Giáo án NLS Tiếng Anh 4 Global Success Unit 1: My friends - Lesson 1

1. WARM-UP

a. Objective: To create a fun and engaging atmosphere and lead into the new topic about countries.

b. Organisation:

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2. PRESENTATION

Activity 1: Look, listen and repeat.

a. Objective: To understand and correctly repeat the sentences in two communicative contexts in which pupils ask and answer questions about where someone is from. 

b. Organisation:

- Teacher asks pupils to look at Picture a and identify the characters. Ask Who is he / she? Where is he / she?. 

- Teacher draws pupils’ attention to the question Where are you from? and the answer I’m from America. Explain that they are used to ask and answer questions about where someone is from. 

- Plays the AI-generated native voice recording and encourages pupils to use their tablets' AI pronunciation checker app.

- Teacher plays the recording again, sentence by sentence, for pupils to listen, point to the sentences and repeat. Correct their pronunciation where necessary. 

- Teacher repeats for Picture b. 

- Teacher invites a few pairs of pupils to act out the conversations in front of the class. 

- Teacher moves on to the next content.

- Pupils observe Picture a, identify Minh and Mary and answer the teacher's questions.

- Pupils listen to the explanation of the new structure.

- Interact with the AI speech recognition app on their tablets to listen, point, and repeat sentence by sentence. Pay attention to the AI feedback on pronunciation.

- Pupils repeat the process for Picture b (Lucy and Ben).

- Pairs of pupils act out the conversations in front of the class.

[6.2.CB2b]: Interact with basic AI speech recognition systems on tablets to practice and check pronunciation.

Activity 2: Listen, point and say.

a. Objective: To correctly say the words and use Where are you from? – I’m from ___. to ask and answer questions about where someone is from. 

b. Organisation:

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Activity 3: Let's talk.

a. Objective: To enhance the correct use of Where are you from? – I’m from ___. to ask and answer questions about where someone is from in a freer context. 

b. Organisation:

- Teacher draws pupils’ attention to the picture. Ask questions to help them identify the context (four pupils at a campsite, holding their national flags). 

- Teacher elicits the answer in the speech bubble and types it on the digital board.

- Teacher puts pupils into pairs to practise the exchanges. Go around the classroom to offer support where necessary. 

- Teacher asks pupils to record their audio dialogue and post it to the Padlet.

- Preparation for the project: Teacher tells pupils about the project on page 15. Ask them to prepare for it at home by choosing two pupils in the unit and making pupil cards for them. Remind pupils to bring their cards to the class at Project time in Lesson 3, Activity 6.

- Teacher moves on to the next content. 

- Pupils observe the campsite picture and identify the characters' flags.

- Help complete the sentence on the digital board and read it aloud.

- Pupils work in pairs to freely ask and answer.

- Use the tablet's recording tool to upload their dialogue to the shared digital board.

- Pupils take notes for the project preparation.

[2.2.CB2a]: Recognize simple, appropriate digital technologies to share audio recordings of their dialogue with the class.

Activity 4: Listen and number.

a. Objective: To listen to and understand four communicative contexts in which pupils ask and answer questions about where someone is from and number the correct pictures. 

b. Organisation:

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Activity 5: Look, complete and read.

a. Objective: To complete two gapped sentences and two gapped exchanges with the help of picture cues. 

b. Organisation:

- Teacher models gapped Sentence 1 as an example on the smartboard. 

- Have pupils read the sentence and guess the missing word. Then draw pupils’ attention to the picture (the flag) and elicit the name of the country that can be used to fill in the gap (Viet Nam). 

- Teacher gives pupils time to complete the task independently on their tablets. Go around the classroom to offer help where necessary. 

- Displays the aggregated anonymous answers on the board for peer checking.

- Teacher invites one pupil to read aloud Sentences 1 and 2 and a pair of pupils to act out Exchanges 3 and 4 in front of the class. Correct their pronunciation where necessary. 

- Teacher moves on to the next content.

- Pupils look at the example and guess the missing word with the teacher.

- Complete the basic sentences and exchanges digitally.

- Review the aggregated anonymous results on the board.

- Pupils read the sentences and act out the exchanges. 

(Key: 1. Viet Nam; 2. from America; 3. Where; Britain; 4. from; from Australia)

[2.1.CB2a]: Interact with the digital worksheet on tablets by typing or selecting words to complete the sentences.

Activity 6: Let's sing.

a. Objective: To sing the song Where are you from? with the correct pronunciation, rhythm and melody. 

b. Organisation:

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3. PRACTICE

a. Objective: To consolidate the target structure "Where are you from?" and country names through a basic, focused multiple-choice exercise suitable for reinforcement without overloading vocabulary.

b. Organisation:

- Display 5 basic questions using a simple digital polling tool (e.g., Kahoot/Google Forms...).

- Teacher gives pupils 3 minutes to circle the correct answers individually.

Question 1. Hello. I'm Minh. I'm from _______.

A. Viet Nam     B. Vietnamese

C. America

Question 2. ________ are you from? - I'm from Australia.

A. What     B. Where     C. How

Question 3. I'm Mary. I'm ________ America.

A. in      B. to     C. from

Question 4. Hi. I'm Lucy. I'm from ________.

A. Britain    B. British   C. Viet Nam

Question 5. Where are you ________? - I'm from Australia.

A. from        B. friend       C. in

- Provide the answer key automatically on the board and praises pupils who got all correct.

- Teacher moves on to the next content.

- View the basic multiple-choice questions on the smartboard.

- Work individually to submit the correct answers (A, B, or C) using digital clickers or tablets.

- Check their own score instantly on the screen and speak out the answers together.

[5.2.CB2b]: Recognize simple digital tools and possible technological solutions to solve those needs.

[5.2.CB2b]: Recognize a simple digital tool to solve the need for automated grading and instant feedback.

4. APPLICATION

a. Objective: To apply the learned language in a creative, fun homework assignment.

b. Organisation:

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REFLECTION