Giáo án Tiếng Anh lớp 4 Global Success Unit 2 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 focusing on asking and telling the time.

- correctly say the phrases and use What time is it? – It’s _____. to ask and tell the time.

- enhance the correct use of What time is it? – _____. to ask and tell the time 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

Show their responsibility by noticing the time and follow the timetable on time.

II. RESOURCES AND MATERIALS

- Student’s book: Page 16

- Audio tracks 16, 17

- Teacher’s guide: Pages 30, 31, 32

- Website hoclieu.vn

- Flash cards/ pictures and posters (Unit 2)

- 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

Option 1:

Sing the song What time is it?

Link: https://www.youtube.com/watch?v=0Yq_rztquuU

Option 2: Game: Slap the board

- Divide class into 3 teams, invite 1 member from each team for each turn.

- Say the numbers for the pupils to slap and say aloud.

- Give points to the pupils with the correct choice and encourage them.

Option 3: Sing a song from youtube (https://www.youtube.com/watch?v=tVlcKp3bWH8)

- Ask pupils to sing a song.

- Give points to the pupils and encourage them.

Whole class/ Individual work

Group work

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 telling the time.

b. Input

– Context a:

Ms Hoa: What time is it?

Class: It’s eight thirty.

Ms Hoa: Let’s have a break.

– Context b:

Bill: What time is it?

Linh: It’s three fifteen. Let’s go into the classroom.

c. Outcome

Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and telling the time.

d. Procedure

Step 1: Ask pupils to look at Pictures a and b and identify the characters and the time shown on the clocks in the pictures.

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

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 stand up to listen to and repeat the sentences in the recording.

Step 5: Draw pupils’ attention to the contextual pictures. Tell pupils that the question What time is it? and the answers It’s eight thirty. and It’s three fifteen. are used to ask and tell the time.

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 phrases and use What time is it? – It’s _____. to ask and tell the time.

b. Input

– Picture cues:

a. a clock showing 6:00 AMb. a clock showing 6:15 AM

c. a clock showing 6:30 PMd. a clock showing 6:45 PM

– Speech bubbles: What time is it? – It’s _____.

Audio script:

a. six o’clockb. six fifteenc. six thirtyd. six forty-five

a. A: What time is it?

    B: It’s six o’clock.

b. A: What time is it?

    B: It’s six fifteen.

c. A: What time is it?

   B: It’s six thirty.

d. A: What time is it?

   B: It’s six forty-five.

c. Outcome

Pupils can correctly say the phrases and use What time is it? – It’s _____. to ask and tell the time.

d. Procedure

Step 1: Have pupils look at the pictures. Elicit the time on the clocks. Spend a few minutes explaining how to tell the time. Give the meaning of a.m. and p.m., and when to say o’clock in telling the time.

Note: a.m. is used to tell the time in the morning, from 00:00 to 12:00; p.m. is used to tell the time in the afternoon and evening (afternoon is from 12:00:01 to 17:00 or 18:00, and evening is from 17:00 or 18:00 to 23:59:59).

Step 2: Have pupils point at Picture a (6:00 AM), listen to the recording and repeat. Repeat the same procedure with Pictures b, c and d. Have the class point at the pictures and repeat the time a few times.

Step 3: Point at the first bubble and have pupils listen to and repeat after the recording (What time is it?). Point at Picture a and have pupils listen to and repeat after the recording (It’s six o’clock.). Repeat the same procedure with Pictures b, c and d.

Step 4: Set a time limit for pupils to work in pairs to practise asking and answering the question What time is it? – It’s _____.

Step 5: Invite a few pairs to the front of the class to take turns pointing at the pictures and saying the questions and answers.

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 What time is it? – _____. to ask and tell the time in a freer context.

b. Input

– Picture cue: Two pupils ask and tell the time shown on different clocks: 7:00 AM, 8:15 AM, 2:30 PM and 4:45 PM.

– Speech bubbles: What time is it? – _____.

c. Outcome

Pupils can enhance the correct use of What time is it? – _____. to ask and tell the time in a freer context.

d. Procedure

Step 1: Draw pupils’ attention to the two speech bubbles. Read the question aloud and ask pupils to repeat it. Ask them to look at the second bubble and identify what the answer should be. Elicit the answer: It's seven o’clock. Get pupils to repeat the questions and answers several times.

Step 2: Set a time limit for pupils to work in pairs, point at the different clocks in the picture, ask and tell the time using What time is it? – _____. Go around the classroom to observe and offer help where necessary.

Step 3: Invite some pairs to ask and tell the time in front of the class.

Whole class/ Individual work

Whole class/ Pair work

e. Assessment

- Performance products: Student’s interaction and performance

- Assessment tools: Observation; Questions & answers