Tiếng AnhLớp 4Phần 3. Unit 2: Time and daily routines

Giáo án Lesson 2

Kế hoạch bài dạy theo mẫu Công văn 2345/BGDĐT-GDTH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (70 phút)

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I. Objectives

1. Language and specific competences

By the end of the lesson, Ss will be able to:
say and understand the four routine phrases: get up (thức dậy), have breakfast (ăn sáng), have dinner (ăn tối), go to bed (đi ngủ).
ask and answer the question What time do you get up? with I get up at six fifteen.
ask and tell the time with What time is it? and It's six fifteen, reading the hour first, then the minutes.
use at before a time expression and o'clock for full hours.
Communicative competence in English through listening, speaking, reading and writing: Ss listen and answer questions about time, speak with a partner about daily routines, read and match words, and write their own timetable.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the four routine phrases correctly, use the question and answer patterns accurately, and use at before a time.

2. General competences

Self-control and independent learning: Ss check their own answers in the matching and listening tasks and correct their mistakes after feedback.
Communication and collaboration: Ss work in pairs and groups, take turns asking and answering, and confirm what they have heard.
Problem-solving and creativity: Ss make a personal daily timetable with real or imagined times and share it with a partner.

3. Personal qualities

Diligence: Ss take part in every activity and finish their worksheets within the given time.
Responsibility: Ss keep to their turn in pair work and complete their timetable and homework.
Kindness: Ss listen politely to their partners and help each other when someone is unsure of a word or time.

II. Resources and materials

1. Teacher

Laptop, projector and speakers
NeoEdu lesson page: neoedu.vn/learn/4/english/unit-2-lesson-2 (lesson content, audio, examples and interactive exercises)
Flashcards with pictures for get up, have breakfast, have dinner and go to bed
A large paper clock with movable hands
Worksheet 1 and Worksheet 2 (printed or projected)
Song lines written on the board: I get up at six fifteen. / I have breakfast at six thirty. / I have dinner at six thirty. / I go to bed at nine.

2. Pupils

Textbook Tiếng Anh 4 (Global Success), notebook, pencil and eraser
Small whiteboard or sheets of paper and a marker for writing
Worksheet 1 and Worksheet 2 (for Ss who do not receive printed copies, copy the tasks into the notebook)

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Daily routine mime game (Period 1)

Aims

Ss activate what they already know about daily activities and get ready for the new words.

Content

T mimes simple daily actions (sleeping, eating, brushing teeth). Ss guess the action in short English phrases, then answer two quick questions about themselves.

Expected outcomes

Ss name at least three daily activities and answer Yes, I do or No, I don't.

Procedure

Teacher's activities

Pupils' activities

Teacher
T stands in front of the class and mimes sleeping. T asks: What am I doing?
Pupils
Ss guess: Sleep! / You are sleeping! (possible answers)
Teacher
T mimes eating and brushing teeth. T asks: Do you eat breakfast every day? Ss answer in pairs.
Pupils
Ss mime and answer in pairs: Yes, I do. / No, I don't.
Teacher
T invites three Ss to mime an action for the class and guesses with them.
Pupils
Volunteer Ss mime; the class answers: Brush your teeth!
Teacher
T says: Today we learn how to talk about our daily routines. T writes the title Time and daily routines on the board.
Pupils
Ss copy the title into their notebooks.

Activity 2.1: Exploration · 15 minutes

New words: daily routines (Period 1)

Aims

Ss recognize, pronounce and understand the meaning of four routine phrases through pictures and gestures.

Content

Look, listen and repeat: T shows four flashcards. Meanings: get up (thức dậy), have breakfast (ăn sáng), have dinner (ăn tối), go to bed (đi ngủ). Ss cover the meaning, look at the picture, say the phrase and act it out. Ss do not spell the words letter by letter.

Expected outcomes

Ss pronounce the four phrases correctly and match each phrase with its picture and gesture.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the flashcard get up and acts out waking up. T models: get up. T asks: What is this? Ss repeat chorally, then individually.
Pupils
Ss look, listen and repeat: get up. Ss copy the gesture.
Teacher
T shows the other three cards one by one: have breakfast, have dinner, go to bed. T uses gestures (eating, drinking, lying down on hands) and asks Ss to repeat.
Pupils
Ss repeat the phrases and act them out with partners. Possible answer when T asks Ss to guess the card: Have dinner!
Teacher
T covers the Vietnamese meanings and shows the pictures randomly. T says: Show me get up! Ss stand up or do the gesture.
Pupils
Ss do the action quickly and say the phrase together.
Teacher
T calls on four Ss to say a phrase and do its action in front of the class. T corrects pronunciation gently.
Pupils
Ss say: Have breakfast. / Go to bed. and perform the actions.
Teacher
T summarises the four phrases with their Vietnamese meanings and writes them on the board.
Pupils
Ss copy the four phrases and their meanings into their notebooks.

