Tiếng AnhLớp 4Phần 6. Unit 5: Things we can do

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:
- Name and use four new words: ride a bike (đi xe đạp), ride a horse (cưỡi ngựa), roller skate (trượt pa-tanh), cook (nấu ăn).
- Ask and answer the question 'Can she roller skate?' with 'No, she cannot.' or 'Yes, she can.'
- Explain the use of 'can' for ability: subject + can + base verb; Can + person + base verb?
- Sing a new song with the structure 'can' and retell information about themselves or imaginary characters.
Communicative competence in English through listening, speaking, reading and writing: Ss listen to and identify the four words, use the question and answer pattern in pairs, read and complete short sentences, and write two turns of a dialogue.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the four new words with correct stress and rhythm, use 'can' with the base verb correctly (no 'to' or '-s' after 'can'), and use 'but' to link two contrasting abilities.

2. General competences

Self-control and independent learning: Ss check their own answers in the matching and listening tasks and correct mistakes without being reminded.
Communication and collaboration: Ss work in pairs and groups to ask, answer and confirm information, and take turns in role-play.
Problem-solving and creativity: Ss change one piece of information in a model dialogue or song line to create a true or imaginary sentence about abilities.

3. Personal qualities

Diligence: Ss actively practise the new words and the pattern, and finish all tasks on time.
Kindness: Ss respect that each friend has different abilities, and encourage partners when they answer or sing.

II. Resources and materials

1. Teacher

Textbook English 4 (Global Success), Unit 5, Lesson 2, and teacher's book
Projector or interactive whiteboard with audio and pictures of ride a bike, ride a horse, roller skate, cook
Flashcards (4 sets) and real objects or mimes: a helmet or toy bike, a toy horse, a pair of roller skates (or picture), a cooking pot or spoon
Worksheet 1 and Worksheet 2 (printed, one per pair)
NeoEdu lesson page for extra interactive exercises: neoedu.vn/learn/4/english/unit-5-lesson-2
Stickers or small stars for rewarding Ss

2. Pupils

Textbook, notebook, pencil, eraser, coloured pencils
Small whiteboard and marker (optional)
Pencil case with scissors and glue for the wrap-up poster task

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Simon Says: Can you…?

Aims

Ss revise the structure 'can' for ability and get ready for the lesson.

Content

Ss play 'Simon says' with action verbs they already know (jump, dance, sing, draw, swim). When T says 'Simon says…', Ss do the action and answer the question 'Can you…?' with 'Yes, I can.' or 'No, I can't.' Only Ss who hear 'Simon says' follow the command.

Expected outcomes

Ss answer at least three questions with 'Yes, I can.' or 'No, I can't.' and can use 'can' correctly with a base verb.

Procedure

Teacher's activities

Pupils' activities

Teacher
T: Hello, class! Let's play Simon Says. Listen carefully. Simon says jump! (T jumps). Now, Simon says: Can you jump? Ss: Yes, I can.
T gives the instruction: 'Can you dance?' and models the answer.
Pupils
Ss listen to the instruction and watch T's actions carefully.
Teacher
T gives commands with 'Simon says' and without it. T gives 'Simon says, sing!' and then 'Draw a cat!' without 'Simon says' to check if Ss follow only correct commands. T asks: 'Can you swim?'
Pupils
Ss follow the commands with 'Simon says' and answer: 'Yes, I can.' or 'No, I can't.' Possible answers: 'Yes, I can.' (sing, dance); 'No, I can't.' (swim).
Teacher
T asks several Ss: 'Can you draw?' and encourages them to answer in full sentences.
Pupils
Ss answer: 'Yes, I can.' or 'No, I can't.' Some Ss say: 'I can draw, but I can't swim.'
Teacher
T praises Ss and introduces the lesson topic: 'Today we will learn new words and a new question: Can she roller skate?'
Pupils
Ss repeat the lesson title after T and open their textbooks at page of Lesson 2.

Activity 2.1: Exploration · 12 minutes

New words: Ride, Roller, Cook

Aims

Ss recognise, pronounce and understand the meaning of four new words through pictures and actions.

Content

Ss listen and repeat the four words: ride a bike, ride a horse, roller skate, cook. Ss use mimes or real objects to remember meanings. Ss play 'Look, listen and repeat' and 'Listen, point and say' with the NeoEdu audio and flashcards. Ss do not spell the words letter by letter.

Expected outcomes

Ss pronounce the four words correctly, match each word with its picture and meaning, and show the action for each word.

