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

Nội dung tài liệu: Giáo án Tiếng Anh 4 Sách Global Success - Unit 1: My friends

1. School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ UNIT 1: MY FRIENDS 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 knowledge & contexts (pictures) in which pupils ask and answer questions about where skills someone is from; - correctly say the words and use Where are you from? – I’m from _____. to ask and answer questions about where someone is from; - enhance the correct use of Where are you from? – _____. to ask and answer questions about where someone is from 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 where they come from and great respect for where someone comes from by using appropriate gestures and intonation when asking and answering about nationality. II. RESOURCES AND MATERIALS - Student’s book: Page 10 - Audio tracks 6, 7 - Teacher’s guide: Pages 17, 18, 19 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1) - Computer, projector, III. Warm-up and review – Look, listen and repeat – Listen, point and say – PROCEDURE Let’s talk – Fun corner and wrap-up
2. Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes Greet the class. Option 1: Whole class/ - Spend a few minutes revising the previous lesson by Individual having pupils sing the song on page 7 and clap hands or do work actions. Option 2: Whole class/ - Elicit that there are many countries around the world. Individual - Ask pupils to name as many countries as they know. work 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 where someone is from. b. Input – Context a: Minh: Hello. I’m Minh. I’m from Viet Nam. Where are you from? Mary: Hello, Minh. I’m Mary. I’m from America. – Context b: Lucy: Hi. I’m Lucy. I’m from Britain. Where are you from? Ben: Hi, Lucy. I’m Ben. I’m from Australia. c. Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) in which pupils ask and answer questions about where someone is from. d. Procedure Step 1: Ask pupils to look at Picture a and identify the Whole characters. Ask Who is he / she?, Where is he / she? class/ Step 2: Draw pupils’ attention to the question Where are you Individual from? and the answer I’m from America. Explain that they work are used to ask and answer questions about where someone is from. Step 3: Play the recording and encourage pupils to point at the characters while listening. Step 4: Play the recording again, sentence by sentence, for pupils to listen, point to the sentences and repeat. Correct their pronunciation where necessary. Step 5: Repeat Steps 1 to 4 for Picture b.
3. Extension: Invite a few pairs of pupils to act out the conversations in front of the class. Pair work 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 words and use Where are you from? – I’m from _____. to ask and answer questions about where someone is from. b. Input – Picture cues: a. Lucy holding the British flag b. Linh holding the Vietnamese flag c. Mary holding the American flag d. Ben holding the Australian flag – Speech bubbles: Where are you from? – I’m from _____. Audio script: a. Britain b. Viet Nam c. America d. Australia a. A: Where are you from? B: I’m from Britain. b. A: Where are you from? B: I’m from Viet Nam. c. A: Where are you from? B: I’m from America. d. A: Where are you from? B: I’m from Australia. c. Outcome Pupils can correctly say the words and use Where are you from? – I’m from _____. to ask and answer questions about where someone is from. d. Procedure Step 1: Ask pupils to look at Pictures a, b, c, and d and Whole identify the characters, the flags and the names of the class/ countries. Individual Step 2: Play the recording for pupils to listen to and repeat work the words under the pictures in chorus and individually until they feel confident. Step 3: Draw pupils’ attention to the speech bubbles and elicit the missing words by pointing at Picture a. Play the recording for pupils to repeat the sentences in both bubbles a few times. Step 4: Repeat Step 3 with Pictures b, c, and d. Then have
4. pupils practise asking and answering questions in pairs. Go around the classroom to offer help if necessary. Step 5: Invite a few pairs to point at the pictures and ask and answer questions about where someone is from. Pair work 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 Where are you from? – _____. to ask and answer questions about where someone is from in a freer context. b. Input – Picture cue: four pupils at a campsite, holding their national flags – Speech bubbles: Where are you from? – _____. c. Outcome Pupils can enhance the correct use of Where are you from? – _____. to ask and answer questions about where someone is from in a freer context. d. Procedure Step 1: Draw pupils’ attention to the picture. Ask questions Whole to help them identify the context (see Input). class/ Step 2: Elicit the answer in the speech bubble and write it Individual on the board. Get pupils to say the completed sentences. work Step 3: Put pupils into pairs to practise the exchanges. Go around the classroom to offer support where necessary. Pair work Step 4: Invite a few pairs to point at the pictures and ask and answer questions about where the pupils are from. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Lucky number game (ppt) Group work - Divide the class into 3 teams. - Pupils from each team choose a number (or throw sticky balls on the grid to choose the number), then have 2 pupils from each team ask and answer with the picture behind that number. - Pupils or teacher click the flag to reveal the icons indicating the points for that team. - After 9 numbers, the team with the most points is the winner.
