Giáo án Tiếng Anh 4 - Week 8 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 4 - Week 8 - Năm học 2024-2025

1. Week: 08 Date of planning: 26/10/2024 Period: 29 Date of teaching: 28/10 – 01/11 UNIT 5: THINGS WE CAN DO Lesson 1 (1,2,3) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - understand and correctly repeat the sentences in two communicative knowledge & contexts (pictures) in which pupils ask and answer questions about skills someone’s abilities. - correctly say the phrases and use Can you _____? – Yes, I can. / No, I can’t. to ask and answer questions about someone’s abilities. - enhance the correct use of Can you _____? – Yes, / No, _____. to ask and answer questions about pupils’ abilities in a freer context. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Show pride in what they can do and great respect for other people’s abilities by using appropriate gestures and intonation when asking and answering about abilities. II. RESOURCES AND MATERIALS - Student’s book: Page 34 - Audio track 46, 47 - Teacher’s guide: Pages 68, 69, 70 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 5) - Computer, projector, III. Warm-up and review – Look, listen and repeat – Listen, point and say PROCEDURE – Let’s talk – Fun corner and wrap-up Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes Greet the class. Option 1: Whole - Have the whole class say the chant on page 32. You class/ may use other food / drink items to have another version Individual of the chant. work Option 2: - Divide the class into 3 teams. Group work - Each team has 1 sticky ball. - Play the music, students in each team take turns to pass the ball. After the music ends, 3 students have the ball – stand up and say the sentences, using the sentence
2. models from the previous unit. EXPLORATION Activity 1. Look, listen and repeat. 5 minutes a. Goal To understand and correctly repeat the sentences in two communicative contexts (pictures) in which pupils ask and answer questions about someone’s abilities. b. Input - Context a: Mary: I can fly a kite. Mai: I can skip. - Context b: Minh: Can you ride a bike? Mary: Yes, I can. Mai: No, I can't. c. Outcome Pupils can listen to and understand two communicative contexts in which pupils ask and answer questions about someone’s abilities and tick the correct pictures. Key: 1. b 2. b d. Procedure Step 1: Ask pupils to look at Pictures a and b and identify Whole the characters in the pictures. class Step 2: Draw pupils’ attention to the kite and the skipping rope in Picture a and predict what the characters can do or are talking about. Play the recording and have pupils check the prediction. Repeat the same procedure with Picture b. Step 3: Play the recording again and encourage pupils to point at the characters while listening. Step 4: Play the recording again, sentence by sentence, for pupils to listen, point at the sentences and repeat after each character. Correct their pronunciation where necessary. Pair work Extension: Invite a few pairs of pupils to act out the conversations in front of the class. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & answers, Peer correction KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 10 minutes a. Goal To correctly say the phrases and use Can you ____? – Yes, I can. / No, I can’t. to ask and answer questions about someone’s abilities. b. Input - Picture cues: a. a girl riding a bike b. a boy who can’t ride a horse c. a boy playing the piano d. a girl who can’t play the guitar - Speech bubbles: Can you _____? – Yes, I can. / No, I can’t. Audio script: a. ride a bike / yes b. ride a horse / no c. play the piano / yes d. play the guitar / no a. A: Can you ride a bike? B: Yes, I can.
3. b. A: Can you ride a horse? B: No, I can’t. c. A: Can you play the piano? B: Yes, I can. d. A: Can you play the guitar? B: No, I can’t. c. Outcome Pupils can correctly say the phrases and use Can you ? – Yes, I can. / No, I can’t. to ask and answer questions about someone’s abilities. d. Procedure Step 1: Ask pupils to look at Pictures a, b, c, and d and Whole identify the activities in the pictures. class/ Step 2: Play the recording for pupils to listen to and Individual repeat the phrases under the pictures in chorus and work individually until they feel confident. Use the flash cards for ride a bike, ride a horse, play the piano and play the guitar to practise the phrases. Step 3: Draw pupils’ attention to the speech bubbles and elicit the missing words in the answer by pointing at Picture a. Play the recording for pupils to repeat the sentences in both bubbles a few times. Repeat the same procedure with Pictures b, c, and d. Pair work Step 4: Have pupils practise asking and answering questions in pairs. Go around the classroom to offer help Pair work where necessary. Step 5: Invite a few pairs to point at the pictures and ask and answer questions about what the pupils in the pictures can or can’t do. e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s talk. 8 minutes a. Goal To enhance the correct use of Can you ? – Yes, / No, ____. to ask and answer questions about pupils’ abilities in a freer context. b. Input - Picture cue: A summer camp poster. There are four activities in the poster. - Speech bubbles: Can you ____? – Yes, / No, ____. c. Outcome Pupils can enhance the correct use of Can you____? – Yes, / No,____. to ask and answer questions about their abilities in a freer context.
