Kế hoạch bài dạy Tiếng Anh 4 - Tuần 24 Năm học 2023-2024 (Lê Thị Xuân)

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 4 - Tuần 24 Năm học 2023-2024 (Lê Thị Xuân)

1. Monday, January 19, 2024 UNIT 13: APPEARANCE Lesson 2 – 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, using the verb has. – correctly say the phrases and use What does he / she look like? – He / She has _____. to ask and answer questions about someone’s appearance. – enhance the correct use of What does he / she look like? – He / She has _____. 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 apprearance II. RESOURCES AND MATERIALS - Student’s book: Page 20 - Audio tracks 25, 26 - Teacher’s guide: Pages 187 - 189 - 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: – Encourage pupils to respond to the greeting and greet each other in pairs. – Spend a few minutes revising Lesson 1 by singing the song What do your parents look like? on page 19. Option 2: Game: “Teacher says” – Teachers quickly review body parts, focusing on facial features. – Teacher plays "Teacher says": Touch your ears/nose/face/eyes/hair .... to review face features.
2. * Ask pupils to open their books at page 20 and look at Unit 13, Lesson 2, Activity 1. EXPLORATION Activity 1. Look, listen and repeat. 5 minutes Step 1: Ask pupils to look at Pictures a and b and identify the characters in the pictures. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. 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 3: Play the recording again for pupils to listen to and repeat the sentences in the recording. Step 4: Invite a few pairs to the front of the class to listen to and repeat the sentences in the recording. Give corrections and feedback where necessary. Step 5: Draw pupils’ attention to the question What does he look like? and the answer He has a round face. Tell pupils that they are used to ask and answer questions 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 Step 1: Have pupils point at Picture a, listen to the recording and repeat the phrase short hair several times. Repeat the same procedure with Pictures b, c and d. Have the class repeat the phrase. Step 2: Point at the question What does he / she look like? Read it aloud and have pupils repeat it. Repeat the same procedure with the answer He / She has _____. Step 3: Point at Picture a and have pupils listen to and repeat after the recording What does he look like? – He has short hair. 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: Have pairs of pupils practise asking and answering questions using the picture cues. Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Check their pronunciation, give corrections and feedback where necessary. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE
3. Activity 3. Let’s talk. 8 minutes Step 1: Draw pupils’ attention to the two speech bubbles. Read the question aloud and ask pupils to repeat it. Ask pupils to look at the second bubble and identify what answers should be. Give a sample answer, e.g. He has short hair. Get pupils to repeat the question and the answer several times. Step 2: Have pairs of pupils practise asking and answering the question about the appearance of each character in the picture. Go around the classroom to observe and provide help. Step 3: Invite a few pairs to practise asking and answering questions in front of the class. Give corrections and feedback where necessary. Assessment - Performance products: Student’s talks and interaction - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game: The Angry Bird (PPT) - 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, the teacher clicks the brick of that number to find out the scores. Option 2: Game: Broken sentences - Divide the class into groups of four. - 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. * Ask students to answer the following questions: What have you learnt from the lesson today? (Use the words and phrases a round face, big eyes, long hair, and short hair to ask and answer about appearance)
4. Tuesday, January 20, 2024 UNIT 13: APPEARANCE Lesson 2 – P 4 -6 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – listen to and understand four communicative contexts in which knowledge & characters ask and answer questions about someone’s skills appearance, and number the correct pictures. – complete the target sentence patterns in two exchanges about appearance with the help of picture cues. – review vocabulary about family members and appearance by playing the game Tic-tac-toe. 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 21 - Audio tracks 27 - Teacher’s guide: Pages 190 - 192 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 13) - Computer, projector, III. Warm-up and review – Listen and number – Look, complete PROCEDURE and read – Let’s play – Fun corner and wrap-up Warm-up and review: 5 minutes Greet the class. Option 1: – Spend a few minutes revising the sentence patterns What does he / she look like? and He / She has _____. to ask and answer questions about someone’s appearance. – Dictate some sentences about someone’s appearance (e.g. My father has short hair. My mother has a round face.) and asks pupils to write them down. Then let them work in pairs or groups to check each other’s work. Option 2: Odd one out. (powerpoint) – Teacher shows 3 words/phrases on the screen. There is 1 word/phrase that belongs to a different group from the other two. Pupils choose the odd one out. – Pupils get stars for the correct answers.
