Giáo án Tiếng Anh 4 Global Success (CV2345) - Unit 2: Time and Daily Routines

 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 Attendance: ____________________
 UNIT 2: TIME AND DAILY ROUTINES
 Lesson 1 – Period 1
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - understand and correctly repeat the sentences in two communicative 
knowledge & contexts focusing on asking and telling the time.
skills - correctly say the phrases and use What time is it? – It’s _____. to ask and 
 tell the time.
 - enhance the correct use of What time is it? – _____. to ask and tell the time 
 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 Show their responsibility by noticing the time and follow the timetable on 
 time.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 16
 - Audio tracks 16, 17
 - Teacher’s guide: Pages 30, 31, 32
 - Flash cards/ pictures and posters (Unit 2)
 - Computer, projector, 
III. Warm-up and review – Look, listen and repeat – Listen, point, and say – 
PROCEDURE Let’s talk – Fun corner and wrap-up 
 Step 4: Invite a few pairs to stand up to listen to and repeat 
 the sentences in the recording. Pair work
 Step 5: Draw pupils’ attention to the contextual pictures. 
 Tell pupils that the question What time is it? and the 
 answers It’s eight thirty. and It’s three fifteen. are used to 
 ask and tell the time.
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 phrases and use What time is it? – It’s _____. to ask 
 and tell the time.
b. Input – Picture cues:
 a. a clock showing 6:00 AM b. a clock showing 6:15 AM
 c. a clock showing 6:30 PM d. a clock showing 6:45 PM
 – Speech bubbles: What time is it? – It’s _____.
 Audio script:
 a. six o’clock b. six fifteen c. six thirty d. six forty-five
 a. A: What time is it?
 B: It’s six o’clock.
 b. A: What time is it?
 B: It’s six fifteen.
 c. A: What time is it?
 B: It’s six thirty.
 d. A: What time is it?
 B: It’s six forty-five.
c. Outcome Pupils can correctly say the phrases and use What time is it? – It’s _____. 
 to ask and tell the time. 
d. Procedure Step 1: Draw pupils’ attention to the two speech bubbles. Whole 
 Read the question aloud and ask pupils to repeat it. Ask class/ 
 them to look at the second bubble and identify what the Individual 
 answer should be. Elicit the answer: It's seven o’clock. Get work
 pupils to repeat the questions and answers several times.
 Step 2: Set a time limit for pupils to work in pairs, point at 
 the different clocks in the picture, ask and tell the time using 
 What time is it? – _____. Go around the classroom to 
 observe and offer help where necessary.
 Step 3: Invite some pairs to ask and tell the time in front of Whole 
 the class. class/ Pair 
 work
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
 Game: Dart Board 
 Pupils give the correct answers to get scores. If the answer 
 is wrong, the arrow will fall.
 * Preparation for the project: 
 Tell pupils about the project on page 21. Ask them to 
 prepare for it at home by drawing some pictures in relation 
 to their daily routines. Remind pupils to bring their pictures 
 to the class at Project time in Lesson 3. 
Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes
 Greet the class. Whole 
 Sing the song “What time is it?” class/ 
 Individual 
 work
PRACTICE
Activity 4. Listen and tick. 5 minutes
a. Goal To listen to and understand two communicative contexts in which two 
 pupils play a game asking and telling the time and tick the correct pictures.
b. Input Picture cues:
 1a. a clock showing 9:00 AM 1b. a clock showing 9:15 AM
 2a. a clock showing 4:00 PM 2b. a clock showing 4:30 PM
 Audio script:
 1. A: Let’s play a game.
 B: OK!
 A: Look. What time is it?
 B: It’s nine fifteen.
 A: Very good!
 2. A: Now what time is it?
 B: It’s four o’clock.
 A: No it isn’t. It’s four thirty.
c. Outcome Pupils can listen to and understand two communicative contexts in which 
 two pupils play a game asking and telling the time and tick the correct 
 pictures.
 Key: 1. b 2. b
d. Step 1: Draw pupils’ attention to the pictures and ask them to Whole 
Procedure identify the time on the clocks. class/ 
 Step 2: Play the recording of the first dialogue for pupils to Individual 
 listen and tick the correct picture. Play the recording again for work 
Activity 6. Let’s play. 8 minutes
a. Goal To review telling the time by playing the game Which clock says ...?
b. Input A picture shows two pupils playing the game. Minh says It’s five fifteen. 
 Mary finds the clock showing the time, points at it and says It’s clock F!
c. Outcome Pupils can review telling the time by playing the game Which clock says ...?
d. Step 1: Tell pupils that they are going to play a game that Group 
Procedure involves finding and saying which clock shows the time told work/ Pair 
 by another player. work
 Step 2: Invite two volunteers to stand in front of the board. 
 Tell them to decide who is the time teller and who is the clock Pair work
 finder.
 Step 3: The time teller will tell a certain time, for example 
 5:15, for the other player to find the clock which shows the Group 
 correct time by saying its letter. If it is correct, the correct work/ Pair 
 finder will get one point. Every player has eight times to try. work
 After the first round, the time teller will become the clock 
 finder. All the clocks on the board are kept for later use. When 
 the game is over, the player who has the most points is the 
 winner. Encourage the class to cheer whenever a player gets a 
 point.
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
 Game: Reorder the words 
 Pupils take turns to reorder the words into a complete Group work
 sentence. Whole class 
Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes
 Greet the class.
 Game: Which clock says ...? Whole 
 Spend a few minutes revising the previous lesson by having class/ 
 the class play the game Which clock says ...? Individual 
 work
EXPLORATION
Activity 1. Look, listen and repeat. 5 minutes
a. Goal To understand and correctly repeat the sentences in two communicative 
 contexts focusing on asking and answering questions about the characters’ 
 daily routines.
b. Input – Context a:
 Minh: What time do you get up?
 Mary: I get up at six o’clock. And you?
 Minh: At five forty-five.
 – Context b:
 Mary: What time do you have breakfast?
 Minh: At six fifteen.
c. Outcome Pupils can understand and correctly repeat the sentences in two 
 communicative contexts focusing on asking and answering questions about 
 the characters’ daily routines.
d. Step 1: Ask pupils to look at Pictures a and b and identify Whole 
Procedure the time on the clocks in the pictures. class/ 
 Step 2: Ask pupils to look at Picture a. Play the recording Individual 
 for them to listen. work
 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 class to listen to 
 and repeat the sentences in the recording. Pair work