Giáo án Tiếng Anh lớp 4 Global Success Unit 4 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 answering questions about birthdays.

- correctly say the words and use When’s your birthday? – It’s in _____. to ask and answer questions about someone’s birthday.

- enhance the correct use of When’s your birthday? – It’s in _____. to ask and answer questions about someone’s birthday 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 the date of birth of themselves and others’ and respect to their parents for their presence.

II. RESOURCES AND MATERIALS

- Student’s book: Page 28

- Audio tracks 36, 37

- Teacher’s guide: Pages 55, 56, 57

- Website hoclieu.vn

- Flash cards/ pictures and posters (Unit 4)

- 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:

- Play Guessing words game.

Option 2:

- Spend a few minutes revising Unit 3 by asking the class to do the project in Lesson 3 or to sing the song What day is it today? on page 25 and clap hands.

- Ask pupils to open their books at page 28 and look at Unit 4, Lesson 1, Activity 1. Get pupils to look at the title of the unit and check comprehension. Have them repeat it once or twice. Tell pupils what they will learn in this lesson.

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 answering questions about birthdays.

b. Input

– Context a:

Nam: Hi, Lucy. What are you doing?

Lucy: I’m making a hat for my birthday party.

– Context b:

Nam: When’s your birthday?

Lucy: It’s in May.

c. Outcome

Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about birthdays.

d. Procedure

Step 1: Have pupils look at Pictures a and b and identify the characters in the pictures.

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 for pupils to listen and repeat in chorus, sentence by sentence.

Step 4: Invite a few pairs to the front of the classroom to listen to and repeat the sentences in the recording.

Step 5: Draw their attention to the question When’s your birthday? and the answer It’s in May. Tell pupils that these are a question and an answer about someone’s birthday.

Whole class/Individual work

Pair work

Whole class/Individual 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 When’s your birthday? – It’s in _____. to ask and answer questions about someone’s birthday.

b. Input

– Picture cues:

a. a calendar showing January

b. a calendar showing February

c. a calendar showing March

d. a calendar showing April

– Speech bubbles: When’s your birthday? – It’s in _____.

Audio script:

a. Januaryb. Februaryc. Marchd. April

a. A: When’s your birthday?

B: It’s in January.

b. A: When’s your birthday?

B: It’s in February.

c. A: When’s your birthday?

B: It’s in March.

d. A: When’s your birthday?

B: It’s in April.

c. Outcome

Pupils can correctly say the words and use When’s your birthday? – It’s in _____. to ask and answer questions about someone’s birthday

d. Procedure

Step 1: Have pupils watch a video about months of the year, then introduce the five first months by having them look at the pictures and elicit the names of the months. Have them repeat the word a few times. Teacher may also let them play the Board Race game to consolidate the new words (Teacher says the months, pupils race to the board to write the corresponding numbers).

Step 2: Have pupils open the book at page 28, point at Picture a, listen to the recording and repeat the word (January). Repeat the same procedure with the other three pictures.

Step 3: Point at the bubbles and have pupils listen to and repeat after the recording (When’s your birthday? – It’s in January.). Point at Picture a and have pupils listen to and repeat the sentences until they feel confident. Repeat the same procedure with Pictures b, c, and d.

Step 4: Have pupils work in pairs and practise asking and answering the question When’s your birthday? – It’s in _____. using the speech bubbles and the pictures.

Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class.

Whole class/ Individual work

Individual work

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 When’s your birthday? – It’s in _____. to ask and answer questions about someone’s birthday in a freer context.

b. Input

– Picture cue: A teacher asks some pupils when their birthdays are.

– Speech bubbles: When’s your birthday? – _____.

c. Outcome

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

d. Procedure

Step 1: Draw pupils’ attention to the picture. Have them say the names of the months in the picture. Ask questions to help them identify the context (see Input).

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

Step 3: Have pupils look at the bubbles to understand how the sentence pattern is used. Have pupils role-play to practise asking the questions and giving their answers in pairs, using picture cues. Make sure pupils understand the structure and say them with the right pronunciation and intonation. Go around to observe and provide help.

Step 4: Invite some pupils to practise asking and answering questions in front of the class. Praise them if they perform well.

Extension: For a more able class, have pupils ask and answer questions about their birthdays, using the structures learnt.

Whole class/ Individual work

e. Assessment

- Performance products: Student’s interaction and performance

- Assessment tools: Observation; Questions & Answers