4. d. Procedure Step 1: Draw pupils’ attention to the poster about the Whole summer camp. Ask questions to help them identify the class/ activities in the poster. Individual work Step 2: Elicit the missing words in the speech bubbles and write them on the board. Get pupils to say the completed sentences. Step 3: Put pupils into pairs to ask and answer about their Pair work abilities. Go around the classroom to offer support where necessary. Step 4: Invite a few pairs to point at the pictures and ask Pair work and answer questions about their abilities. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1: Game: Lucky number (ppt) Group - Divide the class into 3 groups. work - Pupils from each team choose a number, then ask and answer with the picture in that number. - Pupil or teacher clicks the “play” button to roll the dice and clicks the “stop” button to get points. - After 9 numbers, the group with the most points is the winner. Option 2: Use hoclieu.vn, have pupils look at the words in the Whole pictures of Activities 1, 2 and repeat after the recordings. class Option 3: - Ask students to answer the following questions: 1. What have you learnt from the lesson today? Whole (Use sentence pattern Can you _____? – Yes, I can. / No, I class can’t. to ask and answer someone’s abilities.) 2. What are the core values of the lesson? (Show pride in what they can do and great respect for other people’s abilities by using appropriate gestures and intonation when asking and answering about abilities.) * Preparation for the project: Tell pupils about the project on page 39. Ask them to prepare for it at home by carrying out a school club survey and asking their friends about their abilities. Set up groups of four or five to carry out a survey. Each group should choose two clubs such as sports or music. They should write questions about what their friends can or can’t do to find members for the clubs. Remind pupils to bring their completed surveys to the class to present them at Project
5. time. Week: 08 Period: 30 UNIT 5: THINGS WE CAN DO Lesson 1 (4,5,6) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – - listen to and understand two communicative contexts in which pupils ask knowledge & and answer questions about someone’s abilities and tick the correct pictures. skills – - complete four gapped exchanges with the help of picture cues. – - practise the target vocabulary and sentence patterns by playing the game Can you ...? Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Show pride in what they can do and great respect for other people’s abilities by using appropriate gestures and intonation when asking and answering about abilities. II. RESOURCES AND MATERIALS - Student’s book: Page 35 - Audio track 48 - Teacher’s guide: Pages 70, 71, 72 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 5) - Computer, projector, III. Warm-up and review – Listen and tick – Look, complete and read – PROCEDUR Let’s play – Fun corner and wrap-up E Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes Greet the class. Option 1: – - Use the flash cards (ride a bike, ride a horse, play the Whole piano, play the guitar) to revise the vocabulary in Period class/ 1 by asking Can you __? Individual – - Get pupils to open their books at page 35 and look at work Unit 5, Lesson 1, Activity 4. Option 2: - Have students look at the screen and guess the words or Whole phrases (ride a bike, fly a kite, ride a horse, play the class/ piano, play the guitar and skip). Then students use I can Individual
6. __./ I can’t __. to make a sentence for themselves with work that word/ phrase. - Review Can you______? – Yes, I can. / No, I can’t. PRACTICE Activity 4. Listen and tick. 5 minutes a. Goal To listen to and understand two communicative contexts in which pupils ask and answer questions about someone’s abilities and tick the correct pictures. b. Input – Picture cues: 1a. a girl playing the piano 1b. a girl riding a horse 2a. a boy riding a bike 2b. a boy playing the guitar Audio script: 1. 1. A: What’s she doing? B: She’s riding a horse. A: Can you ride a horse? B: Yes, I can. 2. 2. A: Can you play the piano? B: No, I can’t. A: Can you play the guitar? B: Yes, I can. I can do it well. c. Outcome Pupils can listen to and understand two communicative contexts in which pupils ask and answer questions about someone’s abilities and tick the correct pictures. Key: 1. b 2. b d. Step 1: Draw pupils’ attention to the pictures and ask Individual Procedure questions to elicit the activities in the pictures. Remind work/ them to look at each pair of pictures, listen to the recording Whole and choose the activity the speakers can do. class Step 2: Play the recording all the way through. Then play the recording for pupils to listen and tick the activity the Individual speakers can do. work/ Step 3: Get pupils to swap books with a partner to check Whole their answers before checking as a class. Correct the class answers where necessary. Extension: If time allows, play the recording, sentence by Pair work sentence, for pupils to listen and repeat in chorus. Correct their pronunciation where necessary. Whole class e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers, Peer correction PRACTICE Activity 5. Look, complete and read. 10 minutes
