Giáo án Tiếng Anh lớp 4 Global Success Unit 15 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 a family member does at the weekend.

- correctly say the phrases and use What does he / she do on Sundays? – He / She _____. to ask and answer questions about what a family member does at the weekend.

- enhance the correct use of What does he / she do on Sundays? – He / She _____. to ask and answer questions about what a family member does at the weekend 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

-  Express love and care for family members.

II. RESOURCES AND MATERIALS

- Student’s book: Page 32

- Audio tracks 45, 46

- Teacher’s guide: Pages 214, 215, 216

- Website hoc lieu.vn

- Flash cards/ pictures and posters (Unit 15)

- Computer, projector, …

III. PROCEDURE

Warm-up – 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:

- Get the class to sing the song Where do they go on Saturdays? on page 31.

Option 2: Game: Pass the ball

 - Pupils pass a ball when the teacher plays music. When the music stops, the pupil holding the ball says where he/ she goes on Sundays.

* Ask pupils to open their books at page 32 and look at Unit 15, Lesson 2, Activity 1.

Whole class/ Individual work

Group work

EXPLORATION

Activity 1. Look, listen and repeat.

a. Goal

To understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about what a family member does at the weekend.

b. Input

– Context a:

   Ben: Where does your father go on Sundays?

   Linh: He goes to the sports centre.

– Context b:

   Ben: What does he do there?

   Linh: He plays tennis.

c. Outcome

Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about what a family member does at the weekend.

d. Procedure

Step 1: Have pupils look at Pictures a and b and identify the places, characters and their activities 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 class to listen to and repeat the sentences in the recording.

Step 5: Draw pupils’ attention to the question What does he do there? and the answer He plays tennis. Tell pupils that they are used to asking and answering questions about what a family member does at the weekend.

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.

a. Goal

To correctly say the phrases and use What does he / she do on Sundays?

– He / She _____. to ask and answer questions about what a family member does at the weekend.

b. Input

– Picture cues:

a. a sister cooking

b. a father playing tennis

c. a brother watching a film

d. a mother doing yoga

– Speech bubbles: What does he / she do on Sundays? – He / She _____.

Audio script:

a. cooks meals

b. plays tennis

c. watches films

d. does yoga

a. A: What does she do on Sundays?

B: She cooks meals.

b. A: What does he do on Sundays?

B: He plays tennis.

c. A: What does he do on Sundays?

B: He watches films.

d. A: What does she do on Sundays?

B: She does yoga.

c. Outcome

Pupils can correctly say the phrases and use What does he / she do on Sundays? – He / She _____. to ask and answer questions about what a family member does at the weekend.

d. Procedure

Step 1: Have pupils look at Pictures a, b, c and d and elicit the activities of the people.

Step 2: Have pupils point at Picture a, listen to the recording and repeat the phrase (cooks meals). Point at the speech bubbles and Picture a again and have pupils listen to and repeat after the recording (What does she do on Sundays? – She cooks meals.).

Step 3: Repeat the same procedure with the other three pictures. Have the class repeat the questions and answers a few times.

Step 4: Have pairs practise asking and answering the questions What does he / she do on Sundays? – He / She ____. using picture cues.

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

Pair work

e. Assessment

- Performance products: Student's talks and interaction

- Assessment tools: Observation; Answer keys

PRACTICE

Activity 3. Let’s talk.

a. Goal

To enhance the correct use of What does he / she do on Sundays? – He / She _____. to ask and answer questions about what a family member does at the weekend in a freer context.

b. Input

– Picture cue: a mother doing yoga, a brother cooking a meal, a sister watching a film, a father playing tennis

– Speech bubbles: What does he / she do on Sundays? – _____.

c. Outcome

Pupils can enhance the correct use of What does he / she do on Sundays? – He / She _____. to ask and answer questions about what a family member does at the weekend in a freer context.

d. Procedure

Step 1: Draw pupils’ attention to the pictures. Ask questions to help them identify the context (see Input).

Step 2: Put pupils into pairs and encourage them to ask and answer questions about what a family member does at the weekend. Go around the classroom to offer support where necessary.

Step 3: Invite a few pairs to practise asking and answering questions about what a family member does at the weekend. Praise pupils if they perform well.

Step 4: Invite a few pairs to the front of the class to perform their conversations.

Group work/
Pair work

e. Assessment

- Performance products: Student’s talk and interaction

- Assessment tools: Observation Questions & Answers

Fun corner and wrap-up: 5 minutes

Option 1: Game: Spin the wheel (ppt)

- Teacher divides the class into 2 teams (boys and girls).

- Each team takes turns choosing a number and answering the question.

- The team that has more points is the winner.

Option 2:

In pairs, pupils talk about what they do on Sundays. Then the teacher calls some students to talk about what their partners do on Sundays.

* Ask pupils to answer what they have learnt from the lesson:
(- Use What does he/ she do on Sundays? - He/ She _____. to ask and answer about what a family member does at the weekend.)