Kế hoạch bài dạy Tiếng Anh 4 - Tuần 28 Năm học 2023-2024 (Lê Thị Xuân)

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 4 - Tuần 28 Năm học 2023-2024 (Lê Thị Xuân)

1. Monday, March 18, 2024 REVIEW 3: FUN TIME Lesson 1 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – correctly use the following sentence patterns: knowledge & ● Where do you live? – I live ____. skills ● What’s the ____ like? – It’s ____. ● What does he / she do? – He’s / She’s ____. ● Where does he / she work? – He / She works ____. ● What does he / she look like? – He’s / She’s ____. ● What does he / she look like? – He / She has ____. ● When do you watch TV? – I watch TV ____. ● What do you do in the morning? – I ____. ● Where does he / she go on Saturdays? – He / She goes to the ____. ● What does he / she do on Sundays? – He / She ____. – take part in fun activities to apply their language knowledge and competences. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks II. RESOURCES AND MATERIALS - Student’s book: Page 36 - Audio tracks 51 - Teacher’s guide: Pages 202,203 - Website hoclieu.vn - Flash cards/ pictures and posters - Computer, projector, III. Warm-up - Review – Listen and number – Ask and answer –Fun PROCEDURE corner and wrap-up Procedure Teacher’s and pupils’ activities Interaction N o
2. t e Warm-up and review: 5 minutes - Greet the class. – Spend a few minutes revising Unit 15 by having pupils Whole sing the song Where do they go on Saturdays? on page 31 class/ and / or say the chant on page 34. Individual – Ask pupils to open their books at page 36 and look at work Review 3. Tell them what they will learn in this unit. Activity 1. Listen and number. 10 minutes a. Goal To listen to and understand four communicative contexts and number the correct pictures. b. Input Picture cues: a. a farmer b. a man playing tennis c. a busy street d. a tall boy Audio script: 1. A: What’s the street like? B: It’s a busy street. 2. A: What does he do? B: He’s a farmer. 3. A: What does your brother look like? B: He’s tall. 4. A: What does your father do on Sundays? B: He plays tennis. c. Outcome Pupils can listen to and understand five communicative contexts and number the correct pictures. Key: 1. c 2. a 3. d 4. b d. Procedure Step 1: Draw pupils’ attention to Pictures a, b, c and d. Elicit Whole what is shown in each picture (See Input). Check class comprehension. Step 2: Play the recording for Question a. Play the recording again for pupils to do the task. Play the recording a third time Individual to give pupils another listening opportunity if needed. work Step 3: Repeat Step 2 for the rest of the pictures.
3. Step 4: Get pupils to swap books with a partner, then check Whole answers as a class. Write the correct answers on the board. class Step 5: Play the recording for pupils to double-check their answers. Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat in chorus. Correct their pronunciation where necessary. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers Activity 2. Ask and answer. 10 minutes a. Goal To ask and answer questions using picture cues. b. Input – Four questions for pupils to ask and answer – Four pictures c. Outcome Pupils can ask and answer questions using picture cues. d. Procedure Step 1: Draw pupils’ attention to the first picture. Get them Whole to look at Mary’s thought bubble to identify what the girl class looks like. Check comprehension. Individual Step 2: Draw pupils’ attention to Nam’s question (What work does your sister look like?). Have pupils look at the girl in Mary’s thought bubble to answer the question. Whole Step 3: Repeat Steps 1 and 2 with the rest of the pictures. class/ Step 4: Have pupils work in pairs to role-play the four Individual exchanges. Go around the classroom to monitor the activity. work Extension: Invite some pairs of pupils to stand up and take it in turns to role-play the target exchanges. e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; Answer keys Fun corner and wrap-up: 10 minutes Option 1: play Review Game (PPT) - Divide the class into 2 or 4 teams. - T reminds pupils of 4 topics (Jobs, Appearance, Daily Whole activities, My family’s weekend) they will review in this class/Team lesson.
4. - T calls 1 pupil from each team choose a topic and the points they want to get. Then, they answer the questions. If the pupil answers correctly, they will get the chosen points for that question. Whole class/ - After 16 numbers, the team with the most points is the Individual winner. work Option 2: Wrap up - Ask students to answer the following questions: What have you learnt from the lesson today? Review Units 11-15: My home, Jobs, Appearance, Daily activities, My family’s weekend.
