Giáo án Tiếng Anh lớp 4 Global Success Unit 14 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 focusing on asking and answering questions about what daily activity someone does.

- correctly say the phrases and use What do you do in the morning?

- I _____. to ask and answer questions about what activity someone does in the morning.

- enhance the correct use of What do you do in the morning / afternoon / evening? – I _____. to ask and answer questions about what activity someone does in the morning / afternoon / evening 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

- Care about other people

- Be responsible for their daily activities and willing to share the housework with their family members

II. RESOURCES AND MATERIALS

- Student’s book: Page 26

- Audio tracks 35, 36

- Teacher’s guide: Pages 201, 202, 203

- Website hoclieu.vn

- Flash cards/ pictures and posters (Unit 14)

- 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: Game: Change chairs

- Teacher says “Change your chairs if you watch TV in the morning/ afternoon/ evening/ at noon.”

- Pupils listen and change chairs if their answer is YES.

Option 2:

- Spend a few minutes revising the previous lesson by asking the class to sing the song When do you watch TV and read books?

* Have pupils open their books at page 26 and look at
Unit 14, Lesson 2, Activity 1.

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 what daily activity someone does.

b. Input

– Context a:

Bill: What do you do on Sundays, Linh?

Linh: I do housework.

– Context b:

Bill: What do you do in the morning?

Mai: I clean the floor.

c. Outcome

Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about what activity daily someone does.

d. Procedure

Step 1: Ask pupils to look at Pictures a and b, and identify what activities Linh does on Sundays.

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 listen to and repeat the sentences in the recording.

Step 5: Draw pupils’ attention to the questions and answers in Pictures a and b. Tell them that they are used to ask and answer questions about what daily activity someone does.

Individual work/ Whole class Pair work

Individual work/ Whole class

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 do you do in the morning?

- I _____. to ask and answer questions about what activity someone does in the morning.

b. Input

– Picture cues:

a. a girl washing the clothes

b. a boy cleaning the floor

c. a girl helping her mother with the cooking

d. a girl washing the dishes

– Speech bubbles: What do you do in the morning? – I _____.

Audio script:

a. wash the clothes

b. clean the floor

c. help with the cooking

d. wash the dishes

a. A: What do you do in the morning?

B: I wash the clothes.

b. A: What do you do in the morning?

B: I clean the floor.

c. A: What do you do in the morning?

B: I help with the cooking.

d. A: What do you do in the morning?

B: I wash the dishes.

c. Outcome

Pupils can correctly say the phrases and use What do you do in the morning? – I _____. to ask and answer questions about what activity someone does in the morning.

d. Procedure

Step 1:Have pupils look at the pictures, and elicit what activity each child is doing.

Step 2: Have pupils point at Picture a, listen to the recording and repeat the phrase (wash the clothes) a few times. Repeat the same procedure with the other three pictures.

Step 3: Point at the first speech bubble and have pupils listen and repeat after the recording (What do you do in the morning?). Point at Picture a and have pupils listen to and repeat the question and answer (What do you do in the morning? – I wash the clothes.). Have the class repeat the exchange a few times. Repeat the same procedure with the other three pictures.

Step 4: Set a time limit for pupils to work in pairs, point at the pictures, and practice asking and answering What do you do in the morning? – I _____.

Step 5: Invite a few pairs to the front of the class to take turns pointing at the pictures, and asking and answering What do you do in the morning? – I _____.

Whole class/
Individual work

Pair work

e. Assessment

- Performance products: Pupil'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 do you do in the morning / afternoon / evening? – I _____. to ask and answer questions about what activity someone does in the morning / afternoon / evening in a freer context.

b. Input

– Picture cues: family members doing the housework together (washing the clothes, cleaning the floor, washing the dishes, helping with the cooking)

– Speech bubbles: What do you do in the morning / afternoon / evening?

– _____.

c. Outcome

Pupils can enhance the correct use of What do you do in the morning / afternoon / evening? – I _____. to ask and answer questions about what activity someone does in the morning / afternoon / evening in a freer context.

d. Procedure

Step 1:Have pupils look at the pictures and explain that each picture shows the members of a family doing the housework together (as mentioned in Input). Get pupils to look at the first speech bubble. Ask them to repeat the question a few times: What do you do in the morning / afternoon / evening? Then point at the boy who is cleaning the floor to elicit the answer (I clean the floor.). Have pupils repeat it a few times. Split the class into two groups to take turns pointing at each activity that a character is doing, asking and answering in chorus.

Step 2: Set a time limit for pairs of pupils to practise asking and answering What do you do in the morning / afternoon / evening? – I _____. Go around the classroom to offer help where necessary.

Step 3: Invite some pairs of pupils to the front of the class to take turns asking and answering questions about what activity someone does in the morning / afternoon / evening.

Whole class/ Individual work

Pair work

e. Assessment

- Performance products: Pupil’s interaction and performance

- Assessment tools: Observation; Questions & Answers