5. * Ask pupils to open their books at page 21 and look at Unit 13, Lesson 2, Activity 4. PRACTICE Activity 4. Listen and number. 5 minutes Step 1: Have pupils look at the pictures. Elicit the questions to ask for the appearance of the character in each picture and give feedback. Step 2: Play the recording of the first exchange. Tell pupils that they will need to listen for appearance (e.g. short hair, long hair, a round face, big eyes). Ask pupils What does she look like? Help pupils find out the key word for the appearance from the exchange (e.g. a round face). Then ask pupils in which picture a person with a round face appears (Picture d). Tell pupils to write “1” next to Picture d. Step 3: Play the recording of the other exchanges and let pupils write down their answers. Have pupils swap their books with a partner and check the answers. Correct answers and give feedback if necessary. Extension: If there is enough time, play the recording, sentence by sentence, for the class to listen and repeat individually and in chorus. Correct their pronunciation and give feedback. e. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers PRACTICE Activity 5. Look, complete and read. 10 minutes Step 1: Have pupils look at the pictures. Get them to identify the appearance of the characters in the pictures. Step 2: Have pupils look at the two gapped exchanges. Draw their attention to the missing words in the question and answers. Step 3: Model Exchange 1. Have pupils look at the first gap. Ask them what word is missing (big). Then have them complete the answer (He's big). Get them to guess the missing word in the second gap (face) and complete the answer (He has a round face). Step 4: Repeat the same procedure with Exchange 2. Give pupils 1 – 2 minutes to complete the gaps individually, then compare their answers in pairs. Monitor and offer help where necessary. Step 5: Check pupils’ answers as a class and ask some pairs to read aloud the completed exchanges. e. Assessment - Performance products: Student's answers - Assessment tools: Observation; Answer keys PRACTICE Activity 6. Let’s play. 8 minutes d. Procedure
6. Step 1: Tell pupils that they are going to play the game Tic-tac-toe. Two pupils play at a time. One pupil is X, and the other is O. The pupils take turns choosing a square by saying a word and putting their mark in the corresponding square. The first pupil to write three marks in a vertical, horizontal or diagonal line is the winner. Step 2: Invite two pupils to play at a time. Step 3: Change the words in the grid and let pupils play the game several times if there is enough time. e. Assessment - Performance products: Student’s answers and interactions - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game: Doraemon g (powerpoint) - Divide the class into 3 teams. - Pupils from each team choose a number, then ask and answer with the picture in that number. If the pupils answer correctly, they get the points (dorayaki) for that question. - The team with the most points is the winner. Option2: - Ask pupils to draw a quick, random portrait. - Ask pupils to work in pairs, and describe their portrait to their partner. * Ask pupils about what they have learnt in the lesson Tuesday, January 20, 2024 UNIT 13: APPEARANCE 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 l and r in isolation, in knowledge & the words long and round, and in the sentences My sister has long skills hair. and My brother has round eyes. With the correct pronunciation and intonation. – identify the target words long and round while listening. – say the chant with the correct rhythm and pronunciation. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks
7. - 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 22 - Audio tracks 28, 29, 30 - Teacher’s guide: Pages 192, 193 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 13) - 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. Option 1: – Spend a few minutes revising the previous lesson by asking pupils to play the Tic- tac-toe game in Lesson 2. Option 2: Drawing game (PPT) - Divide pupils into groups, Have them line up. - Teacher gives the pupil at the back one piece of paper describing a person (He is slim / She has long hair / He has a round face ...) - Pupils whisper the sentence to the next student until they reach the student at the front, who comes to the board to draw what the sentence describes and say the sentence out loud. * Ask pupils to open their books at page 22 and look at Unit 13, Lesson 3, Activity 1. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 5 minutes Step 1: Have pupils look at the letter l, listen to the recording and repeat the letter until they feel confident. Correct their pronunciation where necessary. Step 2: Have pupils point at the word long, listen to the recording and repeat the word until they feel confident. Monitor the activity and offer help. Step 3: Get pupils to point at the sentence My sister has long hair., listen to the recording and repeat it several times. Then get a few pupils to listen to and repeat the sentence in front of the class. Step 4: Repeat the procedure with the letter r, the word round and the sentence My brother has round eyes. Step 5: Give pupils a time limit to practise pronouncing the sounds, saying the words, and reading the sentences in pairs or groups until they feel confident.