5. Tuesday, March 19, 2024 REVIEW 3: FUN TIME Lesson 2 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – correctly use the following sentence patterns: knowledge & ● Where do you live? – I live ____. skills ● What’s the ____ like? – It’s ____. ● What does he / she do? – He’s / She’s ____. ● Where does he / she work? – He / She works ____. ● What does he / she look like? – He’s / She’s ____. ● What does he / she look like? – He / She has ____. ● When do you watch TV? – I watch TV ____. ● What do you do in the morning? – I ____. ● Where does he / she go on Saturdays? – He / She goes to the ____. ● What does he / she do on Sundays? – He / She ____. – take part in fun activities to apply their language knowledge and competences. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks II. RESOURCES AND MATERIALS - Student’s book: Page 37 - Teacher’s guide: Pages 204,205 - Website hoclieu.vn - Flash cards/ pictures and posters - Computer, projector, III. Warm-up and review– Read and match- Read and complete – Let’s PROCEDURE write–Fun corner and wrap-up N Procedure Teacher’s and pupils’ activities Interaction o te Warm-up and review: 5 minutes
6. - Greet the class. *Option 1: Play a game Whole - Everyone stands up. class/ Individual - One person reads the word or sentence on the screen. work - Then, the next person goes. - If Billy is struck by lightning when you’re reading, you’re out (sit down). - The last person standing is the winner! * Option 2: Game Spend a few minutes revising Units 11 to 15 by having pupils play a game (e.g. Whispering, Guessing game, Tic- tac-toe) using language learnt in these units. – Ask pupils to open their books at page 37 and look at Review 3, Activity 3. Tell them what they will learn in this unit. Activity 3.Read and match. 10 minutes a. Goal To read and match pairs of target sentence patterns b. Input Five pairs of sentence patterns, which together form simple exchanges between two pupils c. Outcome Pupils can read and match pairs of target sentence patterns. Key: 1. d 2. a 3. e 4. c 5. b d. Procedure Step 1: Draw pupils’ attention to the sentences. Tell them Whole about this activity. Point at Sentence 1, elicit the answer and class give feedback. Draw a line to match Sentence 1 with the letter d. Step 2: Give pupils time to do the task individually. Go Individual around the classroom to offer support. work Step 3: Get pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board. Extension: Invite some pairs of pupils to stand up and read the matched exchanges aloud. Whole class
7. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers Activity 4. Read and complete. 10 minutes a. Goal To read and show understanding of a text by completing the gaps. b. Input A gapped paragraph with five word cues to complete c. Outcome Pupils can read and complete the gapped paragraph. Key: 1. factory 2. slim 3. works 4. pupil 5. watch d. Procedure Step 1: Draw pupils’ attention to the words in the box and the Whole paragraph. Point at the first gapped sentence and have pupils class read it aloud as a class. Elicit the missing word and give Individual feedback. Complete the sentence and get pupils to read the work completed sentence in chorus. Step 2: Give pupils time to do the task individually. Go Whole around the classroom to offer support where necessary. class/ Step 3: Get pupils to swap books with a partner, then check Individual answers as a class. Write the correct answers on the board. work Extension: Invite a few pupils to stand up and read the completed paragraph aloud. e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; Answer keys Activity 5: Let’s write 5 minutes a. Goal To use the target language to complete a gapped paragraph using a picture cue. b. Input – A short text with gapped sentences to complete. – A picture cue. c. Outcome Pupils can use the target language to complete a gapped paragraph using a picture cue. Key: 1. cooks meals 2. cleans the floor 3. washes the dishes 4. clean the table
8. d. Procedure Step 1: Tell the class the goal of this activity: to read the gapped text and fill in the gaps using the picture cue. Check comprehension. Step 2: Write the sentence with the first gap on the board: My father ____. Ask pupils to point at the father in the picture and encourage pupils to say what he does on Sundays (cooks meals). Give pupils time to write the answers. Step 3: Repeat Step 2 for the other gaps. Step 4: If time allows, invite a few pupils to read the paragraph they have completed in front of the class. e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; Answer keys Fun corner and wrap-up: 10 minutes Option 1: play Review Game (PPT) - Divide the class into 2 or 4 teams. - T reminds pupils of 4 topics (Jobs, Appearance, Daily Whole activities, My family’s weekend) they will review in this class/Team lesson. - T/Pupil spins the wheel, answers a question from the teacher and gets points. - The team with the most points is the winner. Whole Option 2: Wrap up class/ - Ask students to answer the following questions: Individual What have you learnt from the lesson today? work Review Units 11-15: My home, Jobs, Appearance, Daily activities, My family’s weekend.
