Giáo án Tiếng Anh 4 Global Success (CV2345) - Unit 12: Jobs

 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 UNIT 12: JOBS
 Lesson 1 – Period 1
I. OBJECTIVES
Language By the end of the lesson, pupils will be able to:
knowledge & – Use What does he / she do? – He’s / She’s _____. to ask and answer questions 
skills about jobs. 
 – listen to and demonstrate understanding of simple communicative contexts 
 in relation to the topic “Jobs”; 
 – collect photos or draw pictures of family members at home and present them 
 to the class at Project time. 
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 12
 - Audio tracks 12, 13 
 - Teacher’s guide: Pages 155-157 
 - Flash cards/ pictures and posters (Unit 12)
 - Computer, projector, 
III. Warm-up and review – Look, listen and repeat – Listen, point and say – 
PROCEDURE 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 the 
 greeting. Whole 
 class/ 
e. - Performance products: Pupils’ answers
Assessment - Assessment tools: Observation; Questions & Answers
KNOWLEDGE CONSTRUCTION
Activity 2. Listen, point and say. 10 minutes
a. Goal To correctly say the words and use What does he / she do? – He’s / She’s 
 _____. to ask and answer questions about jobs. 
b. Input – Picture cues:
 a. A woman working on a farm b. A policeman
 c. A woman working in an office d. A man acting in a film – Speech 
 bubbles: What does he / she do? – He’s / She’s _____. Audio script:
 a. a farmer b. a policeman c. an office worker d. an actor
 a. A: What does she do? 
 B: She’s a farmer.
 b. A: What does he do? 
 B: He’s a policeman. c. A: What does she do? 
 B: She’s an office worker. d. A: What does he do? 
 B: He’s an actor.
c. Outcome Pupils can correctly say the phrases and use What does he / she do? – He’s 
 / She’s _____. to ask and answer questions about jobs. 
d. Procedure Step 1: Ask pupils to look at Pictures a, b, c and d and Whole 
 identify the jobs of the people in the pictures. class/ 
 Step 2: Play the recording for pupils to listen to and repeat Individual 
 the phrases under the pictures in chorus and individually work
 until they feel confident. Individual 
 Step 3: Draw pupils’ attention to the speech bubbles and work
 elicit the missing words in the answer by pointing at Picture 
 a. Play the recording for pupils to repeat the sentences in Whole 
 both bubbles a few times. class
 Step 4: Repeat Step 3 with Pictures b, c and d. Then let 
 pupils practise asking and answering questions in pairs. Go Whole 
 around the classroom to offer help if necessary. class/ 
 Step 5: Invite a few pairs to point at the pictures and ask and Individual 
 answer questions about the jobs of the people in the pictures. work
 Pair work
 Whole 
 class/ Pair 
 work
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers. 
PRACTICE 
 the jobs of the people in Activity 3 on page 12, using 
 What does he / she do? – He’s / She’s _____. 
 ● Option 3: ppt
EXPLORATION
Activity 4. Listen and tick or cross. 5 minutes
a. Goal To listen to and understand four communicative contexts in which pupils 
 ask and answer questions about the jobs of family members. 
b. Input Picture cues: a. A factory worker Audio script:
 1. A: What does your mother do? 
 B: She’s a farmer.
 2. A: What does your father do? 
 b. A policeman 
 c. An office worker 
 d. An actor 
 B: He’s a policeman. 
 3. A: Is your mother an office worker? B: Yes, she is. 
 4. A: What does your father do? B: He’s a farmer. 
c. Outcome Pupils can listen to and understand four communicative contexts in which 
 pupils ask and answer questions about the jobs of family members. 
d. Procedure Step 1: Draw pupils’ attention to the pictures and ask the Whole 
 questions What does he / she do? Elicit the answers from class
 pupils. Tell pupils that they have to look at the people in the 
 pictures, recognise their jobs and tick or cross the boxes Individual 
 while listening. work
 Step 2: Play the recording all the way through for pupils to 
 listen. Then play the recording again for them to listen and 
 tick or cross the pictures. Whole 
 Step 3: Get pupils to swap books with a partner to check class
 their answers before checking as a class. Correct the Pair work
 answers, if necessary. 