5. Option 2: - Divide the class into 3 teams. Group work - Each team has 1 sticky ball. - Play the music, pupils in each team take turns to pass the ball. When the music ends, 3 pupils holding the ball stand up and say the name, using the sentence model. Option 3: - Ask students to answer the following questions: Whole class 1. What have you learnt from the lesson today? (Use the words America, Australia, Britain and Viet Nam and the model Where are you from? – I’m from to say where someone is from.) 2. What are the core values of the lesson? (Proud of our country; Respect others’ countries) * Preparation for the project: Tell 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 for the Project time in Lesson 3, Activity 6.
6. School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ UNIT 1: MY FRIENDS Lesson 1 – Period 2 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - listen to and understand four communicative contexts in which pupils ask knowledge & and answer questions about where someone is from and number the correct skills pictures; - complete two gapped sentences and two gapped exchanges with the help of picture cues; - sing the song Where are you from? 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 Attributes - Show pride in where they come from and great respect for where someone comes from by using appropriate gestures and intonation when asking and answering about nationality. II. RESOURCES AND MATERIALS - Student’s book: Page 11 - Audio tracks 8, 9 - Teacher’s guide: Pages 20, 21 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1) - Computer, projector, III. Warm-up and review – Listen and number – Look, complete and read – PROCEDURE Let’s sing – Fun corner and wrap-up Procedure Teacher’s and pupils’ activities Interaction Note
7. Warm-up and review: 5 minutes Greet the class. Option 1: Whole - Invite a few pairs of pupils to come to the front of the class class/ to ask and answer questions about where they are from, Individual work using Where are you from? – I’m from _____. - Ask pupils to open their books at page 11 and look at Unit 1, Lesson 1, Activity 4. Option 2: - Have pupils look at a picture of a boy. Draw pupils’ attention to the Big Ben Tower in the background. Ask Whole Where are you from? Pupils look at the background then class/ guess the country (Britain) and answer the question. Individual Encourage pupils to use full sentence I’m from _____. to work answer - Repeat with 3 more pictures. PRACTICE Activity 4. Listen and number. 5 minutes a. Goal 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. Input Picture cues: a. Minh from Viet Nam b. Ben from Australia c. Mary from America d. Lucy from Britain Audio script: 1. A: Hi. Where are you from? B: Hi. I’m from Australia. 2. A: Hello. Where are you from? B: Hi. I’m from Britain. 3. A: Where are you from? B: I’m from America. 4. A: Where are you from? B: I’m from Viet Nam.