9. Wednesday, March 20, 2024 REVIEW 3 Period 3 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language Correctly use the following sentence patterns: knowledge & - Where do you live? – I live ____. skills - What’s the ____ like? – It’s ____. - What does he / she do? – He’s / She’s ____. - Where does he / she work? – He / She works ____. - What does he / she look like? – He’s / She’s ____. - What does he / she look like? – He / She has ____. O - When do you watch TV? – I watch TV ____. - What do you do in the morning? – I ____. - Where does he / she go on Saturdays? – He / She goes to the ____. - What does he / she do on Sundays? – He / She ____. - take part in extension activities to apply their language knowledge and competences. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform listening tasks. II. RESOURCES AND MATERIALS - Student’s book: Page 39 - Teacher’s guide: Pages 226, 227 - Website hoclieu.vn++ - Flash cards/ pictures and posters (Review 3) - Computer, projector, III. Warm-up and review – Read and tick True or False –Let’s write– PROCEDURE Games – Project N Procedure Teacher’s and pupils’ activities Interaction o te
10. Warm-up and review: 5 minutes Greet the class. Option 1: – Greet the class. Have pupils sing any of the songs from Whole Units 11 to 15. Praise pupils and get the class to cheer or class/ clap their hands. Individual – Ask pupils to open their books at page 38 and look at work Extension activities, Activity 1. Option 2: (powerpoint) –Have students look at the screen, read and choose the correct picture. Individual EXPLORATION Activity 1. Work in pairs. Take turns to describe and draw a family member. a. Goal – To correctly describe the appearance of a family member for a partner to draw. b. Input – A picture showing a girl describing her mum for a boy to draw – Speech bubble: My mum is tall. She has long, brown hair. She has a round face and blue eyes. c. Outcome Pupils can correctly describe the appearance of a family member for a partner to draw. d. Procedure Step 1: Draw pupils’ attention to the picture. Ask: What is the girl / boy doing? When pupils answer correctly, Whole confirm the answers: The girl is describing her mum. / class The boy is drawing the girl's mum. Step 2: Write the following prompts on the board: tall or Whole short ?, hair?, face?, eyes? Tell pupils to choose a family class member and think about how he or she looks. Step 3: Put pupils into pairs. Tell pupils that they should take it in turns to describe a family member for their Pair work partner to draw. They have five minutes. Remind them to call out “Swap!” when they finish. Step 4: When all the pupils have had a turn, tell them to swap their drawings with their partners.
11. e. - Performance products: Student’s talk and pictures. Assessment - Assessment tools: Observation; Questions & Answers, Peer correction KNOWLEDGE CONSTRUCTION Activity 2. Tell the class about your partner’s family member. a. Goal To correctly describe the appearance of someone’s family member. b. Input – A picture showing a girl holding the drawing of her mum that her partner has drawn, and the boy describing her mum to the class – Speech bubbles: She’s tall. She has long, brown hair c. Outcome Pupils can correctly describe the appearance of someone’s family member. d. Procedure Step 1: Draw pupils’ attention to the picture. Ask: What is Whole the boy doing?. When pupils answer correctly, confirm the class answer: He is describing the girl’s mum. Step 2: Nominate a few pairs to come to the front of the Pair work class and share their drawings and descriptions with the class. This step could also be done in small groups so that every pair has a chance to share. e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; PROJECT Activity 3. Read and match. Then say what the animals are. a. Goal To read and match four descriptions with four pictures of animals, then say what the animals in the pictures are. b. Input – Four descriptions for the animals on the left. – Four pictures showing: a monkey, a fish, an elephant and a parrot c. Outcome Pupils can read and match four descriptions with four pictures of animals, then say what the animals in the pictures are. Key: 1. c 2. d 3. a 4. b 1. It’s an elephant. 2. It’s a parrot. 3. It’s a monkey. 4. It’s a fish d. Procedure Step 1: Draw pupils’ attention to Description 1 and read it Group as a class. Explain any new words. Check comprehension. work/ Pair work Step 2: Ask pupils to look at the pictures on the right and elicit the answer. Get them to read the sentences in
12. Description 1 again and draw a line to match it to the correct picture (Picture c) Pair work Step 3: Repeat Steps 1 and 2 with the other three descriptions. Go around the classroom to offer support where necessary. Group Step 4: Get pupils to swap books with a partner, then work/ Pair check answers as a class. Write the correct answers on the work board for pupils to correct their answers. Step 5: Have pupils say the names of the animals in the pictures by asking them questions, e.g. What is it? or What can you see in the picture? e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Games: 5 minutes Option 1: Game “Jeopardy” -Teacher divides the class into 3 teams. -Each team takes turns to choose the flag and answer the question. -The team that has more points is the winner. Option 2: –Teacher gives each student a piece of paper. Students write 3 sentences to describe a classmate in three minutes. Teacher collects all the pieces of paper and puts them in a box. –Students take turns to pick a piece of paper, read and guess who is he/she. Option 3: - Ask students to answer the following questions: What have you learnt from the lesson today? Review Units 11-15: My home, Jobs, Appearance, Daily activities, My family’s weekend.
