Kế hoạch bài dạy Tiếng Anh 4 - Tuần 22 Năm học 2023-2024 (Lê Thị Xuân)

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 4 - Tuần 22 Năm học 2023-2024 (Lê Thị Xuân)

1. Tuesday, January 30, 2024 UNIT 12: JOBS Lesson 3 – P 1-3 I.OBJECTIVES By the end of the lesson, pupils will be able to: Language – correctly repeat the sounds of the letters ar and ur in isolation, in knowledge & the words farmer and nurse, and in the sentences My father is a skills farmer. and My mother is a nurse with correct pronunciation and intonation. – identify the target words farmer and nurse while listening. – say the chant with the correct pronunciation and rhythm. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks Attributes - Show pride in their parent's jobs and respect to other people’s jobs II. RESOURCES AND MATERIALS - Student’s book: Page 16 - Audio tracks 18, 19, 20 - Teacher’s guide: Pages 179, 180 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 12) - Computer, projector, III. Warm-up and review – Listen and repeat – Listen and circle – PROCEDURE Let’s chant – Fun corner and wrap-up Warm-up and review: 5 minutes Greet the class and encourage pupils to respond to the greeting. Option 1: Lip- reading game - Guide pupils to say any jobs they like without making a sound. Divide them into groups - Each pupil takes turns to say any job without making a sound while the rest guess the job. Option 2: Game: Guess the job (powerpoint) KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 5 minutes Step 1: Have pupils point at the letters ar, the word farmer, and the sentence My father is a farmer. Play the recording for them to listen and repeat in chorus and individually until they feel confident. Correct their pronunciation where necessary. Step 2: Invite a few pupils to listen to and repeat the sound, the word and the sentence in front of the class. Praise them when their pronunciation is good.
2. Step 3: Repeat Steps 1 and 2 with the letters, the word and the sentence in the second line. Go around the classroom and correct their pronunciation where necessary. Step 4: Let pupils work in pairs or groups, pronouncing the sounds, saying the words and reading the sentences until they feel confident. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 2. Listen and circle. 10 minutes Step 1: Tell pupils the goal of the activity. Explain that they have to listen to the recording and circle the correct options. Check comprehension. Step 2: Get pupils to read the gapped sentences and guess which option can be chosen to fill in each gap. Step 3: Play the recording, once or twice, for pupils to listen and circle the correct options. Get pupils to swap books with a partner and check their answers before checking as a class. Play the recording again for pupils to double-check their answers. Step 4: Invite a few pupils to stand up, listen to and repeat the completed sentences in front of the class. Correct their pronunciation where necessary. Key: 1. b 2. c Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 3. Let’s chant. 8 minutes Step 1: Have pupils read the first verse of the chant and draw their attention to the sounds of the letters ar and ur, the words farmer, farm, nurse and nursing and the sentences My father is a farmer. He works on a farm. My mother is a nurse. and She works at a nursing home. Check comprehension. Step 2: Play the recording of the first verse. Play the recording again, line by line, for pupils to listen and repeat. Correct their pronunciation where necessary. Draw their attention to the rhythm and pronunciation. Encourage them to clap while chanting. Step 3: Repeat Steps 1 and 2 with the second verse of the chant. Draw pupils’ attention to the sounds of the letters ur and ar, the words nurse, nursing, farmer and farm, and the sentences Our father is a nurse. He works at a nursing home. Our mother is a farmer. and She works on a farm. Step 4: Play the recording all the way through for pupils to chant and clap their hands. Extension: Divide the class into two or more groups to take turns listening and repeating the chant while the rest of the class claps along. Assessment - Performance products: Pupils’ performance
3. - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Option 1: Ask pupils to sketch anything related to the places of work and ask their friends to guess the working place their friends sketch. Option 2: Create your own chant about your family. Tuesday, January 30, 2024 UNIT 12: JOBS Lesson 3 – P 4 - 6 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – read and show understanding of the text by filling in the gaps in knowledge & the table. skills – use the target language to complete a gapped text about pupils’ family members. – collect photos or draw pictures of family members at home and present them to the class by using the target language. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks Attributes - Show pride in their parent's jobs and respect to other people’s jobs II. RESOURCES AND MATERIALS - Student’s book: Page 17 - Teacher’s guide: Pages 180 - 182 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 12) - Computer, projector, III. Warm-up and review – Read and complete – Let’s write – Project PROCEDURE – Fun corner and wrap-up
4. Warm-up and review: 5 minutes Greet the class and encourage pupils to respond to the greeting. Option 1: Spend a few minutes revising the previous lesson by inviting two groups of three to the front of the class to take turns saying the two verses of the chant and clapping their hands. (Powerpoint) PRACTICE Activity 4. Read and complete. 5 minutes Step 1: Tell pupils the goal of the activity and explain that they should read the text and fill in the gaps in the table. Check comprehension. Step 2: Do the first gap as an example. First, have pupils read the question What does she do? to focus their attention on the job of the mother. Then have them read the text and choose the appropriate word to fill in the gap (nurse). Step 3: Set a time limit for pupils to do the task independently. Go around the classroom and offer help if necessary. Step 4: Get pupils to swap their books with a partner and check their answers before checking as a class. Correct the answers where necessary. Extension: Invite one or two pupils to read the text in front of the class. Correct their pronunciation where necessary. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRODUCTION Activity 5. Let’s write. 