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the flashcard of ride a bike and mimes riding a bike. T says: 'Ride a bike. Ride a bike.' T asks Ss to repeat chorally, then in groups. Repeat for the other three words.
Pupils
Ss look at the picture, listen to T, and repeat the words in chorus and in groups of four.
Teacher
T plays the audio on the projector and asks Ss to listen, point to the picture and say the word. T says: 'Close your eyes and say the word from memory.' Then T shows a mime and asks: 'What is it?'
Pupils
Ss listen, point to the correct picture and say the word. Possible answers: Ride a bike (mime of pedalling), Ride a horse (mime of holding reins), Roller skate (mime of skating), Cook (mime of stirring with a spoon).
Teacher
T asks pairs to show one word by mime and let the other partner guess the word. T gives feedback on pronunciation of roller skate and cook.
Pupils
Ss in pairs mime the actions and guess: 'Roller skate!' 'Cook!' They repeat the words after T's correction.
Teacher
T summarises the meaning of the four words and writes them on the board with pictures. T says: 'Cook means nấu ăn, roller skate means trượt pa-tanh.'
Pupils
Ss copy the four words and their meanings into their notebooks and repeat the words once more.

Activity 2.2: Exploration · 13 minutes

Can she roller skate? – Asking and answering about ability

Aims

Ss understand and use the question 'Can she roller skate?' with the answers 'Yes, she can.' and 'No, she cannot.'

Content

Ss listen to the model dialogue in the textbook: A: Can she roller skate? B: No, she cannot. T explains the pattern: 'can' shows ability; I/He/She can + base verb; Can + person + base verb?; Yes, ... can / No, ... can't (cannot). Ss notice that 'can' has no 'to' and no '-s' after it. T introduces 'but' to link two contrasting abilities: I can draw, but I can't swim.

Expected outcomes

Ss correctly complete the dialogue: A: Can she roller skate? B: No, she cannot. Ss explain in Vietnamese or English one rule of 'can' (no 'to' or '-s').

Procedure

Teacher's activities

Pupils' activities

Teacher
T writes the dialogue on the board: A: Can she roller skate? B: No, she cannot. T asks: 'Can she roller skate? Yes or no?' and points to the picture of a girl who cannot roller skate.
Pupils
Ss look at the picture and listen to the dialogue twice, then repeat after T.
Teacher
T asks questions to elicit the grammar: 'Is can followed by to?' 'Do we add -s to can?' T writes the patterns on the board: I/He/She can + verb; Can + person + verb?; No, ... cannot.
Pupils
Ss answer: 'No, we don't add to.' 'No, we don't add -s.' Ss copy the patterns into their notebooks.
Teacher
T asks Ss to work in pairs: one asks 'Can she roller skate?' and the other answers with 'Yes, she can' or 'No, she cannot' (based on the picture on the screen). T monitors and corrects mistakes.
Pupils
Ss practise with partners. Possible answers: 'No, she cannot.' (for the picture of a girl who cannot roller skate); 'Yes, she can.' (for the picture of a girl who can roller skate).
Teacher
T reminds Ss: 'Can' is the same for all persons. Each person has different abilities; we should respect them. T asks: 'Can you draw, but can't you swim?' and models: 'I can draw, but I can't swim.'
Pupils
Ss repeat the sentence and write one sentence in their notebooks, for example: 'I can cook, but I can't ride a horse.'

Activity 3.1: Practice · 15 minutes

Let's talk: Ask and confirm

Aims

Ss use the question and answer pattern with real or imaginary information, and confirm what they hear.

Content

Ss work in pairs. Student A asks 'Can she roller skate?' or other questions with the same pattern. Student B answers with true information about themselves or an imaginary character. Student A repeats what they heard, for example: 'So, you can ride a bike.' Partners then change roles and change at least one piece of information. Ss use the card in Worksheet 1.

Expected outcomes

Each pair produces at least two turns of dialogue, for example: A: Can she roller skate? B: No, she cannot. A: So, she cannot roller skate. B: That's right. A: Can he cook? B: Yes, he can.

Procedure

Teacher's activities

Pupils' activities

Teacher
T models the dialogue with a student: T: Can she roller skate? S: No, she cannot. T: So, she cannot roller skate. T explains the task: change roles and change at least one piece of information. T gives each pair Worksheet 1.
Pupils
Ss watch the model and listen to the instructions. They look at Worksheet 1.
Teacher
T monitors pairs, helps Ss who ask again if they do not hear clearly. T encourages Ss to say 'Could you say that again?' or 'Sorry, can you repeat?'
Pupils
Ss practise the dialogue in pairs. Possible answers: 'Can he ride a horse?' 'Yes, he can.' 'Can she cook?' 'Yes, she can.' 'Can Minh roller skate?' 'No, he cannot.'
Teacher
T invites 3 pairs to perform in front of the class and gives feedback on structure, clear pronunciation and correct information.
Pupils
Ss perform their dialogues. They repeat the answer of their partner to confirm information.
Teacher
T praises Ss and summarises: We ask 'Can + person + verb?' and answer 'Yes, ... can / No, ... cannot.' We confirm with 'So, ...'.
Pupils
Ss write the best dialogue in their notebooks.

Activity 3.2: Practice · 12 minutes

Practice games: Listen, match and choose

Aims

Ss check their understanding of the vocabulary and the question pattern through listening, matching and sentence ordering.

Content

Ss complete the exercises: (1) match the words to their meanings; (2) listen and choose the word read by T; (3) choose the word with the meaning 'cook'; (4) order the words to make the sentence 'No, she cannot.'; (5) listen and choose the sentence; (6) say whether the statement 'ride a bike means cưỡi ngựa' is true or false. Ss complete Worksheet 2 in pairs.

