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

Giáo án Lesson 3

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:
pronounce the sounds /j/ in yes and /n/ in no, and use yes/no correctly in short answers;
use the structures Can you ...? / Yes, I can. / No, I cannot. and the sentence patterns I/He/She can + verb, cannot to talk about abilities;
read a short text about abilities and find its topic and specific details;
write 4–5 simple sentences about a school club survey, with a general sentence first followed by details.
Communicative competence in English through listening, speaking, reading and writing: Ss listen to a model and repeat yes/no, read the text about Huy and answer questions, ask classmates Can you ...? and write a short paragraph about the club survey.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce /j/ and /n/ in yes and no, use eight action words (sing, dance, draw, swim, ride a bike, ride a horse, roller skate, cook), and use can/cannot correctly after the subject.

2. General competences

Self-control and independent learning: Ss check their own pronunciation and sentences by comparing with the model, and correct their mistakes after the teacher's feedback.
Communication and collaboration: Ss work in pairs and groups to ask and answer about abilities, take turns in the chant and share survey results with the class.
Problem-solving and creativity: Ss use the survey data to decide which club activity suits the class and make their own imaginary table when a real survey is not possible.

3. Personal qualities

Diligence: Ss practise the sounds and chant patiently and finish the survey and writing task on time.
Responsibility: Ss record the survey answers honestly and complete their group tasks.
Kindness: Ss respect that classmates have different abilities and do not force anyone to show a dangerous skill, for example, a difficult roller skate trick.

II. Resources and materials

1. Teacher

Projector or laptop with the NeoEdu lesson page neoedu.vn/learn/4/english/unit-5-lesson-3 (lesson explanation, examples and interactive exercises; the en-US audio is used as the listening model)
Flashcards of yes, no and the eight action words, with pictures
Worksheet 1 and Worksheet 2 (printed for each group)
Chant text written on the board or a poster
Timer and a small ball or soft toy for the game

2. Pupils

English notebook, pencil, eraser and coloured pens (to circle and underline)
A4 paper or a sheet for the club survey table
Worksheet 1 and Worksheet 2 (for pair or group work)

III. Procedures

Activity 1: Warm-up and review · 5 minutes

Mime and guess

Aims

Ss activate the action words and the question Can you ...? before the new lesson.

Content

T mimes actions such as swimming, drawing, singing, dancing, riding a bike and cooking. Ss guess the action and then answer the question Can you ...? with Yes, I can or No, I cannot.

Expected outcomes

Ss say the action words and answer at least five questions in full sentences, for example: Can you swim? Yes, I can.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: Let's play Mime and guess! T mimes swimming and asks: What can I do? Ss look and guess.
Pupils
Ss watch carefully and raise their hands to guess the action.
Teacher
T mimes other actions (draw, sing, dance, ride a bike, cook). After each guess, T asks: Can you swim? and points to a student.
Pupils
Ss say: You can swim. Then they answer the question: Yes, I can / No, I cannot, with a partner or in chorus.
Teacher
T asks a few Ss: Can you ride a horse? Please answer with a full sentence.
Pupils
Ss answer, for example: No, I cannot. I can ride a bike.
Teacher
T writes the sentence pattern on the board: Can you ...? Yes, I can. / No, I cannot. T says the lesson is about things we can and cannot do.
Pupils
Ss repeat the structure chorally and copy the title Things we can do into their notebooks.

Activity 2.1: Exploration · 12 minutes

Look, listen and repeat: yes and no

Aims

Ss pronounce the sound /j/ in yes and /n/ in no clearly and use them in short answers.

Content

T models yes and no with the flashcards, and explains that y in yes is pronounced /j/, a light glide at the beginning, and n in no is pronounced /n/, with the tongue touching the gum and air passing through the nose. T plays the NeoEdu audio (en-US) as the model. Then Ss practise Listen, point and say with the pictures.

Expected outcomes

Ss pronounce yes and no clearly, point to the correct card when they hear the word, and say one short answer each, for example: Yes, I can. / No, I cannot.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: Today we will learn two important words. Look at the cards, listen and repeat. T shows the card yes and says the word slowly, then the card no.
Pupils
Ss look at the flashcards, listen to the model and watch T's mouth.
Teacher
T plays the NeoEdu audio and asks Ss to repeat chorally, then in groups of four. T gives feedback directly: Say yes clearly, do not add a vowel after no. T asks: Which word starts with /j/? Which word starts with /n/?
Pupils
Ss repeat yes and no, then answer: Yes starts with /j/. No starts with /n/. Ss practise Listen, point and say in pairs: one S says a word, the partner points to the card.
Teacher
T asks several pairs to say the word aloud and T checks their pronunciation. T asks: Can you swim? Please answer with yes or no.
Pupils
Pairs say a word and show the card. Individual Ss answer, for example: Yes, I can. / No, I cannot.
Teacher
T summarises: yes starts with a light /j/ sound and no starts with /n/ through the nose. T reminds Ss to say the words clearly so that listeners do not misunderstand.
Pupils
Ss repeat the two words once more and write yes and no in their notebooks with a small note of their sound.

