pupils listen to the first 
 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 Steps 1 and 2 for the other verses. Explain 
 that Minh asks Lucy, Mary and Ben where they are from and Pair work
 each of them answers. Check comprehension and give 
 feedback.
 Step 4: Ask pupils to listen to and sing the whole song while 
 clapping their hands. Go around the classroom and offer help Group 
 where necessary. work/ Pair 
 work
 Step 5: Invite a few groups to the front of the class to sing 
 the song. The class may sing along and clap to reinforce the 
 activity.
 e. - Performance products: Student’s interaction and performance
 Assessment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes 
Option 1: Game: Lucky numbers Group work
- Teacher divides the class into 2 teams (boys and girls).
- Each team takes turns to choose a number and answer the 
question.
- The team that has more points is the winner.
Option 2: Board Game Pair work
- Put pupils into pairs.
- Give pupils the handouts (attached below).
- Pupils take turns to roll the dice and move their piece 
according to the number of dots on the dice. Pupils say the 
sentence I’m (name). I’m from (country) according to the 
information inside the grid. 
- The pupil who reaches the Finish box first is the winner.