Giáo án NLS Tiếng Anh 4 Global Success Unit 2: Time and daily routines - Lesson 3

1. WARM-UP 

a. Objective: To engage pupils and prepare them for the lesson.

b. Organisation:

- Greet the class. Encourage pupils to respond to your greeting.

- Teacher uses an AI Chatbot (e.g., ChatGPT) to generate a fun greeting dialogue about time for the class.

- Spend a few minutes revising the previous lesson by inviting two groups of three to the front of the class to take turns singing the song What time do you go to school?

- Ask pupils to open their books at page 20 and look at Unit 2, Lesson 3, Activity 1. Tell them what they will learn in this lesson. 

- Pupils respond to the greeting.

- Pupils interact with the AI-generated greeting and respond to the basic AI system.

- Two groups come to the front and take turns singing the song.

- Pupils open their books and listen to the teacher's introduction.

[6.2.CB2b]: Interact with basic AI systems.

2. PRESENTATION

Activity 1. Listen and repeat.

a. Objective: To correctly repeat the sounds of the letters t and d in isolation, in the words get and bed, and in the questions What time do you get up? and What time do you go to bed?

b. Organisation:

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Activity 2. Listen and circle.

a. Objective: To identify the sounds of the letters t and d in sentences while listening.

b. Organisation:

- Have pupils read the incomplete sentences. Explain that they have to listen to the recording and circle the correct options to complete the sentences. Check comprehension.

- Teacher uses the Ebook to play the recording.

- Play the recording and have pupils listen and circle the correct options. Then get pupils to swap books with a partner to check their answers before checking as a class. Correct the answers where necessary.

- Invite a few pupils to stand up and read the completed sentences. Remind the class how to stress the target sentences.

- Pupils read the incomplete sentences and listen to instructions.

- Pupils listen to the Ebook audio and focus on the task.

- Pupils listen to the recording and circle the correct options.

* Audio script:

1. I read a book at six thirty.

2. I go out at five forty - five.

- Pupils swap books and check answers with a partner.

* Key: 1. c; 2. a

- Selected pupils stand up and read the completed sentences.

[1.1.CB2c]: Access and navigate digital content.

Activity 3. Let's chant.

a. Objective: To say the chant with the correct rhythm and pronunciation.

b. Organisation:

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Activity 4. Read and match.

a. Objective: To read and match the activities in a paragraph with the clocks showing the corresponding time.

b. Organisation:

- Teacher guides pupils to scan and search for specific time information in the digital text format displayed on the projector.

- Have pupils read the paragraph, the sentences and the time on the clocks. Tell them to scan the paragraph for the appropriate time for the activities. Model Sentence 1 (clock d).

- Set a time limit for pupils to do the activity independently. Go around the classroom and offer help where necessary.

- Get pupils to swap books with a partner and check their answers before checking as a class.

- Invite some pupils to stand up to read the paragraph aloud.

- Pupils navigate the digital text visually on the projector to locate and match the time.

- Pupils read the paragraph, sentences, and clocks.

- Pupils work independently to match activities with clocks.

* Key: 1.d; 2.c; 3.b; 4.a

- Pupils swap books and check answers.

- Selected pupils read the paragraph aloud.

[1.1.CB2c]: Access and navigate digital content.

Activity 5. Let's write.

a. Objective: To complete a paragraph about pupils' daily routines.

b. Organisation:

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Activity 6. Project

a. Objective: To draw pictures of their daily routines at home and present them to the class by using the target language.

b. Organisation:

- Teacher guides pupils to use a simple digital drawing tool (e.g., MS Paint) or a basic AI image generator at home to draw their daily routines.

- Explain that pupils have to show simple pictures of their daily routines (getting up, having breakfast, etc.) which they have prepared at home as homework. They will tell the class about their daily routines in the pictures.

- Invite a pupil to the front of the class to model the presentation. Help him/her stick pictures of his/her daily routine on the board. Put key presentation language on the board (e.g. I get up at six fifteen.). Have pupils repeat the key presentation language a few times to make them feel confident.

- Set a time limit for pupils to work in groups. Each pupil shows his/her pictures to the group and describes his/her daily routine.

- Invite a few pupils to the front of the class to present the project. Encourage the class to cheer to praise the good presenters.

- Pupils identify ways to create simple digital content (digital drawings or AI images) for their project at home.

- Pupils listen to the instructions.

- A pupil models the presentation. The class repeats the key presentation language.

- Pupils work in groups to present their routines using their pictures.

- Selected pupils present their project to the whole class.

[3.1.CB2a]: Identify ways to create and edit simple content.

3. PRACTICE

a. Objective: Pupils reinforce the knowledge they have learned (vocabulary, phonics t/d, and time structures).

b. Organisation:

Mission: Complete the multiple - choice quiz on the kenhhoctap website.

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4. APPLICATION

a. Objective: To apply the learned vocabulary and structures to a real-life context through a new game.

b. Organisation:

New Game: "DAILY ROUTINE CLOCK SPINNER"

- Teacher prepares and uses a simple AI-powered digital spinner wheel tool on the computer to randomly select times and routine flashcards for the game (get up, have breakfast, go to school, go home, have dinner, go to bed).

- Divide the class into 2 big teams (Team A and Team B).

- A member from Team A spins the clock arrow. When it stops at a specific time (e.g., 6:30), the teacher holds up a routine flashcard (e.g., have breakfast).

- The student must quickly make a full, correct sentence: "I have breakfast at six thirty."

- If the sentence is correct, Team A gets 1 point. If incorrect, a member from Team B can answer to steal the point.

- To increase interaction, students can ask the spinner: "What time do you have breakfast?" and the spinner answers based on where the clock stops.

- The team with the most points wins.

* CONSOLIDATION

- The teacher reviews and summarizes the main points of Lesson 3, including the pronunciation of letters t and d, and how to ask and answer about time and daily routines.

- The teacher comments on and evaluates pupils' participation in the lesson, praising active pupils.

* ADVICE

- Review vocabulary about daily routines and time, phonics t and d.

- Complete any unfinished exercises and prepare for the next Unit.

- Pupils engage with the AI-powered digital tool output to receive their random daily routine task quickly.

- Pupils listen to the game rules.

- Pupils join their assigned teams.

- Pupils actively participate, spin the clock, ask questions (What time do you...?) and answer using the correct time and routine (I ... at ...).

- Pupils work together to earn points for their team.

- Pupils listen and review the main points.

- Pupils listen to the teacher's feedback.

- Pupils take notes on the homework and preparation for the next lesson.

[6.2.CB2a]: Apply AI tools to solve simple problems.

REFLECTION