Activity 2.2: Exploration · 18 minutes

Read and find: This is Huy

Aims

Ss learn the new words and read the text to find the topic and the specific details about abilities.

Content

Vocabulary: sing (hát), dance (nhảy múa), draw (vẽ), swim (bơi), ride a bike (đi xe đạp), ride a horse (cưỡi ngựa), roller skate (trượt pa-tanh), cook (nấu ăn). Text: This is Huy. He can ride a bike. He cannot swim. His sister can swim, but she cannot ride a horse. They can both draw. Ss read the text twice. First reading: find the topic. Second reading: circle the words that answer the questions. Ss also notice that writing starts with a general sentence and then adds details.

Expected outcomes

Ss say the topic (Huy and his sister: what they can and cannot do), answer the questions correctly, and explain how the text is organised (general information first, then details).

Procedure

Teacher's activities

Pupils' activities

Teacher
T shows the picture cards and says each new word: sing, dance, draw, swim, ride a bike, ride a horse, roller skate, cook. Ss repeat in chorus. T uses a quick mime or gesture for each word.
Pupils
Ss look at the pictures, repeat the words and do the gestures with T.
Teacher
T writes the text on the board. First reading: T asks: What is this text about? Ss read silently for about one minute, then share in pairs. Second reading: T asks: Can Huy swim? Can his sister ride a horse? Ss circle the words in the text.
Pupils
Ss read the text, then answer in pairs: The text is about Huy and his sister. / The text is about what they can do. In the second reading, Ss answer: He cannot swim. His sister cannot ride a horse. Both can draw.
Teacher
T asks a few pairs to read a sentence aloud and explain the answer. T asks: What is the first sentence about? Why do we start with This is Huy?
Pupils
Ss report: The first sentence gives general information, the next sentences give details. Ss read the sentence aloud with the correct stress and pausing.
Teacher
T explains the grammar box: I/He/She can + verb (base form); cannot or can't for the negative. T shows that can does not take to or -s. T reminds Ss to check can/cannot when they write.
Pupils
Ss copy the sentence pattern into their notebooks and make one sentence about themselves: I can ... / I cannot ...

Activity 3.1: Practice · 10 minutes

Quick check: sounds, reading and vocabulary

Aims

Ss consolidate the sounds yes/no, the text and the new words through short exercises.

Content

Ss do Worksheet 1 in pairs. Exercise 1: listen and choose the word you hear: A. no; B. yes. Exercise 2: Which word starts with the /n/ sound? A. no; B. yes. Exercise 3: Read the text about Huy again. Exercise 4: What can Huy do? A. swim; B. ride a bike; C. ride a horse. Exercise 5: Huy and his sister can draw. True or False. Exercise 6: Match the words with their meanings: sing, swim, cook. Exercise 7: Can she swim? - No, she ____. Choose the correct answer from the word bank.

Expected outcomes

Answer key: 1. B (yes); 2. A (no); 4. B (ride a bike); 5. True; 6. sing - hát, swim - bơi, cook - nấu ăn; 7. cannot.

Procedure

Teacher's activities

Pupils' activities

Teacher
T distributes Worksheet 1 and explains the instructions. T plays the NeoEdu audio for exercise 1 and 2 once and then pauses.
Pupils
Ss listen carefully, look at the options and prepare their answers in pairs.
Teacher
Ss work in pairs. T walks around, checks the answers and gives support to weaker pairs. T asks pairs to check exercise 7 with the correct structure: No, she cannot.
Pupils
Pairs complete the worksheet. Ss answer: 1. B. 2. A. 4. B. 5. True. 6. sing - hát; swim - bơi; cook - nấu ăn. 7. cannot.
Teacher
T calls on one pair to read their answers. T asks: Why is exercise 5 True? Ss point to the text.
Pupils
Ss answer: The text says They can both draw. So the sentence is true.
Teacher
T gives quick feedback on common errors such as adding to or -s after can, and reminds Ss to use cannot after No, she.
Pupils
Ss correct their worksheets with a different colour pen.

Activity 3.2: Practice · 8 minutes

Let's chant: yes and no

Aims

Ss practise the sounds /j/ and /n/ with rhythm and use them in a short chant with can/cannot.

Content

Chant lines: yes - clap - no - clap. Can you swim? Yes, I can. Can you skate? No, I cannot. T models the chant slowly. Ss say the words slowly first, then the whole sentences. One S keeps the beat, the other S says the two words, then they swap roles and make two new sentences with the pattern.

