Giáo án Tiếng Anh lớp 4 Global Success Unit 2 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 the characters’ daily routines.

- correctly say the phrases and use What time do you _____? – I _____ at _____. to ask and answer questions about daily routines.

- enhance the correct use of What time do you _____? - I _____ at ______. to ask and answer about someone’s daily routines.

Competences

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

- Self-control & independent learning: perform listening tasks

Attributes

- Show their responsibility by noticing the time and follow the timetable on time.

II. RESOURCES AND MATERIALS

- Student’s book: Page 18

- Audio tracks 19, 20

- Teacher’s guide: Pages 34, 35, 36, 37

- Website hoclieu.vn

- Flash cards/ pictures and posters (Unit 2)

- 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:

Sing the song What time is it?

Link: https://www.youtube.com/watch?v=0Yq_rztquuU

Option 2: Game: Which clock says ...?

Spend a few minutes revising the previous lesson by having the class play the game Which clock says ...?

Option 3: Game: What’s missing?

- Divide the class into 2 teams.

- Have pupils look at the screen with numbers from 1 to 10. Then hide 1 number each time and have the teams raise their hands to answer. Give points for each correct answer.

Whole class/ Individual work/ Group 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 the characters’ daily routines.

b. Input

– Context a:

Minh: What time do you get up?

Mary: I get up at six o’clock. And you?

Minh: At five forty-five.

– Context b:

Mary: What time do you have breakfast?

Minh: At six fifteen.

c. Outcome

Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about the characters’ daily routines.

d. Procedure

Step 1: Ask pupils to look at Pictures a and b and identify the time on the clocks in the pictures.

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 the front of the class to listen to and repeat the sentences in the recording.

Step 5: Draw pupils’ attention to the exchanges What time do you get up? – I get up at six o’clock. and What time do you have breakfast? – At six fifteen. Tell pupils that these are questions and answers about daily routines.

Whole class/ Individual work

Pair 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 time do you _____? – I _____ at _____. to ask and answer questions about daily routines.

b. Input

– Picture cues:

a. a girl is getting up; a clock shows 5:00 AM

b. a boy is having breakfast; a clock shows 6:15 AM

c. a pupil is going to school; a clock shows 1:15 PM

d. a boy is sleeping in bed; a clock shows 9:00 PM

– Speech bubbles: What time do you _____? – I _____ at _____.

Audio script:

a. five o’clock; get up

b. six fifteen; have breakfast

c. one fifteen; go to school

d. nine o’clock; go to bed

a. A: What time do you get up?

B: I get up at five o’clock.

b. A: What time do you have breakfast?

B: I have breakfast at six fifteen.

c. A: What time do you go to school?

B: I go to school at one fifteen.

d. A: What time do you go to bed?

B: I go to bed at nine o’clock.

c. Outcome

Pupils can correctly say the phrases and use What time do you _ ____?
- I _______ at________. to ask and answer questions about daily routines.

d. Procedure

Step 1: Have pupils look at the pictures and elicit the activities and the time from them.

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

Step 3: Point at the first bubble and have pupils listen and repeat after the recording (What time do you get up?). Point at Picture a and have pupils listen and repeat after the recording (I get up at five o’clock.). 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 the question What time do you _____? – I _____ at _____.

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

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 What time do you _____? –  I _____ at _____. to ask and answer questions about pupils’ daily routines in a freer context.

b. Input

- Picture cue: Nam and Lucy ask and answer questions about Lucy’s daily routines.

- Speech bubbles: What time do you ____? –  _________.

c. Outcome

Pupils can enhance the correct use of What time do you _____? –  I _____ at _____. to ask and answer questions about their daily routines in a freer context.

d. Procedure

Step 1: Have pupils look at the picture and explain that Nam and Lucy are asking and answering questions about Lucy’s daily routines. Get pupils to look at the first speech bubble and point at the picture of Lucy getting up to complete the question What time do you get up? Ask them to repeat the question. Then point at the answer bubble and say I get up at five o’clock. for pupils to repeat. Let pupils listen to and repeat the question and the answer a few times individually and in chorus.

Step 2: Set a time limit for pairs of pupils to practise asking and answering the question What time do you _____? –  I _____ at _____.

Step 3: Go around the classroom to offer help where necessary.

Step 4: Invite some pairs of pupils to the front of the class to take turns asking and answering questions about their daily routines.

Whole class/ Individual work

Pair work

Pair work/ Whole class

e. Assessment

- Performance products: Student’s interaction and performance

- Assessment tools: Observation; Questions & answers