Giáo án NLS Tiếng Anh 4 Global Success Unit 5: Things we can do - Lesson 2

1. WARM-UP

a. Objective: To create a fun, engaging atmosphere and lead into the main lesson by using physical movement (TPR) and miming.

b. Organisation:

- Teacher greets the class.

- Teacher asks the students to watch an AI-generated video designed to support the lesson and answer the questions that appear in the video.

- Teacher introduces the "Action Miming Game". Teacher performs an action (e.g., swimming, cooking) and says: "Look! I can..."

- Teacher invites 2-3 pupils to come to the front, secretly shows them a flashcard (e.g., draw, roller skate), and has them mime the action for the rest of the class to guess.

- Teacher leads into the lesson: "Today, we will learn how to talk about what our friends and family members can and cannot do." Have pupils open their books to Unit 5, Lesson 2.

- Pupils greet the teacher.

- Students watch the AI-generated video and answer the questions about it.

- Pupils observe the teacher's actions and guess the words.

- Selected pupils come to the front and mime the actions.

- The class watches, mimics the actions, and guesses the words.

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

[2.1.CB2a]: Choose simple digital technologies for interaction.

2. PRESENTATION

Activity 1: Look, listen and repeat.

a. Objective: To understand and correctly repeat the sentences in two communicative contexts in which the characters talk about abilities and lack of abilities.

b. Organisation:

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Activity 2: Listen, point and say.

a. Objective: To correctly say the words and use Can he/she ____? - Yes, he/she can. / No, he/she can't, but he/she can ____.

b. Organisation:

- Teacher asks pupils to look at pictures a, b, c, and d and identify the activities.

- Teacher plays the recording from youtube for pupils to listen and repeat the words in chorus and individually.

- Teacher points at Picture a on TV. Draw pupils' attention to the speech bubbles and elicit the missing word. Play the recording for pupils to repeat the sentence a few times. Repeat with b, c, and d.

- Teacher has pupils point at the pictures and ask and answer questions in pairs. Go around to offer help.

- Teacher invites a few pairs to the front to perform. Praise pupils.

- Teacher moves on to the next content.

- Pupils look at the pictures and identify the activities.

Picture cues:

a. a boy swimming

b. a boy who can't roller skate

c. a girl cooking

d. a girl who can't draw

- Pupils listen to the recording and repeat the words (swim, roller skate, cook, draw).

- Pupils focus on the speech bubbles and the missing words.

- Pupils listen and repeat the complete sentences.

- Pupils work in pairs, point at the pictures and practice asking and answering.

- Pairs perform the exchanges in front of the class.

* Audio script:

a. A: Can he swim? B: Yes, he can.

b. A: Can he roller skate? B: No, he can't, but he can swim.

c. A: Can she cook? B: Yes, she can.

d. A: Can she draw? B: No, she can't, but she can cook.

[1.1.CB2b]: The teacher controls an interactive digital slide to display visual cues synchronously with audio playback.

Activity 3: Let's talk.

a. Objective: To enhance the correct use of the target structure to talk about abilities and lack of abilities in a freer context.

b. Organisation:

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Activity 4: Listen and tick or cross.

a. Objective: To listen to and understand four communicative contexts in which pupils talk about abilities and lack of abilities and tick or cross the pictures.

b. Organisation:

- Teacher draws pupils' attention to the pictures and asks What can he/she do? Remind them to look at the activities and tick or cross the boxes while listening.

- Teacher plays the recording from youtube all the way through. Then play the recording again for pupils to listen and tick or cross.

- Teacher gets pupils to swap books with a partner to check answers. Correct as a class.

- Extension: If time allows, play sentence by sentence for pupils to repeat in chorus.

- Teacher moves on to the next content.

- Pupils look at the pictures.

Picture cues:

1. a boy cooking

2. a girl who can't roller skate

3. a girl riding a bike

4. a boy drawing

- Pupils listen to the recording and do the task.

- Pupils swap books and check answers with partners.

Key: 1. Tick (✓) 2. Cross (✗) 3. Cross (✗) 4. Tick (✓)

* Audio script:

1. A: Is that your brother? B: Yes, it is. My brother can cook.

2. A: Can your sister roller skate? B: Yes, she can.

3. A: Can your sister ride a bike? B: No, she can't, but she can swim.

4. A: Can your brother play badminton? B: No, he can't, but he can draw.

Activity 5: Look, complete and read.

a. Objective: To complete four gapped exchanges with the help of picture cues.

b. Organisation:

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Activity 6: Let's sing.

a. Objective: To sing the song Things they can do with the correct pronunciation, rhythm and melody.

b. Organisation:

- Teacher draws pupils' attention to the title and lyrics of the song. Encourage them to point at the pictures to reinforce understanding.

- Teacher has pupils read the first verse. Explain it is about things the girl can and can't do. Have pupils listen from youtube, drawing attention to pronunciation and melody. Let them listen and practise singing, line by line, while miming the actions.

- Teacher repeats for the second verse (about the boy).

- Teacher asks pupils to listen and sing the whole song while miming the actions.

- Teacher invites a few groups to the front to sing. The class may sing along and clap hands.

- Teacher moves on to the next content.

- Pupils look at the title, lyrics, and pictures.

- Pupils read the first verse and listen to the recording.

- Pupils practise singing the first verse line by line and mime the actions.

- Pupils repeat the process for the second verse.

- Pupils sing the whole song while miming the actions.

- Groups come to the front to perform while the class claps along.

3. PRACTICE

Mission: "Basic Grammar Check" (Multiple Choice Quiz)

a. Objective: To consolidate the basic target vocabulary and sentence structures learned in the lesson through simple exercises.

b. Organisation:

Mission 1: "Look and Write" (Worksheet Task)

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4. APPLICATION

a. Objective: To apply the learned language in a real-life, natural dialogue setting at home.

b. Organisation:

- Teacher assigns a simple at-home interview task: "Mother-Child English Talk".

- Teacher instructs: "Tonight, go to your mother (or father) and ask them two questions in English: 'Mom, can you cook?' and 'Mom, can you swim?'"

- Teacher requires pupils to use a smartphone to record the short dialogue or use a simple AI voice chatbot (eg., DeepAI,...) to practice pronunciation before talking to their mother.

- "Listen to their answer. Then, on a piece of paper, draw a simple, happy picture of what your mother CAN do, and bring it to our next class!"

- Teacher models the dialogue briefly with a pupil to ensure everyone understands the task.

* CONSOLIDATION

- Teacher reviews and summarizes the main points of the lesson (using Can he/she...?, Yes/No, but...).

- Teacher comments on and evaluates pupils' participation.

* ADVICE

- Review the vocabulary and sentence structures learned today.

- Complete the "Mother-Child English Talk" drawing.

- Prepare for Unit 5 - Lesson 3.

- Pupils listen to the homework instructions carefully.

- Pupils understand that they need to use a digital device at home to record the basic English conversation with their mother.

- Pupils understand that they need to ask their parents basic English questions and draw a picture.

- Pupils observe the teacher's model dialogue.

- Pupils listen to the summary.

- Pupils listen to the teacher's feedback.

- Pupils take notes on their homework.

[6.2.CB2a]: Pupils utilize a basic smartphone voice recording app or an AI pronunciation tool at home to capture and practice their English dialogue, bridging digital tech with real-life interaction.

REFLECTION