7. a. Goal To complete four gapped exchanges with the help of picture cues. b. Input Four picture cues and four gapped exchanges to complete. c. Outcome Pupils can complete four gapped exchanges with the help of picture cues. Key: 1. Yes, I can 2. No, I can’t 3. ride a horse; Yes 4. play the guitar; No d. Step 1: Model Question 1. Have pupils read the exchange Whole Procedure and guess the missing words in the answer. Then draw class/ pupils’ attention to the picture and elicit the answer to fill Individual in the gap (Yes, I can.). work Step 2: Give pupils time to do the task independently. Go Individual around the classroom to offer help where necessary. work Step 3: Get pupils to swap books with a partner and check Pair work their answers before checking as a class. Nominate a pupil to write the answers on the board. Give further support to those pupils who find it difficult to do the task. Step 4: Invite four pairs of pupils to act out four complete Whole exchanges in front of the class. Correct their pronunciation class/ Pair where necessary. work e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; answer keys PRACTICE Activity 6. Let’s play. 8 minutes a. Goal To practise the target vocabulary and sentence patterns by playing the game Can you ...? b. Input A picture of a teacher in front of two groups of pupils holding a flash card to elicit the action and a suggested sentence: Can you ride a bike? c. Outcome Pupils can practise the target vocabulary and sentence patterns by playing the game Can you ? d. Step 1: Invite two groups, each with six pupils, to play the Group Procedure game. Tell pupils the goal of the game and how to play it. work/ Explain that they look at a flash card, ask and answer. Then Pair work demonstrate the action. Each group has two minutes to play. The teacher holds up a flash card (ride a bike), the first pair looks at the picture, one pupil asks (e.g. Can you ride a bike?) and another pupil replies as quickly as possible. Check with the whole class if the question is correct or not, and ask the group to demonstrate the action. Step 2: The pair who has played goes to the end of the Pair work line. The second pair moves up and continues with the next flash card. For each pair, the group gets three stars, one star for the question, one for the answer and one for the group action. Step 3: Play the game with other groups in the class. The Group group with the most stars is the winner. work
8. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1: Game: Lucky number Group - Teacher divides the class into 2 teams (boys and girls). work - Each team takes turns to choose the number and answer the question. - The team that has more points will be the winner. Option 2: - - Teacher gives students handouts (attached below). Individual work - Students read and check or cross for themselves. - Students go around the class to ask their friends Can you ___? to find the person who has the same abilities as them and write their names in the blank. - After 4 minutes, the student who can write the most names will be the winner. Option 3: - Ask students to answer the following questions: Whole 1. What have you learnt from the lesson today? class (Use sentence pattern Can you _____? – Yes, I can. / No, I can’t. to ask and answer someone’s abilities.) 2. What are the core values of the lesson? (Show pride in what they can do and great respect for other people’s abilities by using appropriate gestures and intonation when asking and answering about abilities.) Week: 08 Period: 31 UNIT 5: THINGS WE CAN DO Lesson 2 (1,2,3) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - - understand and correctly repeat the sentences in two communicative knowledge & contexts (pictures) in which the characters talk about abilities and lack of skills abilities. - - correctly say the words and use Can he / she _____? – Yes, he / she can. / No, he / she can’t, but he / she can _____. to talk about abilities and lack of abilities. - - enhance the correct use of Can he / she _____? – Yes, _____. / No, _____, but _____. to talk about abilities and lack of abilities in a freer context. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Show pride in what they can do and great respect for other people’s abilities by using appropriate gestures and intonation when asking and