Expected outcomes

Ss chant the lines with the correct rhythm, say each word clearly, and create two new sentences following the pattern Can you ...? Yes, I can. / No, I cannot. The teacher assesses directly.

Procedure

Teacher's activities

Pupils' activities

Teacher
T says: Let's chant! T claps the beat and says yes - clap - no - clap slowly. T says the two questions and answers with the clapping.
Pupils
Ss watch and listen, then clap with T.
Teacher
T leads the chant, then divides the class into two groups: Group 1 asks Can you swim? and Group 2 answers Yes, I can. T gives direct feedback on stress and the sounds. T asks pairs to swap roles.
Pupils
Ss chant in groups. One S keeps the beat, the other says the words. Pairs make two new sentences, for example: Can you draw? Yes, I can. / Can you cook? No, I cannot.
Teacher
T invites two pairs to chant in front of the class and gives praise for clear sounds and correct rhythm.
Pupils
Pairs chant and say their new sentences. Other Ss listen and give a thumbs-up if the sound is clear.
Teacher
T reminds Ss: Do not add an extra vowel after no. Chant again once with the whole class.
Pupils
Ss chant together with the class one last time.

Activity 4: Application · 17 minutes

School club survey project

Aims

Ss use can/cannot to ask classmates about their abilities and write a short report to help choose a club activity.

Content

Groups of four. Each group draws a table with three names and two abilities: swim and roller skate (Worksheet 2). Ss ask three classmates Can you swim? / Can you roller skate? and record Yes or No. Ss do not ask anyone to perform a dangerous skill. Then each group writes 4–5 sentences starting with a general sentence, for example: This is our school club survey. If a real survey is not possible, Ss use an imaginary table and state it clearly. Sample: This is our school club survey. An can roller skate, but he cannot swim. Vy can swim and roller skate. Minh can swim, but he cannot roller skate.

Expected outcomes

A completed survey table (three names, two abilities, Yes/No answers) and a paragraph of 4–5 sentences that includes a general sentence and details. Ss present one sentence to the class and answer one question from a classmate.

Procedure

Teacher's activities

Pupils' activities

Teacher
T explains the project and distributes Worksheet 2. T models a question and answer with a volunteer: Can you swim? - Yes, I can. T reminds Ss to record the answer exactly.
Pupils
Ss listen, form groups of four and choose a group leader and a recorder.
Teacher
Groups interview three classmates from other groups and record their answers. T monitors and helps Ss with questions and writing. T reminds Ss to use can and cannot correctly.
Pupils
Ss ask and answer, for example: Can you swim? - No, I cannot. Recorders write Yes or No in the table. Then the group writes the paragraph together, starting with This is our school club survey.
Teacher
T invites two groups to present their paragraph and ask one question to a classmate, for example: Can you roller skate? T gives feedback on content, sentence structure and clarity.
Pupils
Groups present one or more sentences. The presenter answers a question from the audience, for example: Yes, I can. / No, I cannot. The audience listens and checks the content.
Teacher
T asks: Which club is popular in our class? T uses the results to suggest a club activity and thanks the groups for their honest answers.
Pupils
Ss discuss briefly and say which club activity they would choose. Ss keep their tables for the next lesson.

Worksheets

Worksheet 1

Exercise 1: Listen and choose the word you hear.

A. no
B. yes

Exercise 2: Which word starts with the /n/ sound?

A. no
B. yes

Exercise 3: Read the text.
This is Huy. He can ride a bike. He cannot swim. His sister can swim, but she cannot ride a horse. They can both draw.

Exercise 4: What can Huy do?

A. swim
B. ride a bike
C. ride a horse

Exercise 5: Huy and his sister can draw. Write True or False.

Exercise 6: Match the words with their meanings.

sing
swim
cook
Meanings: bơi; hát; nấu ăn

Exercise 7: Can she swim? - No, she ____. Choose the correct word from the word bank: cannot, can, can't.

Answer key: 1. B (yes); 2. A (no); 4. B (ride a bike); 5. True; 6. sing - hát, swim - bơi, cook - nấu ăn; 7. cannot.

Worksheet 2

School club survey

Group members: ____
Question: Can you swim? / Can you roller skate?
Record: Yes or No

Writing task: Write 4–5 sentences.

Sentence 1 (general): This is our school club survey.
Sentences 2–5 (details): ____

Remember: Do not ask anyone to perform a dangerous skill.

Homework

Finish the school club survey paragraph in your notebook with 4–5 sentences. Start with a general sentence, then add details, and check can/cannot carefully.
Ask one family member Can you ...? with two abilities from the lesson, and write the answer with Yes, I can or No, I cannot.
Practise the chant yes - clap - no - clap with a friend or family member, and say the sounds /j/ and /n/ clearly.
Optional: explore the NeoEdu lesson page neoedu.vn/learn/4/english/unit-5-lesson-3 to listen again and do the interactive exercises.

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