Giáo án Tiếng Anh 4 Global Success (CV2345) - Unit 6: Our School Facilities

 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 Attendance: ____________________
 UNIT 6: OUR SCHOOL FACILITIES
 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 answering questions about the location of 
skills a school.
 - correctly say the words and use Where’s your school? – It’s in the _____. 
 to ask and answer questions about the location of a school.
 - enhance the correct use of Where’s your school? – It’s in the ___. to ask 
 and answer questions about the location of a school 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 where they’re from and great respect for other people’s 
 locations by using appropriate gesture and intonation when asking and 
 answering about school locations.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 44
 - Audio tracks 57, 58
 - Teacher’s guide: Pages 87, 88, 89
 - Flash cards/ pictures and posters (Unit 6)
 - Computer, projector, 
III. Warm-up and review – Look, listen and repeat – Listen, point and say – 
PROCEDURE Let’s talk – Fun corner and wrap-up 
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’s your school? – It’s in the 
 _____. to ask and answer questions about the location of a school.
b. Input – Picture cues:
 a. a school in the mountains
 b. a school in the village
 c. a school in the city
 d. a school in the town
 – Speech bubbles: Where’s your school? – It’s in the _____.
 Audio script:
 a. mountains b. village c. city d. town
 a. A: Where’s your school?
 B: It’s in the mountains.
 b. A: Where’s your school?
 B: It’s in the village.
 c. A: Where’s your school?
 B: It’s in the city.
 d. A: Where’s your school?
 B: It’s in the town.
c. Outcome Pupils can correctly say the words and use Where’s your school? – It’s 
 in the _____. to ask and answer questions about the location of a school.
d. Procedure Step 1: Have pupils look at the pictures and elicit the Whole 
 locations of schools. class/ 
 Step 2: Have pupils point at Picture a (mountains), listen to Individual 
 the recording and repeat the word (mountains). Repeat the work
 same procedure with Pictures b, c and d. Have the class 
 repeat the words a few times.
 Step 3: Point at the first bubble and have pupils listen to 
 and repeat after the recording (Where’s your school?). Point 
 at Picture a and have pupils listen to and repeat after the 
Option 1: Doraemon Game (ppt) Group 
- Divide the class into 3 teams. work
- Pupils from each team choose a letter, then answer the 
question.
- Pupils answer correctly to get some points corresponding 
to the number of pies.
Option 2: Whole 
- Ask students to answer the following questions: class/ 
1. What have you learnt from the lesson today? Individual 
(Use Where’s your school? – It’s in the ___. to ask and work
answer questions about the location of a school.) 
2. What are the core values of the lesson? 
(Show pride in where they’re from and great respect for 
other people’s locations by using appropriate gesture and 
intonation when asking and answering about school 
locations.)
* Preparation for the project:
Ask pupils to prepare for the project on page 49 by drawing 
their school and its facilities as homework so that they can 
tell the class about their school at Project time. 
 Greet the class.
 Option 1: 
 - Spend a few minutes revising the sentence patterns Whole 
 Where’s your school? – It’s in the _____. Have pupils ask class/ 
 and answer questions about the locations of schools in front Individual 
 of the class. work
 Option 2: Group work
 - Dictate some sentences about locations (e.g. My school is 
 in the mountains.) and ask pupils to write them down. Then 
 let them work in pairs or groups to correct each other’s 
 answer.
 Option 3: 
 - Play Open the card game (ppt).
PRACTICE
Activity 4. Listen and number. 5 minutes
a. Goal To listen to and understand four communicative contexts in which pupils 
 ask and answer questions about school locations and number the correct 
 pictures.
b. Input Picture cues:
 a. a school in the city
 b. a school in the village
 c. a school in the town
 d. a school in the mountains
 Audio script:
 1. A: Where’s your school?
 B: It’s in the town.
 2. A: Where’s your school?
 B: It’s in the mountains.
 3. A: Where’s your school? Is it in the city?
 B: Yes, it is. It’s in the city.
 4. A: Is your school in the mountains?
 B: No. It’s in the village.
c. Outcome Pupils can listen to and understand four communicative contexts in which 
 pupils ask and answer questions about school locations and number the 
 correct pictures.
 Key: 1. c 2. d 3. a 4. b 
e. - Performance products: Student's talks and interaction
Assessment
 - Assessment tools: Observation; Answer keys 
PRODUCTION
Activity 6. Let’s play. 8 minutes
a. Goal To review the words of locations by playing the game Matching pairs.
b. Input Four picture cards showing school locations and four word cards 
 showing the words mountains, village, city and town
c. Outcome Pupils can review the words of locations by playing the game Matching 
 pairs.
d. Procedure Step 1: Tell pupils that they are going to find four pairs of Whole 
 pictures and words as quickly as possible. class/ 
 Step 2: Stick the picture cards face down in the left column Individual 
 on the board. Stick the word cards face down in the right work
 column on the board.
 Step 3: Invite one pupil to play the game by selecting a Individual 
 picture card and a word card, turning them over. If two cards work
 are a matching pair, ask the pupil to say the word aloud. The 
 pupil can continue to take another turn. If the cards do not 
 make a match, ask the pupil to turn them face down again, 
 and invite another pupil to take the next turn.
 Step 4: Let pupils play the game until all pairs have been 
 matched. Play the game several times if there is enough time. Pair work
e. - Performance products: Student’s interaction and performance
Assessment - Assessment tools: Observation; Questions & Answers
Fun corner and wrap-up: 5 minutes 
 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 Attendance: ____________________
 UNIT 6: OUR SCHOOL FACILITIES
 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 
knowledge & contexts focusing on asking and answering questions about the quantity of 
skills school facilities.
 - correctly say the phrases and use How many ____ are there at your 
 school? – There is ___. / There are ____. to ask and answer questions 
 about the quantity of school facilities.
 - enhance the correct use of How many ___ are there at your school? and 
 There is ____. / There are ____. to ask and answer questions about the 
 quantity of school facilities 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 and responsibility in the facilities they have at their school.
II. RESOURCES AND MATERIALS
 - Student’s book: Page 46
 - Audio tracks 60, 61
 - Teacher’s guide: Pages 92, 93, 94
 - Flash cards/ pictures and posters (Unit 6)
 - 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