Kế hoạch bài dạy Tiếng Anh 4 - Unit 5: Things we can do

 School: ____________________
 Grade: ____________________
 Teacher: ____________________
 Date of teaching: ____________________
 Attendance: ____________________
 UNIT 5: THINGS WE CAN DO
 Lesson 1 – Period 1
I. OBJECTIVES
By the end of the lesson, pupils will be able to:
Language - understand and correctly repeat the sentences in two communicative contexts 
knowledge & (pictures) in which pupils ask and answer questions about someone’s abilities.
skills - 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 class/ 
 - Have the whole class say the chant on page 32. You may use Individual 
 other food / drink items to have another version 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 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 the Whole class
 characters in the pictures.
 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.
 Extension: Invite a few pairs of pupils to act out the Pair work
 conversations in front of the class.
e. Assessment - Performance products: Student’s answers
 - 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.
 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 identify Whole 
 the activities in the pictures. class/ 
 Step 2: Play the recording for pupils to listen to and repeat the Individual 
 phrases under the pictures in chorus and individually until they work
 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.
 Step 4: Have pupils practise asking and answering questions in Pair work
 pairs. Go around the classroom to offer help where necessary.
 Step 5: Invite a few pairs to point at the pictures and ask and Pair work
 answer questions about what the pupils in the pictures can or 
 can’t do.
e. Assessment - Performance products: Student's talks and interaction
 - 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. 
d. Procedure Step 1: Draw pupils’ attention to the poster about the summer Whole 
 camp. Ask questions to help them identify the activities in the class/ 
 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 
 abilities. Go around the classroom to offer support where Pair work
 necessary.
 Step 4: Invite a few pairs to point at the pictures and ask and 
 answer questions about their abilities. Pair work
e. Assessment - Performance products: Student’s interaction and performance
 - Assessment tools: Observation; Questions & answers
Fun corner and wrap-up: 5 minutes
 Option 1: Game: Lucky number (ppt) Group work
 - Divide the class into 3 groups. 
 - 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 pictures of Whole class
 Activities 1, 2 and repeat after the recordings.
 Option 3: 
 - Ask students to answer the following questions: Whole class
 1. What have you learnt from the lesson today? 
 (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.)
 * 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 time. 
School: ____________________
Grade: ____________________ 
 Teacher: ____________________
 Date of teaching: ____________________
 Attendance: ____________________
 UNIT 5: THINGS WE CAN DO
 Lesson 1 – Period 2
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 and 
knowledge & 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 – 
PROCEDURE Let’s play – Fun corner and wrap-up
 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 piano, Whole class/ 
 play the guitar) to revise the vocabulary in Period 1 by asking Individual 
 Can you __? work
 – - Get pupils to open their books at page 35 and look at Unit 5, 
 Lesson 1, Activity 4.
 Option 2: Whole class/ 
 - Have students look at the screen and guess the words or Individual 
 phrases (ride a bike, fly a kite, ride a horse, play the piano, play work
 the guitar and skip). Then students use I can __./ I can’t __. to 
 make a sentence for themselves with 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. Procedure Step 1: Draw pupils’ attention to the pictures and ask questions Individual 
 to elicit the activities in the pictures. Remind them to look at each work/
 pair of pictures, listen to the recording and choose the activity the Whole class
 speakers can do.
 Step 2: Play the recording all the way through. Then play the Individual 
 recording for pupils to listen and tick the activity the speakers can work/
 do. Whole class
 Step 3: Get pupils to swap books with a partner to check their 
 answers before checking as a class. Correct the answers where Pair work
 necessary.
 Extension: If time allows, play the recording, sentence by Whole class
 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, 
 Peer correction 
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 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. Procedure Step 1: Model Question 1. Have pupils read the exchange and Whole 
 guess the missing words in the answer. Then draw pupils’ class/ 
 attention to the picture and elicit the answer to fill in the gap (Yes, Individual 
 I can.). work
 Step 2: Give pupils time to do the task independently. Go around Individual 
 the classroom to offer help where necessary. work
 Step 3: Get pupils to swap books with a partner and check their Pair work
 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 where class/ Pair 
 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. Procedure Step 1: Invite two groups, each with six pupils, to play the game. Group 
 Tell pupils the goal of the game and how to play it. Explain that work/ 
 they look at a flash card, ask and answer. Then demonstrate the Pair work
 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 line. The 
 second pair moves up and continues with the next flash card. For Pair work
 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 
 with the most stars is the winner.
 Group work
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 work
 - Teacher divides the class into 2 teams (boys and girls).
 - Each team takes turns to choose the number and answer the 
 question.
 - The team that has more points will be the winner.
 Option 2: Individual 
- - Teacher gives students handouts (attached below). 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: Whole class
 - Ask students to answer the following questions: 
 1. What have you learnt from the lesson today? 
 (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.)