Activity 2.2: Exploration · 15 minutes

Asking and telling the time (Period 1)

Aims

Ss understand and use the question and answer patterns for asking about the time and about a routine.

Content

Listen, point and say: T shows the clock at six fifteen. T asks What time is it? and answers It's six fifteen. T asks What time do you get up? and answers I get up at six fifteen. T explains: read the hour first, then the minutes (6:15 = six fifteen, 6:30 = six thirty, 6:45 = six forty-five); full hours use o'clock; the answer to a routine question uses at before the time.

Expected outcomes

Ss say the two patterns correctly, point to the right time on the clock and answer with at before the time.

Procedure

Teacher's activities

Pupils' activities

Teacher
T sets the clock hands to six fifteen and asks: What time is it? T answers: It's six fifteen. T asks Ss to repeat the question and answer.
Pupils
Ss listen, point to the clock and repeat: What time is it? / It's six fifteen.
Teacher
T writes on the board: A: What time do you get up? B: I get up at six fifteen. T models the dialogue with a volunteer S. T highlights at.
Pupils
Ss listen and repeat the dialogue. Possible question: Why do we say at six fifteen? T answers: We use at before the time for a routine.
Teacher
T sets the clock to six thirty, six forty-five and six o'clock. T asks: What time is it? Ss answer in pairs.
Pupils
Ss answer: It's six thirty. / It's six forty-five. / It's six o'clock. Ss point to the clock as they speak.
Teacher
T calls on three pairs to say the dialogue with a different time. T checks the use of at and the reading of the minutes.
Pupils
Pairs say, for example: A: What time do you have breakfast? B: I have breakfast at six thirty.
Teacher
T summarises: What time is it? - It's + time. What time do you...? - I ... at + time. T writes the key structure on the board and checks understanding by asking: Do we say at six o'clock or six o'clock at? (answer: at six o'clock).
Pupils
Ss answer: At six o'clock. Ss copy the two patterns.

Activity 3.1: Practice · 10 minutes

Quick check: listen, choose and fill in (Period 2)

Aims

Ss consolidate the vocabulary, the question and answer patterns and the meaning of the phrases through listening and reading tasks.

Content

Ss complete Worksheet 1 individually, then check in pairs. T plays the audio from the NeoEdu lesson page for the listening tasks. Exercises: matching, listening and choosing, filling in the gap with at, ordering words, true or false, and a short writing line.

Expected outcomes

Answer key for Worksheet 1: 1) get up - thức dậy; have breakfast - ăn sáng; have dinner - ăn tối; go to bed - đi ngủ. 2) A. get up. 3) at (I get up at six fifteen). 4) I get up at six fifteen. 5) C. go to bed (đi ngủ). 6) False (get up means thức dậy; have breakfast means ăn sáng). 7) B. I get up at six fifteen.

Procedure

Teacher's activities

Pupils' activities

Teacher
T distributes Worksheet 1 or projects it. T explains the tasks and reads the first item as an example.
Pupils
Ss read the tasks and ask questions if they are unsure: What does 'choose' mean? (chọn)
Teacher
T plays the audio for task 2. T plays it twice. Ss listen and choose the phrase they hear.
Pupils
Ss listen and choose A. get up. T asks: What does get up mean? Ss answer: Thức dậy.
Teacher
T plays the audio for task 7 and lets Ss write the answer. Ss then complete tasks 3, 4 and 5 individually.
Pupils
Ss choose B. I get up at six fifteen. Ss fill in at and order the words I / get up / at / six fifteen.
Teacher
T calls on Ss to give answers and projects the answer key. T asks the class: Is task 6 True or False? Why?
Pupils
Ss answer False because get up is thức dậy, not ăn sáng.
Teacher
T praises the class and reminds Ss to check the time patterns once more before speaking.
Pupils
Ss correct their worksheets with the answer key and tick the answers they got right.

Activity 3.2: Practice · 12 minutes

Let's talk and Let's sing (Period 2)

Aims

Ss use the question and answer pattern in pairs, confirm what they have heard, and practise the new song lines with rhythm.

Content

Let's talk: Student A asks What time do you get up? Student B answers with real information or an imagined character. Student A repeats what they heard, for example: You get up at six fifteen. Students swap roles and change at least one piece of information. Ss ask again if they did not hear clearly.
Let's sing: T plays the rhythm by clapping four beats per line. Ss sing the four lines, first two lines higher and last two lines lower, then swap roles. After two rounds, Ss change one time and sing again.

