Giáo án Tiếng Anh lớp 4 Global Success Unit 7 Lesson 2

I. OBJECTIVES

By the end of the lesson, pupils will be able:

Language knowledge & skills

- Understand and correctly repeat the sentences in two communicative contexts in which characters ask and answer questions about a school timetable.

- Correctly say the words and use When do you have _____? – I have it on _____. to ask and answer questions about a timetable.

- Enhance the correct use of When do you have _____? – I have it on _____. to ask and answer questions about a timetable 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 following the timetable and preparing their subjects before school.

II. RESOURCES AND MATERIALS

- Student’s book: Page 52

- Audio tracks 70, 71

- Teacher’s guide: Pages 104, 105, 106

- Website hoclieu.vn

- Flash cards/ pictures and posters (Unit 7)

- 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

Option 1:

– Greet the class, then invite a few pupils to the front of the class to play the game on page 51.

– Ask pupils to open their books at page 52 and look at Unit 7, Lesson 2, Activity 1. Tell pupils what they will learn in this unit.

Option 2:

– Play the game Slap the board.

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 in which characters ask and answer questions about a school timetable.

b. Input

– Context a:

Nam: What subjects do you have today?

Lucy: I have Vietnamese and science.

– Context b:

Nam: When do you have maths?

Lucy: I have it on Mondays and Fridays.

c. Outcome

Pupils can understand and correctly repeat the sentences in two communicative contexts in which characters ask and answer questions about a school timetable.

d. Procedure

Step 1: Ask pupils to look at Pictures a and b and identify the characters. Check comprehension.

Step 2: Ask pupils to look at Picture a. Play the recording for them to listen and familiarize themselves with the characters’ voices.

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 classroom to listen to and act out the exchanges.

Step 5: Draw pupils’ attention to the question When do you have maths? and the answer I have it on Mondays and Fridays. Explain that they are used to talk about a timetable

(when they have a subject).

Extension: Nominate pairs of pupils to act out the exchanges.

Whole class/ Individual work

Pair work

Pair work

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 words and use When do you have _____? – I have it on _____. to ask and answer questions about a timetable.

b. Input

– Picture cues:

a. An art textbook and a calendar displaying Monday

b. A music textbook and a calendar displaying Wednesday

c. A history and geography textbook and two calendars displaying Tuesday and Friday

d. An English textbook and three calendars displaying Monday, Tuesday and Thursday

– Speech bubbles: When do you have _____? – I have it on _____.

Audio script:

a. art; Monday

b. music; Wednesday

c. history and geography; Tuesday, Friday

d. English; Tuesday, Thursday

a. A: When do you have art?

    B: I have it on Mondays.

b. A: When do you have music?

    B: I have it on Wednesdays.

c. A: When do you have history and geography?

    B: I have it on Tuesdays and Fridays.

d. A: When do you have English?

    B: I have it on Tuesdays and Thursdays.

c. Outcome

Pupils can correctly say the words and use When do you have___? -I have it on____ to ask and answer questions about a timetable.

d. Procedure

Step 1: Ask pupils to look at Picture a and identify the subject under the picture (art) and the day on the calendar (Monday). Play the recording for pupils to listen to and repeat the words in chorus and individually until they feel confident.

Step 2: Draw pupils’ attention to the speech bubbles and elicit the missing words in the question and the answer. Play the recording for pupils to repeat the sentences in both bubbles a few times. Remind pupils to point at the relevant picture when they are repeating.

Step 3: Repeat Steps 1 and 2 for Pictures b, c and d. Go around the classroom and offer help where necessary.

Step 4: Invite a few pairs to act out the exchanges at the front of the class.

Whole class/ Individual work

Individual work

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 When do you have _____? – I have it on _____. to ask and answer questions about a timetable in a freer context.

b. Input

- Picture cue: a boy and a girl talking about a timetable

- Speech bubbles: When do you have___?-____.

c. Outcome

Pupils can enhance the correct use of When do you have _____? – _____. to ask and answer questions about a timetable in a freer context.

d. Procedure

Step 1: Ask pupils to look at the picture and identify the characters, the days of the week and the subjects taught on each day. Remind pupils that When do you have _____?

– _____. are used to ask and answer questions about a timetable. Check comprehension.

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

Step 3: Put pupils into pairs and have them take turns playing the role of each character in the picture, using the speech bubbles and a given timetable. Go around the classroom to offer support.

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

Extension: If time allows, have some pupils ask and answer questions about their real timetable and act out their roles in front of the class.

Whole class/ Individual work

Pair work

Pair work

Individual work

e. Assessment

- Performance products: Student’s interaction and performance

- Assessment tools: Observation; questions & answers

Fun corner and wrap-up: 5 minutes

Game: Pop the balloon

Pupilstaketurns picking the balloon to answer the corresponding question. Pupils will get points for each correct answer.

Whole class