Giáo án Tiếng Anh lớp 4 Global Success Unit 3 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 someone does on certain days of the week.

- correctly say the phrases and use What do you do on _____? – I _____. to ask and answer questions about what someone does on certain days of the week. 

- enhance the correct use of What do you do on _____? – _____. to ask and answer questions about what someone does on certain days of the week in a freer context.

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 day of the week

II. RESOURCES AND MATERIALS

- Student’s book: Page 24

- Audio tracks 29, 30

- Teacher’s guide: Pages 47, 48, 49

- Website hoclieu.vn

- Flash cards/ pictures and posters (Unit 3)

- Computer, projector, …

III. PROCEDURE

Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – 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:

- Get a few pupils to play the game Slap the board in front of the class. Have the class give comments.

Option 2: Listen and guess

- Spell the first letter of any day/ spell any letter in a day, pupils guess.

- Flash the cards to consolidate pupils’ pronunciation and spelling.

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 someone does on certain days of the week.

b. Input

– Context a: Ms Hoa: What day is it today?

Nam: It’s Thursday.

Ms Hoa: What do you do on Thursdays?

                     Nam: I study at school.

– Context b: Bill: What do you do on Saturdays?

                     Mai: I do housework.

c. Outcome

Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about what someone does on certain days of the week.

d. Procedure

Step 1: Have pupils look at Pictures a and b and identify the characters 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 classroom to listen to and repeat the sentences in the recording.

Step 5: Draw their attention to the questions What do you do on Thursdays / Saturdays? and the answers I study at school and I do housework. Tell pupils that they are questions and answers about what someone does on certain days of the week.

Whole class/

Individual work

Pair work

Whole class

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 phrases and use What do you do on _____? – I _____. to ask and answer questions about what someone does on certain days of the week.

b. Input

– Picture cues:
a. a girl studying at school

b. a girl going to school

c. a boy doing housework

d. a boy listening to music

– Speech bubbles: What do you do on _____? – I _____.

Audio script:

a. Mondays / study at school

b. Wednesdays/ go to school

c. Saturdays / do housework

d. Sundays/ listen to music

a. A: What do you do on Mondays?

     B: I study at school.

b. A: What do you do on Wednesdays?

    B: I go to school.

c. A: What do you do on Saturdays?

    B: I do housework.

d. A: What do you do on Sundays?

    B: I listen to music.

c. Outcome

Pupils can correctly say the phrases and use What do you do on _____?

– I _____. to ask and answer questions about what someone does on certain days of the week.

d. Procedure

Step 1: Have pupils look at the pictures and elicit the activities and the days of the week.

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

Step 3: Point at the bubbles and Picture a, then have pupils listen to and repeat after the recording (What do you do on Mondays? – I study at school.). Repeat the same procedure with the other three pictures b, c and d.

Step 4: Have pairs practise asking and answering the question What do you do on _____? – I _____.

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: Pupils’ answers.

- Assessment tools: Observation; Questions & Answers.

PRACTICE

Activity 3. Let’s talk. 8 minutes

a. Goal

To enhance the correct use of What do you do on _____? – _____. to ask and answer questions about what someone does on certain days of the week in a freer context.

b. Input

– Picture cue: A boy asks a girl about what she does on Tuesdays, Fridays and Sundays (illustrated by the calendars and her activities)

– Speech bubbles: What do you do on _____? – ______.

c. Outcome

Pupils can enhance the correct use of What do you do on _____? – _____. to ask and answer questions about what someone does on certain days of the week in a freer context.

d. Procedure

Step 1: Draw pupils’ attention to the picture. 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 someone does on certain days of the week. Go around the classroom to offer support.

Step 3: Invite a few pairs to the front of the class to perform their conversations.

Step 4: Invite a few pairs to practise asking and answering questions about what they do on certain days of the week. Praise pupils if they perform well.

Whole class/ Individual work

Pair work

e. Assessment

- Performance products: Pupils’ answers.

- Assessment tools: Observation; Questions & Answers.

Fun corner and wrap-up: 5 minutes

Option 1: Spelling game

- Teacher says: Can you spell - pause - pretends to think, then say Mondays, waits for pupils to spell, shows the word

- Have Ss repeat with others.

- can play in two groups, the fastest gets one sticker.

Option 2: Sing along the song What day is it today?

https://www.youtube.com/watch?v=RfAMjbaHMVU

Option 3: Find the treasure

- Explain each day is a treasure like time is valuable to all.

- Hide flashcards in different places, for example Monday learners have English, then the card Monday is hidden in an English textbook. In the same rule, hide 14 cards in different places in the classroom or outside if possible.

- Divide Ss into groups of 7. Teacher stands in the middle of the class, acts or draws to the air the subject learners have on each different day. Learners run and find the cards, put into a basket. The group with more flashcards after a limited time wins. Play again with different groups, using miming to help depending on the learners’ language competence.

Whole class/ Group work