8. c. Outcome Pupils can listen to and understand four communicative contexts in which pupils ask and answer questions about where someone is from and number the correct pictures. Key: 1. b 2. d 3. c 4. a d. Procedure Step 1: Draw pupils’ attention to the pictures and ask Whole questions such as Who is he / she? and Where’s he / she class/ Individual from? Remind them to look at the flags while listening. work Step 2: Play the recording all the way through. Then play the recording again for pupils to listen and number the pictures. Step 3: Get pupils to swap books with a partner to check their answers before checking as a class. Correct the answers, if Pair work necessary. Extension: If time allows, play the recording, sentence by sentence, for pupils to listen and repeat in chorus. Correct Whole their pronunciation where necessary. class/ Individual work 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 two gapped sentences and two gapped exchanges with the help of picture cues. b. Input Four picture cues, two gapped sentences and two gapped exchanges to complete c. Outcome Pupils can complete two gapped sentences and two gapped exchanges with the help of picture cues. Key: 1. Viet Nam 2. from America 3. Where; Britain 4. from; from Australia d. Procedure Step 1: Model gapped Sentence 1 as an example. Have Whole class/ pupils read the sentence and guess the missing word. Then Individual draw pupils’ attention to the picture (the flag) and elicit the work name of the country that can be used to fill in the gap (Viet Nam). Step 2: Give pupils time to do the task independently. Go Individual around the classroom to offer help where necessary. work Pair work
9. Step 3: Get pupils to swap books with a partner and check 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. Whole class/ Pair Step 4: Invite one pupil to read aloud Sentences 1 and 2 and work a pair of pupils to act out Exchanges 3 and 4 in front of the class. Correct their pronunciation where necessary. e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; Answer keys PRACTICE Activity 6. Let’s sing. 8 minutes a. Goal To sing the song Where are you from? with the correct pronunciation, rhythm and melody. b. Input The lyrics and the recording of the song Where are you from? c. Outcome Pupils can sing the song Where are you from? with the correct pronunciation, rhythm and melody. d. Procedure Step 1: 1: Draw pupils’ attention to the title and lyrics of the Group song. Encourage them to point at the picture to reinforce their work/ Pair understanding. work Step 2: Have pupils read the first verse of the lyrics. Explain that Minh is from Viet Nam. Have pupils listen to the first verse, drawing their attention to the pronunciation, rhythm and melody. Then let them listen to and practise singing it, line by line while clapping their hands. Step 3: Repeat Steps 1 and 2 for the other verses. Explain that Minh asks Lucy, Mary and Ben where they are from and Pair work each of them answers. Check comprehension and give feedback. Step 4: Ask pupils to listen to and sing the whole song while clapping their hands. Go around the classroom and offer help Group where necessary. work/ Pair work Step 5: Invite a few groups to the front of the class to sing the song. The class may sing along and clap to reinforce the activity. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes
10. Option 1: Game: Lucky numbers Group work - Teacher divides the class into 2 teams (boys and girls). - Each team takes turns to choose a number and answer the question. - The team that has more points is the winner. Option 2: Board Game Pair work - Put pupils into pairs. - Give pupils the handouts (attached below). - Pupils take turns to roll the dice and move their piece according to the number of dots on the dice. Pupils say the sentence I’m (name). I’m from (country) according to the information inside the grid. - The pupil who reaches the Finish box first is the winner.
11. School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ UNIT 1: MY FRIENDS Lesson 2 – Period 3 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 where someone is skills from; - correctly say the words and use Where’s he / she from? – He’s / She’s from _____. to ask and answer questions about where someone is from; - enhance the correct use of Where’s he / she from? – _____. to ask and answer questions about where someone is from 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 where they come from and great respect for where someone comes from by using appropriate gestures and intonation when asking and answering about nationality. II. RESOURCES AND MATERIALS - Student’s book: Page 12 - Audio tracks 10, 11 - Teacher’s guide: Pages 22, 23, 24 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1) - 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
12. Warm-up and review: 5 minutes Greet the class. Option 1: Group - Invite four groups of pupils to the front of the class to take work turns singing the song Where are you from? Each group sings one verse of the song. The class sings along and claps hands. - Ask pupils to open their books at page 12 and look at Unit 1, Lesson 2. Tell pupils what they will learn in this lesson. Option 2: - Review vocabulary Game: Role play - Call 2 pupils for each turn to come to the board. Pair work - One pupil holds up a flag picture and asks Where are you from?, the other looks and answers the questions. - Do the same with some more pairs. 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 where someone is from. b. Input – Context a: Linh: Who’s that? Lucy: It’s my new friend. Linh: Where’s she from? Lucy: She’s from Japan. – Context b: Minh: Who’s that? Ben: It’s my new friend. Minh: Where’s he from? Ben: He’s from Singapore. c. Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) in which pupils ask and answer questions about where someone is from.
