Giáo án Tiếng Anh lớp 4 Global Success Unit 17 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) focusing on asking for and giving directions.

- correctly say the phrases and use How can I get to the _____? – _____. to ask for and give directions.

- enhance the correct use of How can I get to the _____? – _____. to ask for and give directions 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

- Follow the traffic rules and signs

- Be aware of traffic safety

II. RESOURCES AND MATERIALS

- Student’s book: Page 48

- Teacher’s guide: Pages 245 - 247

- Website hoclieu.vn

- Flash cards/ pictures and posters (Unit 17)

- 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:

– Greet the class, then have pupils sing the song Cross the road.

 Option 2: Look and answer (PPT)

– Have students look at the board and answer the questions.

– Play hangman game to review the words.

* Get pupils to open their books at page 48 and look at Unit 17, Lesson 2, Activity 1. Tell pupils what they will learn in this lesson.

Whole class/ Individual work

EXPLORATION

Activity 1. Look, listen and repeat.

a. Goal

To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on asking for and giving directions.

b. Input

– Context a:

Mary: We want to buy some books.

Man: There’s a bookshop in Hoa Binh Street.

 – Context b:

Mary: How can we get there?

Man: Go straight and turn left.

Mary: Thank you.

c. Outcome

Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on asking for and giving directions.

d. Procedure

Step 1: Ask pupils to look at Pictures a and b and identify the characters and predict what they want to buy, where they can buy it (e.g. buy some books, bookshop).

Step 2: Ask pupils to look at Picture a. Play the recording for them to listen and check the prediction. 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 3: Invite a few pairs to the front of the classroom to listen to and act out the conversations.

Step 4: Draw pupils’ attention to the question How can we get there? and the answer Go straight and turn left. Explain that they are used to ask for and give directions.

Whole class/ Individual work

Pair work

Whole class

e. Assessment

- Performance products: Student’s answers.

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

KNOWLEDGE CONSTRUCTION

Activity 2. Listen, point and say.

a. Goal

To correctly say the phrases and use How can I get to the _____? – _____. to ask for and give directions.

b. Input

– Picture cues:

a. go straight to the bookshop

b. turn right to the supermarket

c. turn left to the cinema

d. turn round to the bakery

– Speech bubbles: How can I get to the _____? – _____.

Audio script:

a. go straight

b. turn right

c. turn left

d. turn round

a. A: How can I get to the bookshop?

B: Go straight.

b. A: How can I get to the supermarket?

B: Turn right.

c. A: How can I get to the cinema?

B: Turn left.

d. A: How can I get to the bakery?

B: Turn round.

c. Outcome

Pupils can correctly say the phrases and use How can I get to the _____? – _____. to ask for and give directions.

d. Procedure

Step 1: Ask pupils to look at Pictures a, b, c, and d and identify the places in the pictures and directions. Have pupils describe what they can see in each picture.

Step 2: Play the recording for pupils to listen to and repeat the phrases in chorus and individually until they feel confident.

Step 3: Draw pupils’ attention to the speech bubbles and elicit the missing words in the question and answer by pointing at Picture a. Play the recording for pupils to listen to and repeat the sentences in both bubbles a few times. Repeat the same procedure with Pictures b, c and d.

Step 4: Let pupils point at the pictures and say the sentences in pairs. Go around the classroom to offer help where necessary.

Step 5: 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;

PRACTICE

Activity 3. Let’s talk.

a. Goal

To enhance the correct use of How can I get to the _____? – _____. to ask for and give directions in a freer context.

b. Input

– Picture cue: A map and the directions to the bookshop, cinema, bakery and supermarket

– Speech bubbles: How can I get to the _____? – _____.

c. Outcome

Pupils can enhance the correct use of How can I get to the _____? – _____. to ask for and give directions in a freer context.

d. Procedure

Step 1: Ask pupils to look at the picture and elicit the places on the map and the direction to each place.

Step 2: Give pupils time to work in pairs and take turns pointing at the picture and asking How can I get to the _____? and giving directions.

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

Whole class

Pair work

e. Assessment

- Performance products: Student’s interaction and performance

- Assessment tools: Observation

Fun corner and wrap-up: 5 minutes

Option 1: Racing car

- Teacher divides the class into 3 teams (blue, green, red).

- Each team takes turns to choose the number and answer the question.

- The team that reaches the finish line first is the winner.

Option 2: “Miming game”

- Teacher divides the class into teams.

- One pupil in each team stands in front of the board and faces his/her team.

- Teacher writes/shows a phrase (e.g. stop).

- The other students mime the action written on the board while their teammate guesses the action and gives the answer. The team that gives the correct answer first gets one point.

- The team with the most points is the winner.

Group work