9. answering about abilities. II. RESOURCES AND MATERIALS - Student’s book: Page 36 - Audio tracks 49, 50 - Teacher’s guide: Pages 72, 73, 74 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 5) - Computer, projector, III. Warm-up and review – Look, listen and repeat – Listen, point and say – PROCEDURE Let’s talk – Fun corner and wrap-up Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes Greet the class. Whole Option 1: class/ - Greet the class, then play the Can you ? game with Individual action verbs learnt in the previous lesson. work - Get pupils to open their books at page 36 and look at Unit 5, Lesson 2, Activity 1. Option 2: Guessing game - Divide the class into 3 teams. Group - Pupils take turns to answer the questions. work - They look at the objects and guess what activity they can do with the objects. - If they have the correct answers, they get the points for their teams. If the answer is not correct, another team answers. * Review models: - Draw the pupil's attention to the picture. - They make the sentences: I can EXPLORATION Activity 1. Look, listen and repeat. 5 minutes a. Goal To understand and correctly repeat the sentences in two communicative contexts (pictures) in which the characters talk about abilities and lack of abilities. b. Input - Context a: Mr Long: Can Linh play badminton? Ben: Yes, she can. - Context b: Mr Long: Can she play football? Ben: No, she can’t, but she can swim. c. Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) in which the characters talk about abilities and lack of abilities. d.Step Procedure 2: Step 1: Ask pupils to look at Pictures a and b and identify Whole the characters and predict the activities that Linh can do class on the sports day.
10. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen and check the prediction. Play the Individual recording again, sentence by sentence, for pupils to listen work and repeat. Correct their pronunciation where necessary. Repeat the same procedure with Picture b. Step 3: Invite a few pairs to the front of the classroom to listen to and act out the exchanges. Pair work Step 4: Draw pupils’ attention to the words can and can’t in the conversation to elicit the meaning. Explain that they Whole are used to talk about abilities and lack of abilities. class Extension: If time allows, play the recording, sentence by sentence, for pupils to listen and repeat in chorus. Correct their pronunciation where necessary. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 10 minutes a. Goal To correctly say the phrases and use Can he / she ? – Yes, he/ she can. / No, he/ she can’t, but he/ she can ______. to talk about abilities or lack of abilities. b. Input – 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 – Speech bubbles: Can he / she ? Yes, he / she can. No, he / she can’t, but he / she can . Audio script: a. swim / yes b. roller skate / no / swim c. cook / yes d. draw / no / cook 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. c. Outcome Pupils can correctly say the words and use Can he / she ? – Yes, he/ she can. No, he/ she can’t, but he/ she can ____. to talk about abilities or lack of abilities. d. Procedure Step 1: Pre-teach new words by asking pupils to look at Whole the pictures and repeat the words in chorus and class/ individually. Individual Step 2: Ask pupils to play the matching game. One pupil work from each team chooses 2 boxes to open, if they match,
11. that team earns a point. Step 3: Teacher presents the model sentences. Step 4: Ask pupils to look at the pictures and identify the Whole activities in the pictures. class/ Step 5: Play the recording for pupils to listen to and Individual repeat the words in chorus and individually until they feel work confident. Use the flash cards for swim, roller skate, cook and draw to practise the words. Step 6: Draw pupils’ attention to the speech bubbles and elicit the missing word in the sentence by pointing at Whole Picture a. Play the recording for pupils to repeat the class sentence a few times. Repeat the same procedure with Pictures b, c, and d. Step 7: Have pupils point at the pictures and ask and answer questions in pairs. Go around the classroom to Pair work offer help where necessary. Step 8: Invite a few pairs to the front of the class to point at the pictures and ask and answer questions about what Whole the people