Kế hoạch bài dạy Tiếng Anh 4 - Tuần 27 Năm học 2023-2024 (Lê Thị Xuân)

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 4 - Tuần 27 Năm học 2023-2024 (Lê Thị Xuân)

1. Monday, March 11, 2024 UNIT 15: MY FAMILY’S WEEKEND 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 skills contexts focusing on asking and answering questions about what a family member does at the weekend. - correctly say the phrases and use What does he / she do on Sundays? – He / She _____. to ask and answer questions about what a family member does at the weekend. - enhance the correct use of What does he / she do on Sundays? – He / She _____. to ask and answer questions about what a family member does at the weekend 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 - Feel happy when asking and answering questions about where a family member goes at the weekend II. RESOURCES AND MATERIALS - Student’s book: Page 32 - Audio tracks 45, 46 - Teacher’s guide: Pages 214, 215, 216 - Website hoc lieu.vn - Flash cards/ pictures and posters (Unit 15) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: - Greet the class and encourage pupils to respond to your greeting.
2. - Get the class to sing the song Where do they go on Saturdays? on page 31. - Ask pupils to open their books at page 32 and look at Unit 15, Lesson 2, Activity 1. Option 2: Game: Hot potato - Pupils pass a ball when the teacher plays music. When the music stops, the pupil holding the ball says where he/ she goes on Sundays. EXPLORATION Activity 1. Look, listen and repeat. Step 1: Have pupils look at Pictures a and b and identify the places, characters and their activities 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. Repeat the same procedure with Picture b. Correct their pronunciation where necessary. Step 3: Play the recording again for pupils to listen and repeat in chorus sentence by sentence. Step 4: Invite a few pairs to the front of the class to listen to and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the question What does he do there? and the answer He plays tennis. Tell pupils that they are used to asking and answering questions about what a family member does at the weekend. Assessment - Performance products: Student’s answers. - Assessment tools: Observation; Questions & Answers, Peer correction KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. Step 1: Have pupils look at Pictures a, b, c and d and elicit the activities of the people. Step 2: Have pupils point at Picture a, listen to the recording and repeat the phrase (cooks meals). Point at the speech bubbles and Picture a again and have pupils listen to and repeat after the recording (What does she do on Sundays? – She cooks meals.). Step 3: Repeat the same procedure with the other three pictures. Have the class repeat the questions and answers a few times. Step 4: Have pairs practise asking and answering the questions What does he / she do on Sundays? – He / She ____. using picture cues. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s talk.
3. Step 1: Draw pupils’ attention to the pictures. Ask questions to help them identify the context (see Input). Step 2: Put pupils into pairs and encourage them to ask and answer questions about what a family member does at the weekend. Go around the classroom to offer support where necessary. Step 3: Invite a few pairs to practise asking and answering questions about what a family member does at the weekend. Praise pupils if they perform well. Step 4: Invite a few pairs to the front of the class to perform their conversations. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation Games: 5 minutes Option 1: Game: Lucky wheel - Teacher divides the class into 2 teams (boys and girls). - Each team takes turns to choose the flag and answer the question. - The team that has more points is the winner. Option 2: In pairs, pupils talk about what they do on Sunday. Then the teacher calls some students to talk about what their partners do on Sundays. Option 3: Ask pupils to answer what they have learnt from the lesson today (- Use the phrases cook meals, do yoga, play tennis and watch films in relation to the topic “My family’s weekend”.)
