Giáo án Tiếng Anh lớp 4 Global Success Unit 14 Lesson 2
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I. OBJECTIVES By the end of the lesson, pupils will be able to: |
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Language knowledge & skills |
- understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about what daily activity someone does. - correctly say the phrases and use What do you do in the morning? - I _____. to ask and answer questions about what activity someone does in the morning. - enhance the correct use of What do you do in the morning / afternoon / evening? – I _____. to ask and answer questions about what activity someone does in the morning / afternoon / evening 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 |
- Care about other people - Be responsible for their daily activities and willing to share the housework with their family members |
II. RESOURCES AND MATERIALS |
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- Student’s book: Page 26 - Audio tracks 35, 36 - Teacher’s guide: Pages 201, 202, 203 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 14) - Computer, projector, … |
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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 |
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Warm-up and review: 5 minutes |
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- Greet the class. Option 1: Game: Change chairs - Teacher says “Change your chairs if you watch TV in the morning/ afternoon/ evening/ at noon.” - Pupils listen and change chairs if their answer is YES. Option 2: - Spend a few minutes revising the previous lesson by asking the class to sing the song When do you watch TV and read books? * Have pupils open their books at page 26 and look at |
Whole class/ Individual work |
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EXPLORATION Activity 1. Look, listen and repeat. 5 minutes |
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a. Goal |
To understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about what daily activity someone does. |
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b. Input |
– Context a: Bill: What do you do on Sundays, Linh? Linh: I do housework. – Context b: Bill: What do you do in the morning? Mai: I clean the floor. |
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c. Outcome |
Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about what activity daily someone does. |
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d. Procedure |
Step 1: Ask pupils to look at Pictures a and b, and identify what activities Linh does on Sundays. 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 listen to and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the questions and answers in Pictures a and b. Tell them that they are used to ask and answer questions about what daily activity someone does. |
Individual work/ Whole class Pair work Individual work/ Whole class |
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e. Assessment |
- Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers |
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KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 10 minutes |
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a. Goal |
To correctly say the phrases and use What do you do in the morning? - I _____. to ask and answer questions about what activity someone does in the morning. |
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b. Input |
– Picture cues: a. a girl washing the clothes b. a boy cleaning the floor c. a girl helping her mother with the cooking d. a girl washing the dishes – Speech bubbles: What do you do in the morning? – I _____. Audio script: a. wash the clothes b. clean the floor c. help with the cooking d. wash the dishes a. A: What do you do in the morning? B: I wash the clothes. b. A: What do you do in the morning? B: I clean the floor. c. A: What do you do in the morning? B: I help with the cooking. d. A: What do you do in the morning? B: I wash the dishes. |
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c. Outcome |
Pupils can correctly say the phrases and use What do you do in the morning? – I _____. to ask and answer questions about what activity someone does in the morning. |
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d. Procedure |
Step 1:Have pupils look at the pictures, and elicit what activity each child is doing. Step 2: Have pupils point at Picture a, listen to the recording and repeat the phrase (wash the clothes) a few times. Repeat the same procedure with the other three pictures. Step 3: Point at the first speech bubble and have pupils listen and repeat after the recording (What do you do in the morning?). Point at Picture a and have pupils listen to and repeat the question and answer (What do you do in the morning? – I wash the clothes.). Have the class repeat the exchange a few times. 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 What do you do in the morning? – I _____. Step 5: Invite a few pairs to the front of the class to take turns pointing at the pictures, and asking and answering What do you do in the morning? – I _____. |
Whole class/ Pair work |
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e. Assessment |
- Performance products: Pupil's talks and interaction - Assessment tools: Observation; Answer keys |
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PRACTICE Activity 3. Let’s talk. 8 minutes |
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a. Goal |
To enhance the correct use of What do you do in the morning / afternoon / evening? – I _____. to ask and answer questions about what activity someone does in the morning / afternoon / evening in a freer context. |
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b. Input |
– Picture cues: family members doing the housework together (washing the clothes, cleaning the floor, washing the dishes, helping with the cooking) – Speech bubbles: What do you do in the morning / afternoon / evening? – _____. |
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c. Outcome |
Pupils can enhance the correct use of What do you do in the morning / afternoon / evening? – I _____. to ask and answer questions about what activity someone does in the morning / afternoon / evening in a freer context. |
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d. Procedure |
Step 1:Have pupils look at the pictures and explain that each picture shows the members of a family doing the housework together (as mentioned in Input). Get pupils to look at the first speech bubble. Ask them to repeat the question a few times: What do you do in the morning / afternoon / evening? Then point at the boy who is cleaning the floor to elicit the answer (I clean the floor.). Have pupils repeat it a few times. Split the class into two groups to take turns pointing at each activity that a character is doing, asking and answering in chorus. Step 2: Set a time limit for pairs of pupils to practise asking and answering What do you do in the morning / afternoon / evening? – I _____. Go around the classroom to offer help where necessary. Step 3: Invite some pairs of pupils to the front of the class to take turns asking and answering questions about what activity someone does in the morning / afternoon / evening. |
Whole class/ Individual work Pair work |
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e. Assessment |
- Performance products: Pupil’s interaction and performance - Assessment tools: Observation; Questions & Answers |
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Trên đây là nguồn học liệu Giáo án Tiếng Anh lớp 4 Global Success miễn phí của NXB Giáo dục Việt Nam. Để xem chi tiết, mời bạn tham khảo: Giáo án Tiếng Anh lớp 4 Global Success (NXB Giáo dục)
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