Giáo án Tiếng Anh 4 Global Success (CV2345) - Unit 5: Things We Can Do

 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 Attendance: ____________________
 UNIT 5: THINGS WE CAN DO
 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 contexts 
knowledge & (pictures) in which pupils ask and answer questions about someone’s abilities.
skills - correctly say the phrases and use Can you _____? – Yes, I can. / No, I can’t. to 
 ask and answer questions about someone’s abilities.
 - enhance the correct use of Can you _____? – Yes, / No, _____. to ask and answer 
 questions about pupils’ abilities 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 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 34
 - Audio track 46, 47
 - Teacher’s guide: Pages 68, 69, 70
 - Flash cards/ pictures and posters (Unit 5)
 - Computer, projector, 
III. Warm-up and review – Look, listen and repeat – Listen, point and say
PROCEDURE – Let’s talk – Fun corner and wrap-up
 Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes
 Greet the class.
 Option 1: Whole class/ 
 - Have the whole class say the chant on page 32. You may use Individual 
 other food / drink items to have another version of the chant. 
 a. ride a bike / yes b. ride a horse / no
 c. play the piano / yes d. play the guitar / no
 a. A: Can you ride a bike?
 B: Yes, I can.
 b. A: Can you ride a horse?
 B: No, I can’t.
 c. A: Can you play the piano?
 B: Yes, I can.
 d. A: Can you play the guitar?
 B: No, I can’t.
c. Outcome Pupils can correctly say the phrases and use Can you ? – Yes, I can. / 
 No, I can’t. to ask and answer questions about someone’s abilities.
d. Procedure Step 1: Ask pupils to look at Pictures a, b, c, and d and identify Whole 
 the activities in the pictures. class/ 
 Step 2: Play the recording for pupils to listen to and repeat the Individual 
 phrases under the pictures in chorus and individually until they work
 feel confident. Use the flash cards for ride a bike, ride a horse, 
 play the piano and play the guitar to practise the phrases.
 Step 3: Draw pupils’ attention to the speech bubbles and elicit 
 the missing words in the answer by pointing at Picture a. Play 
 the recording for pupils to repeat the sentences in both bubbles 
 a few times. Repeat the same procedure with Pictures b, c, and 
 d.
 Step 4: Have pupils practise asking and answering questions in Pair work
 pairs. Go around the classroom to offer help where necessary.
 Step 5: Invite a few pairs to point at the pictures and ask and Pair work
 answer questions about what the pupils in the pictures can or 
 can’t do.
e. Assessment - Performance products: Student's talks and interaction
 - Assessment tools: Observation; Answer keys 
PRACTICE
Activity 3. Let’s talk. 8 minutes
a. Goal To enhance the correct use of Can you ? – Yes, / No, ____. to ask and 
 answer questions about pupils’ abilities in a freer context.
b. Input - Picture cue: A summer camp poster. There are four activities in the poster.
 - Speech bubbles: Can you ____? – Yes, / No, ____.
c. Outcome Pupils can enhance the correct use of Can you____? – Yes, / No,____. to ask 
 and answer questions about their abilities in a freer context. 
School: ____________________
Grade: ____________________ 
 - Review Can you______? – Yes, I can. / No, I can’t.
PRACTICE
Activity 4. Listen and tick. 5 minutes
a. Goal To listen to and understand two communicative contexts in which pupils ask 
 and answer questions about someone’s abilities and tick the correct pictures.
b. Input – Picture cues:
 1a. a girl playing the piano 1b. a girl riding a horse
 2a. a boy riding a bike 2b. a boy playing the guitar
 Audio script:
 1. 1. A: What’s she doing?
 B: She’s riding a horse.
 A: Can you ride a horse?
 B: Yes, I can.
 2. 2. A: Can you play the piano?
 B: No, I can’t.
 A: Can you play the guitar?
 B: Yes, I can. I can do it well.
c. Outcome Pupils can listen to and understand two communicative contexts in which pupils 
 ask and answer questions about someone’s abilities and tick the correct pictures.
 Key: 1. b 2. b
d. Procedure Step 1: Draw pupils’ attention to the pictures and ask questions Individual 
 to elicit the activities in the pictures. Remind them to look at each work/
 pair of pictures, listen to the recording and choose the activity the Whole class
 speakers can do.
 Step 2: Play the recording all the way through. Then play the Individual 
 recording for pupils to listen and tick the activity the speakers can work/
 do. Whole class
 Step 3: Get pupils to swap books with a partner to check their 
 answers before checking as a class. Correct the answers where Pair work
 necessary.
 Extension: If time allows, play the recording, sentence by Whole class
 sentence, for pupils to listen and repeat in chorus. Correct their 
 pronunciation where necessary.
e. - Performance products: Student’s answers
Assessment - Assessment tools: Observation; Questions & Answers, 
 Peer correction 
PRACTICE
Activity 5. Look, complete and read. 10 minutes
a. Goal To complete four gapped exchanges with the help of picture cues.
b. Input Four picture cues and four gapped exchanges to complete. 
 Option 1: Game: Lucky number Group work
 - Teacher divides the class into 2 teams (boys and girls).
 - Each team takes turns to choose the number and answer the 
 question.
 - The team that has more points will be the winner.
 Option 2: Individual 
- - Teacher gives students handouts (attached below). work
 - Students read and check or cross for themselves.
 - Students go around the class to ask their friends Can you ___? 
 to find the person who has the same abilities as them and write 
 their names in the blank.
 - After 4 minutes, the student who can write the most names will 
 be the winner.
 Option 3: Whole class
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (Use sentence pattern Can you _____? – Yes, I can. / No, I can’t. 
 to ask and answer someone’s abilities.)
 2. What are the core values of the lesson? 
 (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.) 
 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 Attendance: ____________________
 UNIT 5: THINGS WE CAN DO
 Lesson 2 – Period 3
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - - understand and correctly repeat the sentences in two communicative contexts 
knowledge & (pictures) in which the characters talk about abilities and lack of abilities.
skills - - correctly say the words and use Can he / she _____? – Yes, he / she can. / No, he / 
 she can’t, but he / she can _____. to talk about abilities and lack of abilities.
 - - enhance the correct use of Can he / she _____? – Yes, _____. / No, _____, but 
 _____. to talk about abilities and lack of abilities 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 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 36
 - Audio tracks 49, 50
 - Teacher’s guide: Pages 72, 73, 74
 - Flash cards/ pictures and posters (Unit 5)
 - Computer, projector, 
III. Warm-up and review – Look, listen and repeat – Listen, point and say – 
PROCEDURE Let’s talk – Fun corner and wrap-up
Procedure Teacher’s and pupils’ activities Interaction Note
Warm-up and review: 5 minutes
 Greet the class. Whole class/ 
 Option 1: Individual 
 - Greet the class, then play the Can you ? game with action work
 verbs learnt in the previous lesson.
 - Get pupils to open their books at page 36 and look at Unit 5, 
 Lesson 2, Activity 1.
 Option 2: Guessing game Group work
 - Divide the class into 3 teams.