 Extension: If time allows, play the recording, sentence by 
 sentence, for pupils to listen and repeat in chorus. Correct Whole 
 their pronunciation where necessary. class
 Key: a. x b.v c.V d.x 
 Pair work
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
KNOWLEDGE CONSTRUCTION
Activity 5. Look, complete and read. 10 minutes 
 Step 4: Ask pupils to listen to and sing the whole song while Pair work
 clapping their hands. Go around the classroom and offer help 
 if needed. 
 Step 5: Invite a few groups to the front of the class to sing 
 the song. The class may sing along and clap to reinforce the 
 activity. 
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers.
Fun corner and wrap-up: 5 minutes
 Option 1: ppt
 Option 2: play board game
 Option 3: Karaoke competition: “Beo dat may troi” version Whole 
 Pick some male and female pupils, divide them into two sex class/ 
 groups standing face to face, call them “lien anh” “lien chi”.
 Play the music track 15, they take turn to sing in “Beo dat 
 may troi” version. 
 If pupils perform well prepare some flashcards with other 
 jobs to change the lyrics 
 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 UNIT 12: JOBS
 Lesson 2 – Period 3
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – Use the words actor, farmer, nurse, office worker, policeman, factory, farm, 
knowledge & hospital, and nursing home in relation to the topic "Jobs"; 
skills – Use What does he / she do? – He’s / She’s _____. to ask and answer questions 
 about jobs. 
 – Use Where does he / she work? – He / She works _____. to ask and answer 
 questions about places of work. 
 – Listen to and demonstrate understanding of simple communicative contexts 
 in relation to the topic “Jobs”; 
Competences - Communication and collaboration: work in pairs and groups to complete the 
 learning tasks
Attributes - Self-control & independent learning: perform listening tasks
II. RESOURCES AND MATERIALS
 - Student’s book: Page 14
 - Audio tracks 16, 17
 - Teacher’s guide: Pages 159-160
 - Flash cards/ pictures and posters (Unit 12)
 - Computer, projector, 
III. Warm-up and review – Look, listen and repeat – Listen, point and say – 
PROCEDURE 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. 
 bubbles: Where does he / she work? – He / She works _____.
 Audio script:
 a. at a nursing home b. at a factory c. at a school d. on a farm
 a. A: Where does she work? 
 B: She works at a nursing home. b. A: Where does he work? 
 B: He works at a factory. c. A: Where does she work? B: She works at a 
 school. 
 d. A: Where does he work? B: He works on a farm. 
c. Outcome Pupils can correctly say the phrases and use Where does he / she work? – 
 He / She works _____. to ask and answer questions about places of work. 
d. Procedure Step 1: Ask pupils to look at Picture a and identify the Whole 
 place of work of the woman. Play the recording for pupils class/ 
 to listen to and repeat the phrase in chorus and individually Individual 
 until they feel confident. work
 Step 2: Draw pupils’ attention to the speech bubbles and Individual 
 elicit the missing phrase in the answer. Play the recording work
 for pupils to repeat the sentences in both bubbles a few 
 times. Remind pupils to point at the relevant picture when Whole 
 they are repeating. class
 Step 3: Repeat Steps 1 and 2 with Pictures b, c and d. Go 
 around the classroom and offer help if necessary. Whole 
 Step 4: Invite a few pairs to point at the pictures and say class/ 
 the questions and answers in front of the class. Individual 
 work
 Pair work
 Whole 
 class/ Pair 
 work
e. - Performance products: Pupils’ answers.
Assessment - Assessment tools: Observation; Questions & Answers. 
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of Where does he / she work? – He / She works 
 _____. to ask and answer questions about places of work in a freer context. 
b. Input – Picture cues: a woman working at a nursing home, a man teaching in a 
 classroom, a woman working at a factory, a man working on a farm 
 – Speech bubbles: Where does he / she work? – _____. 
c. Outcome Pupils can enhance the correct use of Where does he / she work? – He / 
 She works _____. to ask and answer questions about places of work in a 
 freer context.