13. Friday, March 22, 2024 UNIT 16: WEATHER 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 focusing on asking and answering questions about the weather in skills the past. – correctly say the words and use What was the weather like last weekend? – It was _____. to ask and answer questions about the weather in the past. – enhance the correct use of What was the weather like yesterday? – It was _____. to ask and answer questions about the weather in a freer context. Competences – Communication and collaboration: work in pairs and groups to complete the learning tasks Attributes – Self-control & independent learning: perform listening tasks II. RESOURCES AND MATERIALS - Student’s book: 40 page - Audio tracks 52, 53 - Teacher’s guide: Pages 228 - 230 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 16) - Computer, projector, III. Warm-up and review – Look, listen and repeat – Listen, point and say PROCEDURE – Let’s talk – Fun corner and wrap-up No Procedure Teacher’s and pupils’ activities Interaction te Warm-up and review: 5 minutes Greet the class and encourage pupils to respond to the greeting. Whole Option 1: Have some pupils say the chant from Lesson 3 of class/ Unit 15. Praise them and get the class to cheer or clap if they Individual do a good job. work Option 2: ppt
14. EXPLORATION Activity 1. Look, listen and repeat. 5 minutes a. Goal To understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about the weather in the past. b. Input – Context a: Mary: Hi, Minh. Where were you last weekend? Minh: I was in Sa Pa. Mary: Great! I like Sa Pa. – Context b: Mary: What was the weather like in Sa Pa? Minh: It was sunny. c. Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about the weather in the past d. Procedure Step 1: Have pupils look at Pictures a and b and identify the characters in the pictures. Whole Step 2: Ask pupils to look at Picture a. Play the recording class/ for them to listen. Play the recording again, sentence by Individual sentence, for pupils to listen and repeat individually and in work chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b. Step 3: Invite a few pairs to the front of the classroom to Pair work listen to and repeat the sentences in the recording. Step 4: Draw pupils’ attention to the question What was the Whole weather like in Sa Pa? and the answer It was sunny. Tell class pupils that they are used to ask and answer questions about the weather in the past. e. - Performance products: Pupils’ 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 What was the weather like last weekend? – It was _____. to ask and answer questions about the weather in the past.
15. b. Input – Picture cues: a. a rainy weather icon b. a windy weather icon c. a sunny weather icon d. a cloudy weather icon – Speech bubbles: What was the weather like last weekend? – It was _____. Audio script: a. rainy b. windy c. sunny d. cloudy a. A: What was the weather like last weekend? B: It was rainy. b. A: What was the weather like last weekend? B: It was windy. c. A: What was the weather like last weekend? B: It was sunny. d. A: What was the weather like last weekend? B: It was cloudy. c. Outcome Pupils can correctly say the words and use What was the weather like last weekend? – It was _____. to ask and answer questions about the weather in the past. d. Procedure Step 1: Have pupils look at the pictures and elicit the weather Whole in each picture. class/ Step 2: Have pupils point at Picture a (rainy weather), listen Individual to the recording and repeat the word (rainy). Repeat the same work procedure with the other three pictures. Have pupils repeat the words a few times. Check comprehension. Step 3: Point at the first bubble and have pupils listen to and repeat after the recording (What was the weather like last weekend?). Point at Picture a and have pupils listen to and repeat after the recording (It was rainy.). Repeat the same procedure with the other three pictures. Step 4: Have some pairs of pupils practise asking and answering the question What was the weather like last Pair work weekend? – It was _____. Step 5: Invite a few pairs to point at the pictures and say the Whole questions and answers in front of the class. class/ Pair work e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 3. Let’s talk. 8 minutes a. Goal To enhance the correct use of What was the weather like yesterday? – It was _____. to ask and answer questions about the weather in a freer context.
16. b. Input – Picture cue: a weather chart showing the weather in four different places – Speech bubbles: What was the weather like yesterday? – _____. c. Outcome Pupils can enhance the correct use of What’s your favourite subject? – _____. to ask and answer questions about some’s favourite subject in a freer context. d. Procedure Step 1: Draw pupils’ attention to the picture. Have them look Whole at the weather icons and identify the weather in each place. class/ Check comprehension. Individual Step 2: Elicit the missing words in the second speech bubble work and write them on the board. Get pupils to say the completed sentences. Step 3: Have pupils look at the bubbles to understand how the sentence pattern is used. Have pupils role-play to practise asking the questions and giving their answers in pairs, using the picture cue. Make sure pupils understand the structure and say it with the right pronunciation and intonation. Go around to observe and provide help. Step 4: Invite some pairs of pupils to practise asking and answering questions in front of the class. Praise them if they Pair work perform well. e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Option 1: ppt Option 2: play the online game from Whole interactive-game-for-esl-teaching/ class Option 3: Miming Game Divide pupils into groups One pupil acts to show his favourite weather, he/she is not allowed to say or write but acts or uses body language. Groups get more answers win and get stickers Change and give the miming pupil cues if necessary. Preparation for the project: Ask pupils to prepare for the project on page 61 by doing a survey on their favourite subjects and the reasons why they like these subjects as homework so that they can present the results at Project time.