8. e. Assessment - Performance products: Student’s pronunciation - 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 to complete the sentences. Have pupils read the incomplete sentences. Draw pupils' attention to the sounds of the letters l and r. Step 2: Play the recording for pupils to listen to. Play the recording again for them to listen and circle the correct options. Step 3: Tell pupils to swap their books with a partner then check their answers in pairs or groups. Correct their answers if necessary. Write the correct answers on the board. Step 4: Play the recording again for pupils to double-check their answers. Extension: Invite a few pupils to read the completed sentences in front of the class. Give corrections and feedback where necessary. e. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s chant. 8 minutes Step 1: Have pupils scan the first verse of the chant. Draw their attention to the word long and the sentence He’s got long hair. Explain that He’s got is the short form of He has got. Check pupils’ comprehension. Step 2: Play the recording and ask pupils to listen to and repeat the first verse line by line. Show them how to chant and clap their hands. Step 3: Play the recording of the whole verse again for pupils to do choral and individual repetition. Give corrections and feedback where necessary. Step 4: Repeat Steps 1 to 3 for the second verse of the chant. Draw pupils’ attention to the word round and the sentence She’s got a round face. Step 5: Play the recording all the way through for pupils to chant. Encourage them to clap along while chanting. e. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Listen and find the word with the given sounds.
9. - Have pupils listen to a sentence several times, then ask them to find the word with the given sound l or r. Pupils identify the word by saying the number. - When pupils answer correctly, the teacher or pupils click on the play/stop button to start/stop the dice to find out the score for that question. Option 2: Game: Slap the board * Ask students about what they have learnt in the lesson What have you learnt from the lesson today?
10. Friday, January 23, 2024 UNIT 13: APPEARANCE Lesson 3 – P 4-6 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – read a text and complete four gapped sentences about appearance. knowledge & – complete a gapped paragraph with personal information about skills family members. – use What does he / she look like? – He's / She's _____. He / She has _____. to ask and answer questions about someone’s appearance; – carry out a survey on the appearance of pupils’ family members and present it to the class. 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 appreance II. RESOURCES AND MATERIALS - Student’s book: Page 23 - Teacher’s guide: Pages 194, 195 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 13) - Computer, projector, III. Warm-up and review – Read and complete – Let’s write – PROCEDURE Project – Fun corner and Wrap-up Warm-up and review: 5 minutes Greet the class. Option 1: – Spend a few minutes revising the previous lesson by asking pupils to say the chant in Lesson 3, Activity 3. Option 2: Game: Number Race - Teacher divides the class into teams. - Teacher gives each pupil in one team a number so that each team has equal numbers. - Teacher shows the questions, allowing time for pupils to think. Then T calls out a number, pupils with that number from each team stand up and shout out the answers. T praise and give points to the teams.
11. * Ask pupils to open their books at page 23 and look at Unit 13, Lesson 3, Activity 4. PRACTICE Activity 4. Read and complete. 5 minutes Step 1: Have pupils look at the picture and guess what the text is about. Draw their attention to the characters in the picture. Step 2: Have pupils look at four incomplete sentences below the text. Pay attention to the sentences about appearance. Step 3: Ask pupils to read through the text to find the information and complete four sentences. Set a time limit for them to do the task individually. Go around the classroom and offer help where necessary. Step 4: Have pupils swap their books with a partner and check the answers. Step 5: Ask a few pupils to read the sentences in front of the class. Give corrections and feedback where necessary. e. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers PRODUCTION Activity 5. Let’s write. 10 minutes Step 1: Have pupils read through the paragraph to get the general idea. Then, ask pupils to think about their own families. Step 2: Draw pupils’ attention to the first gap and ask them what the missing word might be. Have pupils suggest answers then write about their own family members. Step 3: Repeat the same procedure with the other gaps. Give pupils enough time to write the answers. Step 4: Have some pupils read their completed paragraphs aloud. Give corrections and feedback where necessary. e. Assessment - Performance products: Student's writing - Assessment tools: Observation; Answer keys PRODUCTION Activity 6. Project 8 minutes Step 1: Point at the sample survey and explain that pupils are going to report the results of their surveys about their family members’ appearance. Step 2: Have pupils hold up their completed surveys. Revise some words and sentence patterns that pupils can use for their presentations. Give pupils some time to practise
12. their presentations by themselves and within groups. Go around the classroom to monitor and offer support. Step 3: Select a few pupils to give their presentations in front of the class. Have the rest of the class give comments and praise pupils if they perform well. e. Assessment - Performance products: Student’s interaction and presentation - Assessment tools: Observation; Questions & Answers Fun corner and Wrap-up: 5 minutes Option 1: - Have pupils mark their friends’ survey/presentation according to a rubric. - Vote for the best presentation. Option 2: - Have pupils bring their family photo and describe their family to their friends in pairs or in groups. - Have pupils present their survey, using family photos as a support. * Ask pupils about what they have learnt in the lesson