Giáo án Tiếng Anh 4 Global Success (CV2345) - Unit 15: My Family’s Weekends

 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 UNIT 15: MY FAMILY’S WEEKENDS
 Lesson 1 – Period 1
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – use the words and phrases cinema, shopping centre, sports centre, 
knowledge & swimming pool in relation to the topic “My family’s weekends”;
skills – use Where does he / she go on Saturdays? – He / She goes to the _____. 
 to ask and answer questions about where someone goes;
 – listen to and demonstrate understanding of simple communicative 
 contexts in relation to the topic “My family’s weekends”;
 – read and write about where someone goes and what someone does at the 
 weekend;
 – make notes about where their family members go and what they do at the 
 weekend, and present the results 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 where they come from and great respect for where someone 
 comes from by using appropriate gesture and intonation when asking and 
 answering about nationality.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 30
 - Audio tracks 42, 43
 - Teacher’s guide: Pages 209, 210, 211
 - Flash cards/ pictures and posters 
 - Computer, projector, 
III. Warm-up and review – Look, listen and repeat – Listen, point and say – 
PROCEDURE Let’s talk – Fun corner and wrap-up 
 shopping centre. Tell pupils that they are used to ask and 
 answer questions about where a family member goes at the 
 weekend.
 Extension: Invite a few pairs of pupils to act out the 
 conversations in front of the class.
e. - Performance products: Student’s 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 Where does he / she go on Saturdays?
 – He / She goes to the _____. to ask and answer questions about where a 
 family member goes at the weekend.
b. Input – Picture cues:
 a. a father at the sports centre
 b. a mother at the shopping centre
 c. a brother at the swimming pool
 d. a sister at the cinema
 – Speech bubbles: Where does he / she go on Saturdays? – He / She goes 
 to the _____.
 Audio script:
 a. sports centre b. shopping centre c. swimming pool d. cinema
 a. A: Where does he go on Saturdays?
 B: He goes to the sports centre.
 b. A: Where does she go on Saturdays?
 B: She goes to the shopping centre.
 c. A: Where does he go on Saturdays?
 B: He goes to the swimming pool.
 d. A: Where does she go on Saturdays?
 B: She goes to the cinema.
c. Outcome Pupils can correctly say the words and use Where does he / she go on 
 Saturdays? – He /She goes to the _____. to ask and answer questions 
 about where a family member goes at the weekend. 
 member goes at the weekend. Praise pupils if they perform 
 well.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & Answers
 Preparation for the project: Tell pupils about the project on page 35, 
 Lesson 3, Activity 6. Ask them to make notes about where their family 
 members go and what they do on the weekend. They will present the 
 results to the class at Project time.
Fun corner and wrap-up: 5 minutes
 Option 1: Play the Pokemon game (ppt)
 - Divide the class into 3 teams.
 - Pupils from each team choose a number then answer the questions 
 - After 9 numbers, the team with the most points is the winner.
 Option 2: 
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Use the words shopping centre, sports centre, cinema, and swimming 
 pool and the model “Where does he/she go?” – “He/she goes to the ” 
 to say where do their family go on the weekends) 
 – Spend a few minutes revising the previous lesson by Individual 
 asking the question Where does he / she go on Saturdays? work
 and call on a few pupils to answer the question using 
 picture cues.
 – Ask pupils to open their books at page 31 and look at Unit 
 15, Lesson 1, Activity 4.
 Option 2: Game: Slap the board. Teams
 – T divides class into 2 teams.
 - T calls 1 pupil from each team to come to the board.
 - T shows clues (picture and some given letters) on the 
 slides, pupils need to slap the board as quickly as possible 
 to choose the missing letters. 
 - The first pupils slapping at the correct answer will get 1 
 point for their team.
EXPLORATION
Activity 4. Listen and tick. 5 minutes
a. Goal To listen to and understand two communicative contexts about where a 
 family member goes at the weekend and tick the correct pictures.
b. Input Picture cues:
 1a. a sister at the cinema 
 1b. a sister at the swimming pool
 2a. a mother at the shopping centre 
 2b. a mother at the gym
 Audio script:
 1. A: Is your sister at home on Saturdays?
 B: No, she isn’t.
 A: Where does she go?
 B: She goes to the swimming pool.
 2. A: Is your mother at home on Saturdays?
 B: No, she isn’t.
 A: Where does she go?
 B: She goes to the shopping centre.
c. Outcome Pupils can listen to and understand two communicative contexts about 
 where a family member goes at the weekend and tick the correct pictures.
 Key: 1. b 2. a 
 Step 4: Repeat the same procedure with Sentence 2 and 
 Exchanges 3 and 4.
 Step 5: Have pupils complete the gapped sentences and 
 gapped exchanges individually and ask pupils to read them 
 aloud.
e. - Performance products: Student's talks and interaction
Assessment - Assessment tools: Observation; Answer keys 
PRACTICE
Activity 6. Let’s sing. 8 minutes
a. Goal To sing the song Where do they go on Saturdays? with the correct 
 pronunciation, rhythm and melody.
b. Input The lyrics and recording of the song Where do they go on Saturdays?
c. Outcome Pupils can sing the song Where do they go on Saturdays? with the correct 
 pronunciation, rhythm and melody.
d. Procedure Step 1: Draw pupils’ attention to the title and lyrics of the 
 song.
 Encourage them to point at the places in the pictures to 
 reinforce their understanding.
 Whole 
 Step 2: Play the recording all the way through for pupils to class
 listen to the whole song.
 Encourage them to listen carefully to the pronunciation, 
 rhythm and melody.
 Step 3: Play the recording, line by line, for pupils to listen 
 and repeat. Correct their pronunciation where necessary. Pairs
 Step 4: Play the recording all the way through for pupils to 
 sing and clap along with the recording.
 Extension: Invite some groups to the front of the class to 
 perform while the rest of the class sings and claps along.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & Answers
Fun corner and wrap-up: 5 minutes
 Option 1: play the Lucky Wheel game (PPT)
 - Divide the class into 2 teams. 
 - Pupils from each team choose a number, then answer the Whole 
 questions. If the pupils answer correctly, T spins the wheel class/Team
 on the slide to get the points for that question. 
 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 UNIT 15: MY FAMILY’S WEEKEND 
 Lesson 2 – Period 3
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language – Use the words and phrases cinema, shopping centre, sports centre, 
knowledge & swimming pool, cook meals, do yoga, play tennis and watch films in 
skills relation to the topic “My family’s weekends”;”;
 – use What does he / she do on Sundays? – He / She _____. to ask and 
 answer questions about what someone does;
 – listen to and demonstrate understanding of simple communicative 
 contexts in relation to the topic “My family’s weekends”;.
 – Dead and write about where someone goes and what someone does at the 
 weekend.
Competences - Communication and collaboration: work in pairs and groups to complete the 
 learning tasks.
 - Self-control & independent learning: perform listening tasks.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 32
 - Teacher’s guide: Pages 214, 215, 216
 - Flash cards/ pictures and posters (Unit 15)
 - Computer, projector, 
III. Warm-up – New words– Look, listen and repeat –Listen, point and say–
PROCEDURE Let’s talk– Games 
Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: 
 – Greet the class and encourage pupils to respond to your Whole 
 class/