Expected outcomes

Answer key: 1. ride a bike – đi xe đạp; ride a horse – cưỡi ngựa; roller skate – trượt pa-tanh; cook – nấu ăn. 2. B (cook). 3. cannot (No, she cannot). 4. No, she cannot. 5. A (cook). 6. False (ride a bike means đi xe đạp; ride a horse means cưỡi ngựa). 7. C (No, she cannot.). Ss get the correct answers and correct their own mistakes.

Procedure

Teacher's activities

Pupils' activities

Teacher
T gives out Worksheet 2 and explains each task. T plays the audio for tasks 2 and 7 twice.
Pupils
Ss read the instructions and check the vocabulary in their notebooks.
Teacher
T asks Ss to complete tasks 1, 3, 4 and 6 in pairs first, then listen to tasks 2 and 7. T walks around to support pairs who are slow.
Pupils
Ss match the words, choose the answers and order the words. Ss listen to the audio and circle the answer. Possible answers: task 2: B; task 7: C.
Teacher
T shows the answers on the screen one by one. Ss check and correct their answers with a different colour pen.
Pupils
Ss compare answers and say: 'I think the answer is...' 'I agree / I disagree because...'
Teacher
T gives stars to pairs with the most correct answers and reminds Ss that 'ride a bike' is not 'cưỡi ngựa'.
Pupils
Ss say the correct meaning of ride a bike and ride a horse aloud.

Activity 4: Application · 13 minutes

Fun corner: Let's sing and wrap-up

Aims

Ss use the structure 'can' in a song and in a short personal sentence to share their abilities.

Content

Ss sing the song with the lines: An can sing and dance. / Ha can draw a cat. / Minh can ride a bike. / We can sing together. T reads each line and explains the meaning first. Ss clap four beats per line, sing the first two lines higher and the last two lines lower, then change roles. After two rounds, Ss change one piece of information (name or ability) and sing again. Finally, Ss write a sentence about themselves on a card and place it on the class wall: 'I can ..., but I can't ...'.

Expected outcomes

Ss sing the song in rhythm, change one piece of information correctly, and write one personal sentence on a card (for example: 'I can cook, but I can't roller skate.').

Procedure

Teacher's activities

Pupils' activities

Teacher
T reads the four lines and explains the meaning of each line in Vietnamese. T claps four beats and models the song. T says: 'Now we sing together.'
Pupils
Ss listen, repeat the lines and clap the rhythm.
Teacher
T leads the singing: first two lines higher, last two lines lower. T asks groups to change roles. T says: 'Let's change one word. Ha can ride a horse.'
Pupils
Ss sing in groups and change one piece of information. Possible answers: 'Ha can ride a horse.' 'Minh can cook.' 'Lan can roller skate.'
Teacher
T invites 2 groups to sing in front of the class. T asks each student to write a card: 'I can ..., but I can't ...' and place it on the wall.
Pupils
Ss present their songs and write a personal sentence on a card. Possible answers: 'I can draw, but I can't ride a horse.' 'I can cook, but I can't swim.'
Teacher
T summarises the lesson with key words and the question: 'Can she roller skate?' T gives homework and thanks Ss.
Pupils
Ss repeat the key words and the question together, then say goodbye.

Worksheets

Worksheet 1: Let's talk

Task: Ask and answer in pairs. Change roles and change at least one piece of information.

Student A: Can she roller skate?
Student B: No, she cannot. (or Yes, she can.)
Student A: So, she cannot roller skate.
Student B: That's right.
Cards for practice:
Can he ride a horse?
Can she cook?
Can Minh roller skate?
Write two turns of your dialogue:
A: ........................
B: ........................
A: ........................
B: ........................

Worksheet 2: Practice

Match the word with its meaning.

ride a bike – ........................
ride a horse – ........................
roller skate – ........................
cook – ........................

Listen and choose the word you hear: A. ride a bike; B. cook; C. ride a horse; D. roller skate.
Choose the word that means 'nấu ăn': A. cook; B. ride a bike; C. ride a horse; D. roller skate.
Put the words in order to make a sentence: No, / she / cannot. → ........................
Listen and choose the sentence you hear: A. Can she roller skate? B. Yes, I can. C. No, she cannot.
True or False: 'ride a bike' means 'cưỡi ngựa'. ........................ (True / False)
Complete the dialogue: Can she swim? – No, she .........................

Homework

Practise saying the four new words: ride a bike, ride a horse, roller skate, cook. Use the mime to remember their meanings.
Ask a family member the question: 'Can you cook?' Write the answer in your notebook, for example: 'Yes, I can.' or 'No, I cannot.'
Write three sentences about yourself with 'can' and 'but', for example: 'I can sing, but I can't ride a horse.'
Sing the song Let's sing with a friend or family member. Change one piece of information and sing again.
Optional: Practise more exercises on the NeoEdu page: neoedu.vn/learn/4/english/unit-5-lesson-2

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