4. Tuesday, March 12, 2024 UNIT 15: MY FAMILY’S WEEKENDS 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 about knowledge & what a family skills member does at the weekend and match the correct pictures. - complete two gapped exchanges with the help of picture cues. - revise target words about family weekend activities by playing Matching game. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Feel happy when asking and answering questions about where a family member goes at the weekend II. RESOURCES AND MATERIALS - Student’s book: Page 33 - Audio track 47 - Teacher’s guide: Pages 216, 217, 218 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 15) - Computer, projector, III. Warm-up and review – Listen and match – Look, complete and PROCEDURE read – Let’s play – Fun corner and wrap-up Warm-up and review: 5 minutes - Greet the class. Option 1: - T asks pupils to sing the song Where do they go on Saturdays? in chorus. Option 2: - Use the flashcards to revise the words and phrases on page 30. - Spend a few minutes revising the previous lesson by getting a few pairs to ask and answer questions about what a family member does at the weekend, using What does he / she do on Sundays? – He / She _____. - Ask pupils to open their books at page 33 and look at Unit 15, Lesson 2, Activity 4. PRACTICE
5. Activity 4. Listen and match. 5 minutes Step 1: Draw pupils’ attention to the pictures and the icons. Ask questions to help pupils identify the people in the pictures and the icons. Step 2: Play the recording for pupils to listen to. Play the recording again for them to listen and do the task by matching the people to the activities. Play the recording a third time to give pupils another listening opportunity. Step 3: Check answers as a class. Play the recording again for pupils to double-check their answers. Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat individually and in chorus. Correct their pronunciation where necessary. 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 people and their activities in the pictures. Step 2: Have pupils look at the two gapped exchanges. Draw their attention to the missing words. Step 3: Model Exchange 1. Have pupils look at the first gap. Ask them what word is missing (sports centre). Then have them complete the sentence (He goes to the sports centre.). Get them to guess the missing words in the following sentences (do; tennis). Repeat the same procedure with Exchange 2. Step 4: Get pupils to swap books with a partner and check their answers before checking as a class. Ask a few pairs to read the completed exchanges aloud. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 6. Let’s play. 8 minutes
6. Step 1: Tell pupils that they are going to play Matching game in pairs. They will take turns turning over a pair of cards (as mentioned in Input). Step 2: The player turns over a pair of cards. If the cards show an activity and a place that matches, the player scores a point, e.g. the card play tennis matches the card sports centre. Step 3: The player continues to turn over pairs of cards. If the cards do not match, the other player has a turn. The player who gets more points is the winner. Step 4: Have pupils work in pairs. Invite one or two pairs to the front of the class to play the game. Extension: To make the game more challenging, ask pupils to make sentences with the words on the cards they have, e.g. My father goes to the sports centre on Sundays. He plays tennis. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys Fun corner and wrap-up: 5 minutes Option 1: Game: Build the city (ppt) - Divide the class into 2 teams, Pupils choose any number, the teacher clicks on the NUMBER to go to the question, after pupils answer correctly, the teacher clicks on the key next to it to unlock. - Teacher clicks on start to build to go to the city building slide. - Teacher clicks on the corresponding picture to put the object in the right place. - The game ends when the city is built. - Teachers can also add points for pupils to have more fun. Option 2: Ask what pupils have learnt from the lesson today (- Use the words and phrases cinema, shopping centre, sports centre, swimming pool in relation to the topic “My family’s weekends”; - Use Where does he / she go on Saturdays? – He / She goes to the _____. to ask and answer questions about where someone goes.) Wednesday, March 13, 2024 UNIT 15: MY FAMILY’S WEEKENDS Lesson 3 – P 1-3
7. I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - use Where does he / she go on Saturdays? – He / She goes to the knowledge & _____. to ask and answer questions about where someone goes; skills - use What does he / she do on Sundays? – He / She _____. to ask and answer questions about what someone does; - listen to and demonstrate understanding of simple communicative contexts in relation to the topic “My family’s weekends”; Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Feel happy when asking and answering questions about where a family member goes at the weekend II. RESOURCES AND MATERIALS - Student’s book: Page 34 - Audio tracks 48, 49, 50 - Teacher’s guide: Pages 218, 219 - Website hoclieu.vn - Flash cards/ pictures and posters - 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: - Greet the class and encourage pupils to respond to your greeting. - Have the class play the Matching game in groups or in pairs. - Ask pupils to open their books at page 34 and look at Unit 15, Lesson 3, Activity 1. Tell them what they will learn in this lesson. Option 2: Game: Pick the movie game (ppt) - Divide pupils into groups, each group takes turns to choose a number. - Pupils read the description and choose the correct picture. - The team with the most points will be the winner.
8. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 5 minutes Step 1: Draw pupils’ attention to the letter g, the word go and the sentence I go to the cinema on Saturdays. Play the recording and encourage pupils to point at the letter, the word and the sentence while listening Step 2: Play the recording again and encourage pupils to listen to and repeat the sound, the word and the sentence. Do this several times until pupils feel confident. Correct their pronunciation where necessary. Step 3: Repeat Steps 1 and 2 with the letter s, the word television and the sentence We watch television on Sundays. 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: Student’s 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: Play the recording for pupils to listen to. Play the recording again for pupils to listen and circle the correct options. Step 3: Tell pupils to swap books with a partner, then check the answers as a class. Write the correct answers on the board. Step 4: Play the recording again for pupils to double-check their answers. Extension: Invite one or two pupils to stand up, listen to and repeat the completed sentences. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s chant. 8 minutes Step 1: Draw pupils’ attention to the lyrics of the chant. Check their comprehension. Step 2: Play the recording all the way through for pupils to listen to the whole chant. Encourage them to listen carefully to the rhythm and pronunciation. Draw pupils’ attention to the sounds of the letters g and s in the words go and television. Step 3: Play the recording, line by line, for pupils to listen and repeat. Correct their pronunciation if necessary. Step 4: Play the recording all the way through for pupils to chant along. Encourage them to clap along while chanting.