in the pictures can or can’t do. Praise pupils if class/ they perform well. Pair work e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; Questions & answers PRACTICE Activity 3. Let’s talk. 8 minutes a. Goal: To enhance the correct use of Can he / she __ ? – Yes, . / No, , but _ . to talk about abilities and lack of abilities in a freer context. b. Input: - Picture cues: Lucy is cooking, Nam is drawing, Lucy cannot skate, Nam cannot swim - Speech bubbles: Can he/ she ___? Yes, ____________. No, _____________, but ________. c. Outcome: Pupils can enhance the correct use of Can he / she _____? - Yes,___./ No,___. but ___. to talk about abilities and lack of abilities in a freer context. d. Procedure: Step 1: Ask pupils to look at the pictures and identify the Whole characters and the activities. class/ Step 2: Elicit the missing words in the speech bubbles and Individual write them on the board. Get pupils to say the completed work sentences. Step 3: Give pupils time to work in pairs and take turns asking and answering about what the friends in the Pair work pictures can or can’t do. Step 4: Invite a few pairs to come to the front of the classroom and act out the roles. Pair work e. - Performance products: Student’s interaction and performance
12. Assessment: - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1: Fun Game Group - Divide the class into 2 teams: Boys and Girls. work - Pupils take turns to choose the Among us and answer the questions. - They look at the pictures and answer the questions. If they have the correct answers, they get the points for their teams. If the answer is not correct, the other team answers. Option 2: Game: Slap the board Group - Divide the class into two or three teams. work - Teacher puts up a set of pictures or words on a board. - A pupil from each team comes up to the board with fly swatters. - They listen as the teacher calls out a word or a sentence and they race to slap the correct picture. - Whoever is the fastest with the correct slap gets a point for their team. - Team with the most points is the winner. Option 3: - Ask students to answer the following questions: Whole 1. What have you learnt from the lesson today? class (Use sentence pattern Can he / she _____? – Yes, _____. / No, _____, but _____. to ask and answer someone’s abilities.) 2. What are the core values of the lesson? (Show pride in what they can do and great respect for other people’s abilities by using appropriate gestures and intonation when asking and answering about abilities.) Week: 08 Period: 32 UNIT 5: THINGS WE CAN DO Lesson 2 (4,5,6) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - listen to and understand four communicative contexts in which pupils talk knowledge & about abilities and lack of abilities and tick or cross the pictures. skills - complete four gapped exchanges with the help of picture cues. - sing the song Things they can do with the correct pronunciation, rhythm and melody. Competences - - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform listening tasks.
13. Attributes - Show pride in what they can do and great respect for other people’s abilities by using appropriate gestures and intonation when asking and answering about abilities. II. RESOURCES AND MATERIALS - Student’s book: Page 37 - Audio tracks 51, 52 - Teacher’s guide: Pages 75, 76 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 5) - Computer, projector, III. Warm-up and review – Listen and tick or cross – Look, complete and PROCEDURE read – Let’s sing – Fun corner and wrap-up Interactio Procedure Teacher’s and pupils’ activities Note n Warm-up and review: 5 minutes - Greet the class. - Review vocabulary Option 1: Game: Guessing game Group - Divide the class into 3 teams. work - Pupils take turns to answer the questions. - They look at the hidden pictures and guess what activity is. - If they have the correct answers, they get the points for their teams. If the answer is not correct, the other team answers. - Review models: • Draw pupil’s attention to the picture. • They answer the questions. ✔ Can he play badminton? - Yes, he can. / No, he can't. ✔ Can she swim? - Yes, she can. / No, she can't. Option 2: Sentence puzzle Group - Divide the class into groups of four. work - Give each group a sentence that is broken/ cut into pieces. - Ask them to arrange them to make a complete sentence, then read it aloud. - The group that makes it first will be the winner. PRACTICE Activity 4. Listen and tick or cross. 5 minutes a. Goal: To listen to and understand four communicative contexts in which pupils talk about abilities and lack of abilities and tick or cross the pictures.
