Giáo án Tiếng Anh lớp 4 Global Success Unit 5 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 (pictures) in which pupils ask and answer questions about someone’s abilities.

- correctly say the phrases and use Can you _____? – Yes, I can. / No, I can’t. to ask and answer questions about someone’s abilities.

- enhance the correct use of Can you _____? – Yes, / No, _____. to ask and answer questions about pupils’ abilities 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 what they can do and great respect for other people’s abilities by using appropriate gestures and intonation when asking and answering about abilities.

II. RESOURCES AND MATERIALS

- Student’s book: Page 34

- Audio track 46, 47

- Teacher’s guide: Pages 68, 69, 70

- Website hoclieu.vn

- Flash cards/ pictures and posters (Unit 5)

- 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:

- Have the whole class say the chant on page 32. You may use other food / drink items to have another version of the chant.

Option 2:

- Divide the class into 3 teams.

- Each team has 1 sticky ball.

- Play the music, students in each team take turns to pass the ball. After the music ends, 3 students have the ball – stand up and say the sentences, using the sentence models from the previous unit.

Whole class/ Individual work

Group work

EXPLORATION

Activity 1. Look, listen and repeat.   5 minutes

a. Goal

To understand and correctly repeat the sentences in two communicative contexts (pictures) in which pupils ask and answer questions about someone’s abilities.

b. Input

- Context a: Mary: I can fly a kite. Mai: I can skip.

- Context b: Minh: Can you ride a bike? Mary: Yes, I can.

Mai: No, I can't.

c. Outcome

Pupils can listen to and understand two communicative contexts in which pupils ask and answer questions about someone’s abilities and tick the correct pictures.

Key: 1. b   2. b

d. Procedure

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

Step 2: Draw pupils’ attention to the kite and the skipping rope in Picture a and predict what the characters can do or are talking about. Play the recording and have pupils check the prediction. Repeat the same procedure with Picture b.

Step 3: Play the recording again and encourage pupils to point at the characters while listening.

Step 4: Play the recording again, sentence by sentence, for pupils to listen, point at the sentences and repeat after each character. Correct their pronunciation where necessary.

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

Whole class

Pair work

e. Assessment

- Performance products: Student’s answers

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

KNOWLEDGE CONSTRUCTION

Activity 2. Listen, point and say.   10 minutes

a. Goal

To correctly say the phrases and use Can you ____? – Yes, I can. /

No, I can’t. to ask and answer questions about someone’s abilities.

b. Input

- Picture cues:

a. a girl riding a bike

b. a boy who can’t ride a horse

c. a boy playing the piano

d. a girl who can’t play the guitar

- Speech bubbles: Can you _____? – Yes, I can. / No, I can’t.

Audio script:

a. ride a bike / yesb. ride a horse / no

c. play the piano / yesd. play the guitar / no

a. A: Can you ride a bike?

B: Yes, I can.

b. A: Can you ride a horse?

B: No, I can’t.

c. A: Can you play the piano?

B: Yes, I can.

d. A: Can you play the guitar?

B: No, I can’t.

c. Outcome

Pupils can correctly say the phrases and use Can you ? – Yes, I can. / No, I can’t. to ask and answer questions about someone’s abilities.

d. Procedure

Step 1: Ask pupils to look at Pictures a, b, c, and d and identify the activities 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. Use the flash cards for ride a bike, ride a horse, play the piano and play the guitar to practise the phrases.

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. Repeat the same procedure with Pictures b, c, and d.

Step 4: Have pupils practise asking and answering questions in pairs. Go around the classroom to offer help where necessary.

Step 5: Invite a few pairs to point at the pictures and ask and answer questions about what the pupils in the pictures can or can’t do.

Whole class/ Individual work

Pair 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 Can you ? – Yes, / No, ____. to ask and answer questions about pupils’ abilities in a freer context.

b. Input

- Picture cue: A summer camp poster. There are four activities in the poster.

- Speech bubbles: Can you ____? – Yes, / No, ____.

c. Outcome

Pupils can enhance the correct use of Can you____? – Yes, / No,____. to ask and answer questions about their abilities in a freer context.

d. Procedure

Step 1: Draw pupils’ attention totheposteraboutthe summercamp.Askquestionsto help them identify the activities in the poster.

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

Step 3: Put pupils into pairs to ask and answer about their abilities. Go around the classroom to offer support where necessary.

Step4: Invite a few pairs to point at the pictures and ask and answer questions about their abilities.

Whole class/
Individual work

Pair work

Pair work

e. Assessment

- Performance products: Student’s interaction and performance

- Assessment tools: Observation; Questions & answers

Fun corner and wrap-up: 5 minutes

Option 1: Game: Lucky number (ppt)

- Divide the class into 3 groups.

- Pupils from each team choose a number, then ask and answer with the picture in that number.

- Pupil or teacher clicks the “play” button to roll the dice and clicks the “stop” button to get points.

- After 9 numbers, the group with the most points is the winner.

Option 2: 

Use hoclieu.vn, have pupils look at the words in the pictures of Activities 1, 2 and repeat after the recordings.

Option 3:

- Ask students to answer the following questions:

1. What have you learnt from the lesson today?

(Use sentence pattern Can you _____? – Yes, I can. / No, I can’t. to ask and answer someone’s abilities.)

2. What are the core values of the lesson?

(Show pride in what they can do and great respect for other people’s abilities by using appropriate gestures and intonation when asking and answering about abilities.)

* Preparationfortheproject:

Tell pupils about the project on page 39. Ask them to prepare for it at home by carrying out a school club survey and asking their friends about their abilities. Set up groups of four or five to carry out a survey. Each group should choose two clubs such as sports or music. They should write questions about what their friends can or can’t do to find members for the clubs. Remind pupils to bring their completed surveys to the class to present them at Project time.

Group work

Whole class

Whole class