Giáo án Tiếng Anh lớp 4 Global Success Unit 16 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 making suggestions to go somewhere and responding. 

– correctly say the words and use Do you want to go to the _____? – Great! Let’s go. / Sorry, I can’t. to make suggestions to go somewhere and respond. 

– enhance the correct use of Do you want to go to the _____? – Great! Let’s go. / Sorry, I can’t. to make suggestions to go somewhere and respond in a freer context. 

Competences

- Communication and collaboration: work in pairs and groups to complete the learning tasks

Attributes

- Care about their friends and other people

- Help their friends in pair work in group work to complete the learning tasks

II. RESOURCES AND MATERIALS

- Student’s book: Page 42

- Audio tracks 56, 57

- Teacher’s guide: Pages 232-234

- Website hoclieu.vn

- Flash cards/ pictures and posters (Unit 16)

- 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 and encourage pupils to respond to your greeting.

Option 1: Spend a few minutes revising Lesson 1 by calling on a few pairs of pupils to act out the dialogue in Activity 1.

Option 2: Have pupils sing the song What was the weather like yesterday?

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 making suggestions to go somewhere and responding.

b. Input

– Context a:

Minh’s mother: What’s the weather like today?

Minh: It’s sunny, Mum.

– Context b:

Minh’s mother: Lovely! Do you want to go to the water park with me? Minh: Great! Let’s go.

c. Outcome

Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on making suggestions to go somewhere and responding.

d. Procedure

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

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 Do you want to go to the water park with me? and the answer Great! Let’s go. Tell pupils that they are used to make suggestions to go somewhere and respond.

Extension: Invite a few pairs of pupils to ask and answer about their favourite subjects.

Whole class/

Individual work

Pair work

Whole class

Pair work

e. Assessment

- Performance products: Pupils’ 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 Do you want to go to the _____? – Great! Let’s go. / Sorry, I can’t. to make suggestions to go somewhere and respond.

b. Input

– Picture cues:

a. a food stall

b. a bookshop

c. a supermarket

d. a bakery

– Speech bubbles: Do you want to go to the _____? – Great! Let’s go. / – Sorry, I can’t.

Audio script:

a. food stall / yes

b. bookshop / no

c. supermarket / yes

d. bakery / no

a. A: Do you want to go to the food stall?

    B: Great! Let’s go.

b. A: Do you want to go to the bookshop?

    B: Sorry, I can’t.

c. A: Do you want to go to the supermarket?

    B: Great! Let’s go.

d. A: Do you want to go to the bakery?

    B: Sorry, I can’t.

c. Outcome

Pupils can correctly say the words and use Do you want to go to the _____? – Great! Let’s go. / Sorry, I can’t. to make suggestions to go somewhere and respond.

d. Procedure

Step 1: Have pupils look at the pictures and elicit the names of the places. Have the

class repeat the words a few times. Check comprehension.
Step 2: Have pupils point at Picture a, listen to the recording and repeat the word (food stall). Repeat the same procedure with the other three pictures.

Step 3: Point at the speech bubbles and have pupils listen to and repeat after the recording (Do you want to go to the food stall? – Great! Let’s go.). Draw pupils’ attention to the word yes under the picture. 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 Do you want to go to the _____? – Great! Let’s go. / Sorry, I can’t. using speech bubbles and Pictures a, b, c and d.

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

Whole class/ Pair work

e. Assessment

- Performance products: Pupil'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 Do you want to go to the _____? – Great! Let’s go. / Sorry, I can’t. to make suggestions to go somewhere and respond in a freer context.

b. Input

– Picture cue: a map of an area with a supermarket, bakery, water park, bookshop and food stall

– Speech bubbles: Do you want to go to the _____? – _____.

c. Outcome

Pupils can enhance the correct use of Do you want to go to the _____? – Great! Let’s go. / Sorry, I can’t. to make suggestions to go somewhere and respond in a freer context.

d. Procedure

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

Step 2: Elicit the missing words in the second 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 making suggestions and responding in pairs, using picture cues. Make sure pupils understand the structure and say it 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 make suggestions to go to some more places and respond, using the structure and vocabulary learnt.

Whole class/ Individual work

Individual work

e. Assessment

- Performance products: Pupils’ talks

- Assessment tools: Observation; Questions & Answers.

Fun corner and wrap-up: 5 minutes

Option 1: Further practice: Use the modal sentences with more locations (PPT)

Option 2: Read the funny story (PPT)

Have pupils read the story with some blanks. Have them complete the story based on the pictures and contexts.

Option 3: Game: Pirate treasure

https://www.eslgamesplus.com/weather-vocabulary-esl-interactive-board-game/

Whole class