Expected outcomes

Pairs complete two exchanges in the conversation with changed information. Ss sing the four lines with a steady four-beat rhythm and change one time correctly, for example: I go to bed at ten.

Procedure

Teacher's activities

Pupils' activities

Teacher
T models the conversation with a volunteer and writes the sample on the board. T models the confirm step: You get up at six fifteen.
Pupils
Ss listen and repeat the model dialogue.
Teacher
T asks Ss to work in pairs. T walks around, listens and helps pairs with the time reading.
Pupils
Ss talk in pairs. Possible answer: A: What time do you have dinner? B: I have dinner at six thirty. A: You have dinner at six thirty.
Teacher
T claps four beats and sings the first line. T sings the four lines with the class, then asks Ss to sing with a partner. T asks: Can you change a time? Show me.
Pupils
Ss sing the lines in rhythm. Ss change the time, for example: I go to bed at nine. / I go to bed at ten.
Teacher
T calls on three pairs to say their dialogues and a volunteer to sing with a changed time. T listens directly and gives feedback on pronunciation and at.
Pupils
Pairs present their dialogues. Volunteers sing the changed line.
Teacher
T summarises the key sentences and asks Ss to use them in the apply activity.
Pupils
Ss repeat the key sentence: What time do you get up? - I get up at six fifteen.

Activity 4: Application · 13 minutes

Fun corner: My daily timetable (Period 2)

Aims

Ss use the target language to talk about their own daily routines and share them with the class.

Content

Ss complete Worksheet 2 with the real or imagined times of four routines (get up, have breakfast, have dinner, go to bed). Then Ss ask a partner What time do you get up? and report to the class. Ss use at before each time and read the hour and minutes correctly.

Expected outcomes

A completed daily timetable on Worksheet 2 and two sentences shared with the class, for example: I get up at six fifteen. I go to bed at nine.

Procedure

Teacher's activities

Pupils' activities

Teacher
T distributes Worksheet 2 and explains the task. T shows an example for the first routine.
Pupils
Ss read the instructions and ask: Can I use an imagined time? Yes, you can.
Teacher
Ss fill in their timetable individually. T monitors and helps Ss with difficult time expressions.
Pupils
Ss write times, for example: I have breakfast at six thirty.
Teacher
Ss ask a partner about their timetable. T reminds Ss to ask What time do you...? and answer with at.
Pupils
Ss ask and answer. Possible answer: What time do you go to bed? - I go to bed at nine.
Teacher
T invites four Ss to share one or two sentences from their timetable. T praises clear pronunciation and correct use of at.
Pupils
Volunteers say: I get up at six fifteen. I have dinner at six thirty.
Teacher
T sums up the lesson and asks Ss to keep their timetable for homework.
Pupils
Ss put their worksheets into their folders and tell the teacher one thing they learned.

Worksheets

Worksheet 1: Quick check

Task 1. Match the words with the meanings.

get up
have breakfast
have dinner
go to bed
Meanings: ăn tối; đi ngủ; thức dậy; ăn sáng

Task 2. Listen and choose the phrase you hear.
A. get up
B. have breakfast
C. have dinner
D. go to bed

Task 3. Fill in the gap with a word from the box.
Box: at, in, on
I get up {{1}} six fifteen.

Task 4. Put the words in order to make a sentence.
I / get up / at / six fifteen

Task 5. Which phrase means đi ngủ?
A. get up
B. have breakfast
C. go to bed
D. have dinner

Task 6. True or False?
"get up" means ăn sáng. ____

Task 7. Listen and choose the sentence you hear.
A. What time do you get up?
B. I get up at six fifteen.
C. It is six thirty.

Task 8. Write one sentence about your routine.
I ____ at ____.

Worksheet 2: My daily timetable

My daily timetable

get up: ______ (I get up at ______.)
have breakfast: ______ (I have breakfast at ______.)
have dinner: ______ (I have dinner at ______.)
go to bed: ______ (I go to bed at ______.)

Ask a partner:

What time do you get up?
What time do you go to bed?

Report to the class:

My partner gets up at ______.
My partner goes to bed at ______.

Homework

Practise saying the four phrases: get up, have breakfast, have dinner, go to bed, and act them out for a family member.
Ask a family member What time do you get up? and write their answer in a full sentence, for example: My father gets up at six fifteen.
Finish your daily timetable (Worksheet 2) and sing the four song lines with a changed time to a family member.
Write four sentences about your own routine, using at before each time, and bring them to the next lesson.

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