10 minutes Step 1: Tell the class the goal of the activity and explain that they should read the gapped text and fill in the gaps with their own information. Explain that the gaps in the text focus on the jobs and workplaces of their family members. Check comprehension. Step 2: Have pupils do the first gapped sentence together as an example. Ask them to read the sentence and elicit their mothers’ jobs. Then have them write the jobs down. Step 3: Give pupils time to complete the text independently. Go around the classroom and offer help if necessary. Step 4: Get pupils to swap their books with a partner and check their answers before checking as a class. Extension: Invite one or two pupils to read their completed texts in front of the class. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRODUCTION Activity 6. Project. 8 minutes Step 1: Tell pupils the goal of the activity. Explain that they have to show the photos / pictures that they have prepared at home and present them to the class. Step 2: Have pupils work in groups of three. Each pupil shows their photo / picture and tells the group about it, e.g. This is a photo of my family. This is my mother. She’s a nurse.
5. She works at a hospital. This is my father. He’s a farmer. He works on a farm. Go around the classroom and offer help if necessary. Step 3: Invite a few pupils to show their photos and tell the class about them. Praise pupils when they do the task well. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Option 1: Play the spinner game: play in groups/ pairs with a pencil, spin the pencil and score one point with one correct answer. Option 2: Look at the picture, name the jobs and workplaces. (Powerpoint) Wednesday, January 31, 2024 UNIT 13: APPEARANCE Lesson 1 – P 1-3 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – understand and correctly repeat the sentences in two knowledge & communicative contexts focusing on asking and answering skills questions about someone’s appearance. – correctly say the words and use What does he / she look like? – He’s / She’s _____. to ask and answer questions about someone’s appearance. – enhance the correct use of What does he / she look like? – He’s / She’s _____. to ask and answer questions about someone’s appearance in a freer context. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform learning tasks. Attributes - Show pride in how we look and respect the differences in people’s appearance II. RESOURCES AND MATERIALS - Student’s book: Page 18 - Audio tracks 21, 22 - Teacher’s guide: Pages 183, 185 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 13)
6. - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: - Encourage pupils to respond to the greeting and greet each other in pairs. - Spend a few minutes revising Unit 12 by asking the class to use the pictures they have from the previous project to present about their family members or sing the song in Lesson 1. Option 2: Complete the family tree. - Ask pupils to name the family member words they know. Encourage them to say as many words as possible. Correct the pronunciation if needed. - Show a family tree and have pupils complete the family tree with the correct words. - Check with the whole class. * Ask pupils to open their books at page 18 and look at Unit 13, Lesson 1, Activity 1. Tell pupils what they will learn in this lesson. EXPLORATION Activity 1. Look, listen and repeat. 5 minutes Step 1: Ask pupils to look at Pictures a and b and identify the characters and other details (e.g. Who are they? Where are they? Is the boy tall or short?). Step 2: Ask pupils to look at Picture a. Play the recording for them to listen to the whole conversation several times. Step 3: Play the recording again, sentence by sentence, for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b. Step 4: Invite a few pairs to the front of the class to listen to and repeat the sentences in the recording. Check their pronunciation, give corrections and feedback where necessary. Step 5: Draw pupils’ attention to the question What does he look like? and the answer He’s tall. Tell pupils that they are used to ask and answer about someone’s appearance Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 10 minutes
7. Step 1: Have pupils point at Picture a, listen to the recording and repeat the word tall. Repeat the same procedure with Pictures b, c and d. Have the class repeat the words a few times. Step 2: Point at the question pattern What does he / she look like? Read it aloud and have pupils repeat it several times. Repeat the same procedure with the answer pattern He’s / She’s _____. Step 3: Point at Picture a and have pupils listen to and repeat after the recording What does he look like? – He’s tall. Repeat the same procedure with Pictures b, c and d. Step 4: Divide the class into two groups to take turns repeating the question and the answer using Picture a until they feel confident. Repeat the same procedure with Pictures b, c and d. Step 5: Put pupils in pairs and have pairs practise asking and answering questions What does he / she look like? – He's / She's _____. Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Give corrections and feedback where necessary. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the characters in the picture. Step 2: Draw pupils’ attention to the two speech bubbles. Read the questions aloud and ask pupils to repeat them. Ask pupils to look at the second bubble and identify what the answers should be. Give an example answer, e.g. He’s tall. Get pupils to repeat the questions and answers several times. Step 3: Have some pairs practise asking and answering questions about the appearance of the family members in the picture. Go around the classroom to observe and provide help. Step 4: Invite some pairs to practise asking and answering the questions in front of the class. Give corrections and feedback where necessary. Assessment - Performance products: Student’s talks - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game: Lucky number (PPT) - Divide the class into 2-4 teams. - Pupils from each team choose a number, then ask and answer with the picture in that
8. number. If the pupils answer correctly, they get the points for that question. Option 2: Game: Spinner (template attached below) - Pupils work in pairs. - Pupils take turns to put a pen/pencil in the middle of the spinner plate, then spin the pen/pencil to find out the picture the pen/pencil points to. Then ask and answer with the picture. * Preparation for the project Ask pupils to prepare for the project on page 23 by doing a survey about the appearance of their family members as homework so that they can present the results at the Project time.
