Giáo án Tiếng Anh lớp 4 Global Success Unit 1 Lesson 2

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 where someone is from;

-  correctly say the words and use Where’s he / she from? – He’s / She’s from _____. to ask and answer questions about where someone is from;

- enhance the correct use of Where’s he / she from? – _____. to ask and answer questions about where someone is from 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 where they come from and great respect for where someone comes from by using appropriate gestures and intonation when asking and answering about nationality.

II. RESOURCES AND MATERIALS

- Student’s book: Page 12

- Audio tracks 10, 11

- Teacher’s guide: Pages 22, 23, 24

- Website hoclieu.vn

- Flash cards/ pictures and posters (Unit 1)

- 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:

- Invite four groups of pupils to the front of the class to take turns singing the song Where are you from? Each group sings one verse of the song. The class sings along and claps hands.

- Ask pupils to open their books at page 12 and look at Unit 1, Lesson 2. Tell pupils what they will learn in this lesson.

Option 2:

- Review vocabulary

Game: Role play

- Call 2 pupils for each turn to come to the board.

- One pupil holds up a flag picture and asks Where are you from?, the other looks and answers the questions.

- Do the same with some more pairs.

Group work

Pair 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 where someone is from.

b. Input

– Context a:

Linh: Who’s that?

Lucy: It’s my new friend.

Linh: Where’s she from?

Lucy: She’s from Japan.

– Context b:

Minh: Who’s that?

Ben: It’s my new friend.

Minh: Where’s he from?

Ben: He’s from Singapore.

c. Outcome

Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) in which pupils ask and answer questions about where someone is from.

d. Procedure

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

Step 2: Ask pupils to look at Picture a. Play the recording for them to listen and familiarise themselves with the characters’ voice. Play the recording again, sentence by sentence, for pupils to listen and repeat. Correct their pronunciation where necessary.

Step 3: Repeat the same procedure with Picture b.

Step 4: Invite a few pairs to the front of the class to listen to and act out the exchanges. Draw pupils’ attention to the questions Where’s she from? and Where’s he from?, and the answers She’s from Japan. and He’s from Singapore. Explain that they are used to ask and answer questions about where someone is from.

Extension: Nominate pairs of pupils to act out the exchanges.

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 he / she from? – He’s / She’s from _____. to ask and answer questions about where someone is from.

b. Input

– Picture cues:

a. a boy with the Singaporean flag

b. a boy with the Malaysian flag

c. a girl with the Thai flag

d. a girl with the Japanese flag

– Speech bubbles: Where’s he / she from? – He’s / She’s from _____.

Audio script:

a. Singaporeb. Malaysiac. Thailandd. Japan

a. A: Where’s he from?

B: He’s from Singapore.

b. A: Where’s he from?

B: He’s from Malaysia.

c. A: Where’s she from?

B: She’s from Thailand.

d. A: Where’s she from?

B: She’s from Japan.

c. Outcome

Pupils can correctly say the words and use Where’s he / she from? - He’s / She’s from _____. to ask and answer questions about where someone is from.

d. Procedure

Step 1: Ask pupils to look at Picture a and identify the boy, the flag and the name of the country. Play the recording for pupils to listen to and repeat the word under the picture in chorus and individually until they feel confident.

Step 2: Draw pupils’ attention to the speech bubbles and elicit the missing words. Play the recording for pupils to repeat the sentences in both bubbles a few times. Remind pupils to point at the relevant pictures when they are repeating.

Step 3: Repeat Steps 1 and 2 for Pictures b, c and d. Go around the classroom and offer help where necessary.

Step 4: Invite a few pairs to act out the exchanges in front of the class

Whole class/ Individual work

Pair work

e. Assessment

- Performance products: Student's talks and interaction

- Assessment tools: Observation; Questions & answers

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal

To enhance the correct use of Where’s he / she from? – _____. to ask and answer questions about where someone is from in a freer context.

b. Input

– Picture cue: four pupils at a campsite, standing in front of their tents with their national flags

– Speech bubbles: Where’s he / she from? – _____.

c. Outcome

Pupils can enhance the correct use of Where’s he / she from? – _____. to ask and answer questions about where someone is from in a freer context.

d. Procedure

Step 1: Ask pupils to look at the picture and identify the characters. Ask Who can you see? Where are they from? Remind pupils that Where’s he / she from? – _____. are used to ask and answer questions about where someone is from. Check comprehension.

Step 2: Give pupils time to work in pairs and take turns saying the role of each character in the picture. Remind them to look at the flags on the tents to identify where the pupils come from.

Step 3: Invite a few pairs to come to the front of the classroom and act out the roles.

Whole class/ Individual work

Pair work

e. Assessment

- Performance products: Student’s interaction and performance

- Assessment tools: Observation; Questions & answers