Giáo án Tiếng Anh lớp 4 Global Success Unit 5 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) in which the characters talk about abilities and lack of abilities.

- correctly say the words and use Can he / she _____? – Yes, he / she can. / No, he / she can’t, but he / she can _____. to talk about abilities and lack of abilities.

- enhance the correct use of Can he / she _____? – Yes, _____. / No, _____, but _____. to talk about abilities and lack of abilities 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 pride in what they can do and great respect for other people’s abilities by using appropriate gestures and intonation when asking and answering about abilities.

II. RESOURCES AND MATERIALS

- Student’s book: Page 36

- Audio tracks 49, 50

- Teacher’s guide: Pages 72, 73, 74

- Website hoclieu.vn

- Flash cards/ pictures and posters (Unit 5)

- 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 play the Can you …? game with action verbs learnt in the previous lesson.

- Get pupils to open their books at page 36 and look at Unit 5, Lesson 2, Activity 1.

Option 2: Guessing game

- Divide the class into 3 teams.

- Pupils take turns to answer the questions.

- They look at the objects and guess what activity they can do with the objects.

- If they have the correct answers, they get the points for their teams. If the answer is not correct, another team answers.

* Review models:

- Draw the pupil's attention to the picture.

- They make the sentences: I can …

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 (pictures) in which the characters talk about abilities and lack of abilities.

b. Input

- Context a: Mr Long: Can Linh play badminton? Ben: Yes, she can.

- Context b: Mr Long: Can she play football? Ben: No, she can’t, but she can swim.

c. Outcome

Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) in which the characters talk about abilities and lack of abilities.

d. Procedure

Step 1: Ask pupils to look at Pictures a and b and identify the characters and predict the activities that Linh can do on the sports day.

Step 2: Ask pupils to look at Picture a. Play the recording for them to listen and check the prediction. Play the recordingagain, sentence by sentence, for pupils to listen and repeat. 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 exchanges.

Step 4: Draw pupils’ attention to the words can and can’t in the conversation to elicit the meaning. Explain that they are used to talk about abilities and lack of abilities.

Extension: If time allows, play the recording, sentence by sentence, for pupils to listen and repeat in chorus. Correct their pronunciation where necessary.

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 Can he / she? – Yes, he/ she can. / No, he/ she can’t, but he/ she can ______. to talk about abilities or lack of abilities.

b. Input

– Picture cues:

a. a boy swimming

b. a boy who can’t roller skate

c. a girl cooking

d. a girl who can’t draw

– Speech bubbles:

Can he / she?

Yes, he / she can.

No, he / she can’t, but he / she can.

Audio script:

a. swim / yes

b. roller skate / no / swim

c. cook / yes

d. draw / no / cook

a. A: Can he swim?

B: Yes, he can.

b. A: Can he roller skate?

B: No, he can’t, but he can swim.

c. A: Can she cook?

   B: Yes, she can.

d. A: Can she draw?

B: No, she can’t, but she can cook.

c. Outcome

Pupils can correctly say the words and use Can he / she? – Yes, he/ she can.  No, he/ she can’t, but he/ she can ____. to talk about abilities or lack of abilities.

d. Procedure

Step 1: Pre-teach new words by asking pupils to look at the pictures and repeat the words in chorus and individually.

Step 2: Ask pupils to play the matching game. One pupil from each team chooses 2 boxes to open, if they match, that team earns a point.

Step 3: Teacher presents the model sentences.

Step 4: Ask pupils to look at the pictures and identify the activities in the pictures.

Step 5: Play the recording for pupils to listen to and repeat the words in chorus and individually until they feel confident. Use the flash cards for swim, roller skate, cook and draw to practise the words.

Step 6: Draw pupils’ attention to the speech bubbles and elicit the missing word in the sentence by pointing at Picture a. Play the recording for pupils to repeat the sentence a few times. Repeat the same procedure with Pictures b, c, and d.

Step 7: Have pupils point at the pictures and ask and answer questions in pairs. Go around the classroom to offer help where necessary.

Step 8: Invite a few pairs to the front of the class to point at the pictures and ask and answer questions about what the people in the pictures can or can’t do. Praise pupils if they perform well.

Whole class/ Individual work

Whole class/ Individual work

Whole class

Pair work

Whole class/

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 Can he / she __          ? – Yes,. / No,, but  _  . to talk about abilities and lack of abilities in a freer context.

b. Input:

- Picture cues: Lucy is cooking, Nam is drawing, Lucy cannot skate,
Nam cannot swim

-Speech bubbles: Can he/ she ___?

Yes,____________.

No, _____________, but ________.

c. Outcome:

Pupils can enhance the correct use of Can he / she _____? - Yes,___./ No,___. but ___. to talk about abilities and lack of abilities in a freer context.

d. Procedure:

Step 1: Ask pupils to look at the pictures and identify the characters and the activities.

Step 2: Elicit the missing words in the speech bubbles and write them on the board. Get pupils to say the completed sentences.

Step 3: Give pupils time to work in pairs and take turns asking and answering about what the friends in the pictures can or can’t do.

Step 4: Invite a few pairs to come to the front of the classroom and act out the roles.

Whole class/ Individual work

Pair work

Pair work

e. Assessment:

- Performance products: Student’s interaction and performance

- Assessment tools: Observation; Questions & answers

Fun corner and wrap-up: 5 minutes

Option 1: Fun Game

- Divide the class into 2 teams: Boys and Girls.

- Pupils take turns to choose the Among us and answer the questions.

- They look at the pictures and answer the questions. If they have the correct answers, they get the points for their teams.

If the answer is not correct, the other team answers.

Option 2: Game: Slap the board

- Divide the class into two or three teams.

- Teacher puts up a set of pictures or words on a board.

- A pupil from each team comes up to the board with fly swatters.

- They listen as the teacher calls out a word or a sentence and they race to slap the correct picture.

- Whoever is the fastest with the correct slap gets a point for their team.

- Team with the most points is the winner.

Option 3:

- Ask students to answer the following questions:

1. What have you learnt from the lesson today?

(Use sentence pattern Can he / she _____? – Yes, _____. /
No, _____, but _____.  to ask and answer someone’s abilities.)

2. What are the core values of the lesson?

(Show pride in what they can do and great respect for other people’s abilities by using appropriate gestures and intonation when asking and answering about abilities.)

Group work

Group work

Whole class