13. d. Procedure Step 1: Ask pupils to look at Pictures a and b and identify the Whole characters. Check comprehension. class/ Individual Step 2: Ask pupils to look at Picture a. Play the recording for work them to listen and familiarise themselves with the characters’ voice. Play the recording again, sentence by sentence, for pupils to listen and repeat. Correct their pronunciation where necessary. Step 3: Repeat the same procedure with Picture b. Step 4: Invite a few pairs to the front of the class to listen to Pair work and act out the exchanges. Draw pupils’ attention to the questions Where’s she from? and Where’s he from?, and the answers She’s from Japan. and He’s from Singapore. Explain that they are used to ask and answer questions about where someone is from. Extension: Nominate pairs of pupils to act out the exchanges. 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 words and use Where’s he / she from? – He’s / She’s from _____. to ask and answer questions about where someone is from. b. Input – Picture cues: a. a boy with the Singaporean flag b. a boy with the Malaysian flag c. a girl with the Thai flag d. a girl with the Japanese flag – Speech bubbles: Where’s he / she from? – He’s / She’s from _____. Audio script: a. Singapore b. Malaysia c. Thailand d. Japan a. A: Where’s he from? B: He’s from Singapore. b. A: Where’s he from? B: He’s from Malaysia. c. A: Where’s she from?
14. B: She’s from Thailand. d. A: Where’s she from? B: She’s from Japan. c. Outcome Pupils can correctly say the words and use Where’s he / she from? - He’s / She’s from _____. to ask and answer questions about where someone is from. d. Procedure Step 1: Ask pupils to look at Picture a and identify the boy, Whole class/ the flag and the name of the country. Play the recording for Individual pupils to listen to and repeat the word under the picture in work chorus and individually until they feel confident. Step 2: Draw pupils’ attention to the speech bubbles and elicit the missing words. Play the recording for pupils to repeat the sentences in both bubbles a few times. Remind pupils to point at the relevant pictures when they are repeating. Step 3: Repeat Steps 1 and 2 for Pictures b, c and d. Go around the classroom and offer help where necessary. Pair work Step 4: Invite a few pairs to act out the exchanges in front of the class 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 Where’s he / she from? – _____. to ask and answer questions about where someone is from in a freer context. b. Input – Picture cue: four pupils at a campsite, standing in front of their tents with their national flags – Speech bubbles: Where’s he / she from? – _____. c. Outcome Pupils can enhance the correct use of Where’s he / she from? – _____. to ask and answer questions about where someone is from in a freer context. d. Procedure Step 1: Ask pupils to look at the picture and identify the Whole characters. Ask Who can you see? Where are they from? class/ Remind pupils that Where’s he / she from? – _____. are used Individual to ask and answer questions about where someone is from. work Check comprehension. Step 2: Give pupils time to work in pairs and take turns saying the role of each character in the picture. Remind them Pair work to look at the flags on the tents to identify where the pupils come from.
15. Step 3: Invite a few pairs to come to the front of the classroom and act out the roles. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1: Angry birds Game Group work - Divide the class into 2 teams: Boys and Girls. - Pupils take turns to choose the numbers 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 and gets points. Option 2: Slap the board game Group work - Divide the class into two or three teams. - Teacher sticks 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. - The team with the most points is the winner. Option 3: Whole class - Ask students to answer the following questions: What have you learnt from the lesson today? (correctly say the words and use Where’s he/ she from? – He’s/ She’s from _____. to ask and answer about where someone comes from.)
