Giáo án Tiếng Anh lớp 4 Global Success Unit 18 Lesson 1

I. OBJECTIVES

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

Language knowledge & skills

- understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about locations of some shops at the shopping centre.

- correctly say the words and use Where’s the bookshop? – It’s _____.

- ask and answer questions about locations

- enhance the correct use of Where’s the _____? – It’s _____. to ask and answer questions about locations in a freer context.

Competences

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

- Self-control & independent learning: perform learning tasks

Attributes

- use appropriate gestures and intonation when asking about locations of some places in a shopping centre.

II. RESOURCES AND MATERIALS

- Student’s book: Page 52

- Audio tracks 72, 73

- Teacher’s guide: Pages 253 - 255

- Website hoclieu.vn

- Flash cards/ pictures and posters

- 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.

Option 1: Say the chant on page 50

- Ask pupils to open their books at page 50 and look at Activity 3.

- Ask pupils to chant and do the actions in Unit 17, Lesson 3 in groups. 

- Give points to the groups and encourage them.

Option 2:Pass the ball 

- Divide the class into 3 teams.

- Each team has 1 sticky ball.

- Play the music, pupils in each team take turns passing the ball. After the music ends, 3 pupils who have the balls will stand up and say the model sentences How can I get to the _________?.

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 focusing on asking and answering questions about locations of some shops at the shopping centre.

b. Input

– Context a:

Bill: Excuse me!

Shop assistant: Yes?

– Context b:

Bill: Where’s the bakery, please?

Shop assistant: It’s near the gift shop

c. Outcome

Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about locations of some shops in the shopping centre.

d. Procedure

Step 1: Ask pupils to look at Pictures a and b, and identify the characters in the pictures. Encourage pupils to talk about details in the backgrounds of the pictures.

Step 2: Ask pupils to look at Picture a. Play the recording for them to listen to the conversation a few times.

Step 3: 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.

Step 4: Invite a few pairs to the front of the classroom to listen to and repeat the sentences in the recording. Give corrections and feedback where necessary.

Step 5: Draw pupils’ attention to the question Where’s the bakery, please? and the answer It’s near the gift shop. Tell pupils that they are used to ask and answer questions about locations.

Whole

class/ Individual work

Pair work

e. Assessment

- Performance products: Student’s 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 Where’s the bookshop? – It’s _____.

- To ask and answer questions about locations of a bookshop.

b. Input

– Picture cues:

a. a bookshop that is near a bakery

b. a bookshop that is opposite a sports shop

c. a bookshop that is behind a bakery

d. a bookshop that is between a gift shop and a bakery

– Speech bubbles: Where’s the bookshop? – It’s _____.

Audio script:

a. near

b. opposite

c. behind

d. between

a. A: Where’s the bookshop?

B: It’s near the bakery.

b. A: Where’s the bookshop?

B: It’s opposite the sports shop.

c. A: Where’s the bookshop?

B: It’s behind the bakery.

d. A: Where’s the bookshop?

B: It’s between the gift shop and the bakery

c. Outcome

Pupils can correctly say the words and use What’s the bookshop? – It’s _____. to ask and answer questions about locations of a bookshop.

d. Procedure

Step 1: Have pupils point at Picture a, listen to the recording and repeat the word near. Repeat the same procedure with Pictures b, c and d. Have the class repeat the words a few times and correct their pronunciation where necessary.

Step 2: 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 listen to and repeat the sentences in both bubbles a few times (Where's the bookshop? – It's near the bakery.). Repeat the same procedure with Pictures b, c and d.

Step 3: Divide the class into two groups to take turns repeating the question and the answer for Picture a until they feel confident. Repeat the same procedure with Pictures b, c and d.

Step 4: Have pairs practise asking and answering the questions using the pictures. Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Give corrections and feedback where necessary.

Whole class/

Individual work

Pair work

e. Assessment

- Performance products: Student's talks and interaction

- Assessment tools: Observation; Answer keys                          

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal

To enhance the correct use of Where’s the _____? – It’s _____. to ask and answer questions about locations in a freer context.

b. Input

– Picture cue: two characters talking at a shopping centre

– Speech bubbles: Where’s the _____?

c. Outcome

Pupils can enhance the correct use of Where’s the _____? – It’s _____. to ask and answer questions about locations in a freer context.

d. Procedure

Step 1: Draw pupils’ attention to the picture and elicit the words or phrases to describe locations.

Step 2: Elicit the missing word in the first bubble. Ask pupils to look at the second bubble and identify what the answer should be. Give an example conversation: Where’s the bakery? – It’s near the bookshop. Get pupils to repeat the question and answer several times.

Step 3: Have pairs practise asking and answering questions about the locations of the shops in the picture. Go around the classroom to observe and provide help.

Step 4: Invite a few pairs to practise asking and answering questions in front of the class. Give corrections and feedback where necessary.

Whole class/

Individual work

Pair work

e. Assessment

- Performance products: Student's talks and interaction

- Assessment tools: Observation; Questions & Answers

Fun corner and wrap-up: 5 minutes

Option 1: Game: Lucky number

- Divide the class into 2 teams (boys and girls). Each team takes turns to choose a number. They need to ask and answer with the picture corresponding to that number to get points.

- The group with more points at the end of the game will be the winner.

* Project preparation: Ask pupils to prepare for the project on page 57 by making a shopping list as homework so that they can give a short presentation in front of the class at Project time in Lesson 3, Activity 6.