Giáo án Tiếng Anh lớp 4 Global Success Unit 12 Lesson 1

I. OBJECTIVES

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

Language knowledge & skills

– understand and correctly repeat the sentences in two communicative contexts in which pupils ask and answer the questions about the job of a family member.

–  correctly say the words and use What does he / she do? – He’s / She’s _____. to ask and answer questions about jobs.

–  enhance the correct use of What does he / she do? – He's / She's _____. to ask and answer questions about jobs 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 their parent's jobs and respect to other people’s jobs

II. RESOURCES AND MATERIALS

- Student’s book: Page 12

- Audio tracks 11, 12

- Teacher’s guide: Pages 170-172

- Website hoclieu.vn

- Flash cards/ pictures and posters (Unit 12)

- Computer, projector, …

III. PROCEDURE

Warm-up and review – Look, listen and repeat – Listen, point and say – 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 and encourage pupils to respond to the greeting.

Option 1: Guess the job (PPT slides)

Option 2: Miming game

Ask pupils to think about jobs, name one thing related to the job they choose, ask the rest to say the name of the job their friend describes. If possible, prepare some working tools for a policeman (a hat/ white gloves…), a farmer, an office worker and an actor to make the game more exciting.

Whole 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 in which pupils ask and answer the questions about the job of a family member.

b. Input

– Context a: Mai: How many people are there in your family? Ben: There are four.

– Context b: Ben: This is my father. Mai: What does he do? Ben: He’s a policeman.

c. Outcome

Pupils can understand and correctly repeat the sentences in two communicative contexts in which pupils ask and answer the question about the job of a family member.

d. Procedure

Step 1: Ask pupils to look at Pictures a and b and identify the characters in the pictures. Ask Who is he / she? and Where is he / she?

Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat. Repeat the same procedure with Picture b. Correct their pronunciation where necessary.

Step 3: Play the recording again, sentence by sentence, for pupils to listen, point at the sentences and repeat in chorus and individually. Correct their pronunciation where necessary.

Step 4: Draw pupils’ attention to the question What does he do? and the answer He’s a policeman. Explain that they are used to ask and answer questions about jobs.

Extension: Invite a few pairs of pupils to act out the conversations in front of the class.

Whole class/ Individual work

Pair work

e. Assessment

- Performance products: Pupils’ answers

- Assessment tools: Observation; Questions & Answers

KNOWLEDGE CONSTRUCTION

Activity 2. Listen, point and say.   10 minutes

a. Goal

To correctly say the words and use What does he / she do? – He’s / She’s _____. to ask and answer questions about jobs.

b. Input

– Picture cues:

a. A woman working on a farm

b. A policeman

c. A woman working in an office

d. A man acting in a film

– Speech bubbles: What does he / she do? – He’s / She’s _____.

Audio script:

a. a farmer

b. a policeman

c. an office worker

d. an actor

a. A: What does she do?

    B: She’s a farmer.

b. A: What does he do?

    B: He’s a policeman.

c. A: What does she do?

    B: She’s an office worker.

d. A: What does he do?

    B: He’s an actor.

c. Outcome

Pupils can correctly say the phrases and use What does he / she do? – He’s / She’s _____. to ask and answer questions about jobs.

d. Procedure

Step 1: Ask pupils to look at Pictures a, b, c and d and identify the jobs of the people in the pictures.

Step 2: Play the recording for pupils to listen to and repeat the phrases 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 in the answer 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 let 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 the jobs of the people in the pictures.

Whole class/ Individual work

Pair work

e. Assessment

- Performance products: Pupils’ answers.

- Assessment tools: Observation; Questions & Answers.

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal

To enhance the correct use of What does he / she do? – He's / She's _____. to ask and answer questions about jobs in a freer context.

b. Input

– Picture cues: a policeman, a farmer, an actress, an actor, a teacher – Speech bubbles: What does he / she do? – _____.

c. Outcome

Pupils can enhance the correct use of What does he / she do? – He's / She's _____. to ask and answer questions about jobs in a freer context.

d. Procedure

Step 1: Draw pupils’ attention to the pictures. Ask questions to help them identify the jobs of the people in the pictures (see Input).

Step 2: Elicit the missing words in the speech bubble and write them on the board. Get pupils to say the completed sentence.

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 the jobs of the people in the pictures.

Extension: If time allows, get a few pairs to ask and answer questions about their real family members.

Whole class/ Individual work

Pair work

e. Assessment

- Performance products: Pupils’ questions and answers.

- Assessment tools: Observation; Questions & Answers.

Fun corner and wrap-up: 5 minutes

Option 1: Play who wants to be a millionaire (powerpoint)

Option 2: Board game (on the next page)

* Project preparation

Tell pupils about the project on page 17. Ask them to prepare for it at home by collecting photos or drawing pictures of their family members, focusing on their jobs and workplaces. They should ask their parents if they do not know their parents’ jobs or workplaces. Remind pupils to bring their photos or drawings to the class at Project time in Lesson 3, Activity 6.

Whole class/ Group work