16. School: ____________________ Grade: ____________________ Teacher: ____________________ Date of teaching: ____________________ UNIT 1: MY FRIENDS Lesson 2 – Period 4 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 where someone comes from and tick the correct skills pictures; - complete two gapped sentences and two gapped exchanges with the help of picture cues; - revise the target vocabulary items through the game Find someone who is from 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 where they come from and great respect for where someone comes from by using appropriate gestures and intonation when asking and answering about nationality. II. RESOURCES AND MATERIALS - Student’s book: Page 13 - Audio track 12 - Teacher’s guide: Pages 24, 25, 26 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1) - 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
17. Warm-up and review: 5 minutes Greet the class. Option 1: Whole class/ - Greet the class, then spend a few minutes revising the Individual previous lesson by inviting a few pairs of pupils, holding flag work flashcards to ask and answer questions about where they or their classmates are from, using Where are you from? – I’m from _____. and Where’s he / she from? – He’s / She’s from _____. - Ask pupils to open their books at page 13 and look at Unit 1, Lesson 2, Activity 4. Option 2: Whole class/ Individual - Have pupils look at some symbols of some countries they work have learnt. Pupils look at the pictures then guess the country and answer the question. - Repeat with 7 more countries. 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 where someone comes from and tick the correct pictures. b. Input Picture cues: 1a. a boy and the Malaysian flag 1b. a boy and the Singaporean flag 2a. a girl and the Thai flag 2b. a girl and the Japanese flag Audio script: 1. A: Who’s that? 2. A: Who’s that? B: It’s my new friend. B: It’s my new friend. A: Where’s he from? A: Where’s she from? B: He’s from Malaysia. B: She’s from Thailand. c. Outcome Pupils can listen to and understand two communicative contexts in which pupils ask and answer questions about where someone is from and tick the correct pictures. Key: 1. a 2. a d. Procedure Step 1: Ask pupils to look at Pictures 1a and 1b and identify Whole class/ the characters. Ask Who’s he? and Where’s he from? Draw Individual work
18. their attention to the flags to answer the questions. Check comprehension. Step 2: Play the recording of the first dialogue for pupils to listen and tick the correct box. Play the recording again for pupils to check their answers. Step 3: Repeat Steps 1 and 2 with Pictures 2a and 2b. Pair work Step 4: Get pupils to swap their books with a partner and check their answers before checking as a class. Correct the answers if necessary. Whole class Extension: If time allows, play the recording, sentence by sentence, for the class to listen to and repeat the dialogues. Correct pronunciation if 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 two gapped sentences and two gapped exchanges with the help of picture cues. b. Input Four picture cues, two gapped sentences and two gapped exchanges to complete c. Outcome Pupils can complete the four gapped exchanges with the help of picture cues. Key: 1. Japan 2. from Singapore 3. Where’s; from Thailand 4. he from; He’s from d. Procedure Step 1: Model the first gapped exchange as an example. Have Whole class/ pupils read the exchange and guess the missing word. Then Individual work draw pupils’ attention to the picture and elicit the name of the country that can be used to fill in the gap (Japan). Step 2: Give pupils a time limit to read the gapped exchanges 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 task. Step 3: Get pupils to swap books with a partner and check Pair work their answers before checking as a class. Invite one pupil to write the answers on the board. Extension: Invite four pairs of pupils to act out the completed exchanges in front of the class. e. - Performance products: Student's talks and interaction Assessment
19. - Assessment tools: Observation; Answer keys PRACTICE Activity 6. Let’s play. 8 minutes a. Goal To revise the target vocabulary items through the game Find someone who is from b. Input - A picture showing how to play the game - Sets of flash cards, each of which consists of five flash cards with target vocabulary items (e.g. Australia, Thailand, Japan, Britain, Malaysia) c. Outcome Pupils can revise the target vocabulary items learnt in Lessons 1 and 2 through the game Find someone who is from d. Procedure Step 1: Tell pupils that they are going to revise the target Individual vocabulary items they have learnt in Lessons 1 and 2. Explain work/ how the game is played. Check comprehension. Whole class Step 2: Divide pupils into groups of six and give each group Group a set of five flashcards. One player in each group points to the work other players and asks Where are you from? The other players take turns looking at the flash cards and answering (e.g. I’m from Britain.). If the player has the correct answer, he / she gets a point / star. If the answer does not match the flash card, he / she will be out. Step 3: The game ends when all the flashcards are gone. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1: Game “Among us” Group work - Teacher divides the class into 2 teams (boys and girls). - Each team takes turns to choose a Among us and answer the question. - The team that has more points is the winner. Option 2: Role-play Group work - Put pupils in groups. - Pupils take on the identity of someone from another country to practise introducing and sharing about traditional costumes, countries and national languages ‘Konichiwa! I’m from Japan. I’m wearing a Kimono ’ - Pupils vote for the best introduction in groups.