14. b. Input: Picture cues: 1. a boy cooking 2. a girl falling off her roller skates 3. a girl riding a bike 4. a boy drawing Audio script: 1. 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. Answer key: 1. ✔ 2. � 3. � 4. ✔ c. Outcome: Pupils can listen to and understand four communicative contexts in which pupils talk about abilities and lack of abilities and tick or cross the pictures. d. Procedure: Step 1: Draw pupils’ attention to the pictures and ask Whole What can he / she do? Remind them that they will look class/ at the activities in the pictures and tick or cross the boxes Individual while listening. work Step 2: Play the recording all the way through. Then play the recording again for pupils to listen and tick or cross the pictures. Step 3: Get pupils to swap books with a partner to check Pair work their answers before checking as a class. Correct the answers where necessary. Extension: If time allows, play the recording, sentence Whole by sentence, for pupils to listen and repeat in chorus. class Correct their pronunciation where necessary. e. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers PRACTICE Activity 5. Look, complete and read. 10 minutes a. Goal: To complete four gapped exchanges with the help of picture cues. b. Input: Four picture cues and four gapped exchanges to complete. c. Outcome: Pupils can complete the four gapped exchanges with the help of picture cues. Answer key: 1. Yes; can 2. No; can’t 3. bike; can 4. Can; but d. Procedure: Step 1: Model Question 1. Have pupils read the Whole exchange and guess the missing words. Then draw class/ pupils’ attention to the picture and elicit the words to Individual complete the sentence. work
15. Step 2: Give pupils a time limit to read the gapped exchange 2, 3 and 4, look at the pictures and fill in the gaps independently. Go around the classroom and give further support to pupils who find it difficult to do the Pair work task. Step 3: Get pupils to swap books with a partner and check their answers before checking as a class. Invite Pair work one pupil to write the answers on the board. Step 4: Invite a few pairs of pupils to read or act out the complete exchanges in front of the class. e. - Performance products: Student’s answers Assessment: - Assessment tools: Observation; Questions & Answers PRACTICE Activity 6. Let’s sing. 8 minutes a. Goal: To sing the song Things they can do with the correct pronunciation, rhythm and melody. b. Input: The lyrics and the recording of the song Things they can do c. Outcome: Pupils can sing the song Things they can do with the correct pronunciation, rhythm and melody. d. Procedure: Step 1: Draw pupils’ attention to the title and lyrics of Whole the song. Encourage them to point at the pictures to class/ reinforce their understanding. Individual Step 2: Have pupils read the first verse of the lyrics. work Explain that the first verse is about things the girl can and can’t do. Have pupils listen to the first verse, drawing their attention to the pronunciation, rhythm and melody. Then let them listen and practise singing it, line by line, while miming the actions. Step 3: Repeat Step 2 for the second verse. Explain that it is about things the boy can and can’t do. Check comprehension and give feedback. Step 4: Ask pupils to listen to and sing the whole song while miming the actions. Go around the classroom and offer help where necessary. Step 5: Invite a few groups to the front of the class to sing the song. The class may sing along and clap hands Group to reinforce the activity. work e. Assessment - Performance products: Student’s interaction and performance Fun corner and wrap-up: 5 minutes
16. Option 1: Fun Game Group - - Divide the class into 3 teams. work - - Pupils take turns to answer the questions. - They look at the pictures and choose the correct answers - If they have the correct answers, they get the points for their teams. If the answer is not correct, the other team answers. Group Option 2: Game: Pass the ball work - Divide the class into 3 teams. - Each team has 1 sticky ball. - Play the music, pupils in each team take turns to pass the ball. After the music ends, 3 pupils have the ball stand up and say the name, using the sentence model. Option 3: Whole - Ask students to answer the following questions: class 1. What have you learnt from the lesson today? (Correctly use sentence pattern Can he / she _____? – Yes, _____. / No, _____, but _____. to ask and answer someone’s abilities and lack of abilities and sing the song Things they can do with the correct pronunciation, rhythm and melody.) 2. What are the core values of the lesson? (Show pride in what they can do and great respect for other people’s abilities by using appropriate gestures and intonation when asking and answering about abilities.)