Giáo án Tiếng Anh lớp 4 Global Success Extension activities trang 38

I. OBJECTIVES

By the end of the lesson, pupils will be able to:

Language knowledge & skills

 Review the following sentence patterns:

- Where do you live? – I live ____.

- What's ____ like? – It’s ____.

- What does he / she do? – He’s / She’s ____.

- Where does he / she work? – He / She works ____.

- What does he / she look like? – He’s / She’s ____.

- What does he / she look like? – He / She has ____. O

-  When do you watch TV? – I watch TV ____.

- What do you do in the morning? – I ____.

- Where does he / she go on Saturdays? – He / She goes to the ____.

- What does he / she do on Sundays? – He / She ____.

- correctly describe the appearance of a family member for a partner to draw.

- correctly describe the appearance of someone’s family member.

- read and match four descriptions with four pictures of animals, then say what the animals in the pictures are.

Competences

- Communication and collaboration: work in pairs and groups to complete the learning tasks.

II. RESOURCES AND MATERIALS

- Student’s book: Page 39

- Teacher’s guide: Pages 226, 227

- Website hoclieu.vn

- Flash cards/ pictures and posters (Review 3)

- Computer, projector, …

III. PROCEDURE

Warm-up and review – Work in pairs. Take turns to describe and draw a family member  – Tell the class about your partner’s family member – Read and match. Then say what the animals are  – Fun corner and wrap - up

Procedure

Teacher’s and pupils’ activities

Interaction

Note

Warm-up and review:  5 minutes

Greet the class.

Option 1:

– Greet the class. Have pupils sing any of the songs from Units 11 to 15. Praise pupils and get the class to cheer or clap their hands.

Option 2: PPT game

– Have students look at the screen, read and choose the correct picture.

Whole class/ Individual work

Activity 1. Work in pairs. Take turns to describe and draw a family member. 8 minutes

a. Goal

– To correctly describe the appearance of a family member for a partner to draw.

b. Input

– A picture showing a girl describing her mum for a boy to draw

– Speech bubble: My mum is tall. She has long, brown hair. She has a round face and blue eyes.

c. Outcome

Pupils can correctly describe the appearance of a family member for a partner to draw.

d. Procedure

Step 1: Draw pupils’ attention to the picture. Ask: What is the girl / boy doing? When pupils answer correctly, confirm the answers: The girl is describing her mum. / The boy is drawing the girl's mum.

Step 2: Write the following prompts on the board: tall or short ?, hair?, face?, eyes? Tell pupils to choose a family member and think about how he or she looks.

Step 3: Put pupils into pairs. Tell pupils that they should take it in turns to describe a family member for their partner to draw. They have five minutes. Remind them to call out “Swap!” when they finish.

Step 4: When all the pupils have had a turn, tell them to swap their drawings with their partners.

Whole class

Pair work

e. Assessment

- Performance products: Student’s talk and pictures.

- Assessment tools: Observation; Questions & Answers, Peer correction

Activity 2. Tell the class about your partner’s family member. 8 minutes

a. Goal

To correctly describe the appearance of someone’s family member.

b. Input

– A picture showing a girl holding the drawing of her mum that her partner has drawn, and the boy describing her mum to the class

– Speech bubbles: She’s tall. She has long, brown hair

c. Outcome

Pupils can correctly describe the appearance of someone’s family member.

d. Procedure

Step 1: Draw pupils’ attention to the picture. Ask: What is the boy doing?. When pupils answer correctly, confirm the answer: He is describing the girl’s mum.

Step 2: Nominate a few pairs to come to the front of the class and share their drawings and descriptions with the class. This step could also be done in small groups so that every pair has a chance to share.

Whole class

Pair work

e. Assessment

- Performance products: Student's talks and interaction

- Assessment tools: Observation;  Questions & Answers

Activity 3. Read and match. Then say what the animals are. 9 minutes

a. Goal

To read and match four descriptions with four pictures of animals, then say what the animals in the pictures are.

b. Input

– Four descriptions for the animals on the left.

– Four pictures showing: a monkey, a fish, an elephant and a parrot

c. Outcome

Pupils can read and match four descriptions with four pictures of animals, then say what the animals in the pictures are.

Key: 1. c       2. d         3. a        4. b

1. It’s an elephant.   2. It’s a parrot.     3. It’s a monkey.    4. It’s a fish

d. Procedure

Step 1: Draw pupils’ attention to Description 1 and read it as a class. Explain any new words. Check comprehension.

Step 2: Ask pupils to look at the pictures on the right and elicit the answer. Get them to read the sentences in Description 1 again and draw a line to match it to the correct picture (Picture c)

Step 3: Repeat Steps 1 and 2 with the other three descriptions. Go around the classroom to offer support where necessary.

Step 4: Get pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board for pupils to correct their answers.

Step 5: Have pupils say the names of the animals in the pictures by asking them questions, e.g. What is it? or What can you see in the picture?

Group work/

Individual work

Pair work

e. Assessment

- Performance products: Student’s answer

- Assessment tools: Observation; Questions & Answers

Games: 5 minutes

Option 1: Review game (PPT)

-Teacher divides the class into 3 teams.

-Each team takes turns to choose a box and answer the question.

-The team that has more points is the winner.

Option 2:

– Teacher gives each student a piece of paper. Students write 3 sentences to describe a classmate in three minutes. Teacher collects all the pieces of paper and puts them in a box.

– Students take turns to pick a piece of paper, read and guess who is he/she.