9. Friday, February 2, 2024 UNIT 13: APPEARANCE 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 knowledge & characters ask and answer questions about a family member’s skills appearance, and tick the correct pictures. – complete the target sentence patterns in four exchanges about appearance with the help of picture cues. – sing the song What do your parents look like? 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 learning tasks Attributes - Show pride in how we look and respect the differences in people’s appearance II. RESOURCES AND MATERIALS - Student’s book: Page 19 - Audio tracks 23, 24 - Teacher’s guide: Pages 185 - 187 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 13) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: – Spend a few minutes revising the words and sentence patterns What does he / she look like? – He’s / She’s _____. to ask and answer questions about someone’s appearance. – Dictate some sentences about someone’s appearance (e.g. My brother is tall. My teacher is big.) and asks pupils to write them down. Then let them work in pairs or groups to check each other’s work. Option 2: Slap the board (PPT)
10. – Show questions and answer choices on the screen, students read and slap the correct answer. If the screen is not big enough, teachers write A, B, C on the board, students read and slap the correct option. * Ask pupils to open their books at page 19 and look at Unit 13, Lesson 1, Activity 4 PRACTICE Activity 4. Listen and tick. 5 minutes Step 1: Draw pupils’ attention to the pictures 1a and 1b. Ask questions to help pupils identify the characters, eg. How many pictures are there? What can you see in each picture? What is the difference between these two pictures? Check their comprehension. Step 2: Play the recording for pupils to listen to. Then play the recording again for them to tick the correct picture. Step 3: Repeat the same procedure with Pictures 2a and 2b. Extension: If there is enough time, play the recording, sentence by sentence, for the class to listen and repeat individually and in chorus. Give corrections and feedback where necessary. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers PRACTICE Activity 5. Look, complete and read. 10 minutes Step 1: Ask pupils to look at the pictures and identify the appearance of the people (e.g. tall, short, big, slim). Step 2: Ask pupils to look at the incomplete exchanges. Draw their attention to the missing words in the sentences. Step 3: Model Exchange 1. Have pupils look at the exchange. Ask them what is missing in the answer. Then have them complete the gap with the word tall. Repeat the same procedure with Exchanges 2, 3 and 4. Step 4: Get pupils to complete the exchanges individually. Check their answers as a class, then ask a few pairs to read them aloud. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 6. Let’s sing. 8 minutes Step 1: Have pupils read the lyrics to familiarise themselves with the language. Check comprehension and give feedback. Step 2: Have pupils listen to the whole song, drawing their attention to the pronunciation and the melody.
11. Step 3: Play the recording of the song once or twice for pupils to listen and repeat line after line and do related actions, e.g. using hand movements for slim, tall and big. Step 4: When pupils feel confident and get familiar with the tune and melody, ask them to sing the whole song while doing actions or clapping their hands. Step 5: Invite a few groups to the front of the class to sing the song. The class may sing along to reinforce the activity. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game: Get the Candies (powerpoint) - Divide the class into 2 teams. - Pupils from each team choose a number, then answer the question in that number. If the pupils answer correctly, they get one candy for that question. Option 2: Game: Pass the ball (template attached below) - Divide the class into 2-3 teams. - Each team has 1 sticky ball. - Play the music, pupils in each team take turns to pass the ball. After the music ends, the pupils holding the ball stand up and describe a classmate. * Ask students to answer the following question: What have you learnt from the lesson today? (Use the words and phrases big, short, slim, tall to ask and answer about appearance)