9. Extension: Divide the class into two groups to take turns listening to and repeating the chant while the rest of the class claps along. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game - Have pupils listen to a sentence several times, then ask them to find the sound /g/ or /ʒ/ with the given word. Pupils identify the word by throwing the sticky ball. - When pupils answer correctly, the teacher or pupils click to reveal the score for that question. Option 2: Game: Slap the board - Divide pupils into 2 - 3 groups. - Each team sends one representative to the board. Teacher draws two boxes and writes g and s in each box. - Teacher reads a word and the representatives slap the box containing letters g or s according to the sound that they hear. - The first pupil to touch the box gets one point. Option 3: Ask pupils about what they have learnt from the lesson today (- Correctly pronounce the sounds of the letters g and s in isolation, in the words go and television, and in the sentences I go to the cinema on Saturdays. and We watch television on Sundays.)
10. Friday, March 15, 2024 UNIT 15: MY FAMILY’S WEEKENDS Lesson 3 – P 4- 6 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - read a text and decide whether the statements about Ben and his knowledge & family’s Sunday activities are true or false. skills - complete a text about what Mai’s family members do at the weekend by writing the target words in the gaps. - make notes about where pupils’ family members go and what they do at the weekend, and present the results to the class, using the target language. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Feel happy when asking and answering questions about where a family member goes at the weekend II. RESOURCES AND MATERIALS - Student’s book: Page 35 - Teacher’s guide: Pages 220, 221 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 15) - Computer, projector, III. Warm-up and review – Read and tick True or False – Let’s PROCEDURE write – Project – Fun corner and wrap-up Warm-up and review: 5 minutes - Greet the class. Option 1: Game: Catch the sentence (ppt) - Divide the class into 2 or 3 teams. - T calls one pupil from each team to come up to the front. - T explains the rules. - Letters or words will appear then disappear. - Read them quickly, the quicker one gets points for their team.
11. Option 2: - Spend a few minutes revising the previous lesson by having the class say the chant on page 34. - Ask pupils to open their books at page 35 and look at Unit 15, Lesson 3, Activity 4. PRACTICE Activity 4. Read and tick True or False. 5 minutes Step 1: Draw pupils’ attention to the four statements, focusing on the activities of each member of Ben’s family on Sunday. Step 2: Ask pupils to read the text individually first, then in pairs to decide if the statements are true or false. Step 3: Set a time limit for pupils to do the task. Go around the classroom and offer help where necessary. Step 4: Select a few pupils to read their answers in front of the class. Get them to provide reasons for their answers. Then check answers as a class and give explanations where necessary. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers PRODUCTION Activity 5. Let’s write. 10 minutes Step 1: Ask pupils to read the gapped text and fill in the gaps with information about Mai’s family members’ activities. Tell pupils that the gaps in the text focus on Mai’s family members’ activities at the weekend. Check comprehension. Step 2: Have pupils do the first gapped sentence together as an example. Ask them to read the sentence and elicit Mai’s father’s activities. Then have them write an answer, e.g. plays tennis, in the gap. 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. Extension: Invite a few pupils to read their completed texts in front of the class. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRODUCTION Activity 6. Project. 8 minutes Step 1: Tell pupils the goal of the activity. Explain that they have to look at the notes they have prepared at home and present the results to the class. Step 2: Have pupils work in groups of five. Each pupil looks at his / her notes and tells the group about where each member of his / her family goes at the weekend and what each of them does there. Step 3: Invite a few pupils to look at their notes and tell the class about them, e.g. On Sundays, my father goes to the sports centre. He plays tennis. Step 4: Have the rest of the class applaud if pupils perform well. Assessment
12. - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys Fun corner and wrap-up: 5 minutes Option 1: Game: Whisper - Teacher divides the class into groups of 4. - Teachers ask 2 groups to get in 2 lines and stand back to the board. - Teacher asks the first pupil of each line to look at 1 out of 4 pictures and whisper to the next one. - The last one of each line comes to the board and chooses the picture and sticks it on the board. - Change the position of the first pupil and repeat the activities. Option 2: Ask pupils what have you learnt from the lesson today (- Use the words and phrases cinema, shopping centre, sports centre, swimming pool in relation to the topic “My family’s weekends”; - Use Where does he / she go on Saturdays? – He / She goes to the . to ask and answer questions about where someone goes.)