Kế hoạch bài dạy Tiếng Anh 4 - Tuần 3 Năm học 2023-2024 (Lê Thị Xuân)

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 4 - Tuần 3 Năm học 2023-2024 (Lê Thị Xuân)

1. Monday, September 18, 2023 UNIT 1: MY FRIENDS Lesson 2 – P1- 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 (pictures) in which pupils ask and answer skills questions about where someone is 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, PROCEDURE point and say – Let’s talk – Fun corner and wrap-up Warm-up and review: 5 minutes Greet the class. Option 1: - Invite four groups of pupils to the front of the class to take turns singing the song
2. 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. Game: Role play - Call 2 pupils for each turn to come to the board. - 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. Pair work EXPLORATION Activity 1. Look, listen and repeat. 5 minutes Procedure Step 1: Ask pupils to look at Pictures a and b and identify the characters. Check comprehension. Step 2: Ask pupils to look at Picture a. Play the recording for 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 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. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 10 minutes Procedure Step 1: Ask pupils to look at Picture a and identify the boy, the flag and the name of the country. Play the recording for pupils to listen to and repeat the word under the picture in 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.
3. Step 3: Repeat Steps 1 and 2 for Pictures b, c and d. Go around the classroom and offer help where necessary. Step 4: Invite a few pairs to act out the exchanges in front of the class Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Questions & answers PRACTICE Activity 3. Let’s talk. 8 minutes Procedure Step 1: Ask pupils to look at the picture and identify the characters. Ask Who can you see? Where are they from? Remind pupils that Where’s he / she from? – _____. are used to ask and answer questions about where someone is from. 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 to look at the flags on the tents to identify where the pupils come from. Step 3: Invite a few pairs to come to the front of the classroom and act out the roles. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1: Angry birds Game - 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 - 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.
4. Option 3: - 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.) --------------------------------------------------------------------------------------------------------- Tuesday, September 19, 2023 UNIT 1: MY FRIENDS Lesson 2 – P 4-6 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - listen to and understand two communicative contexts in which knowledge & pupils ask and answer questions about where someone comes from skills and tick the correct 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
5. Warm-up and review: 5 minutes Greet the class. Option 1: - Greet the class, then spend a few minutes revising the previous lesson by inviting a few pairs of pupils, holding flag 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: - Have pupils look at some symbols of some countries they 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 Procedure Step 1: Ask pupils to look at Pictures 1a and 1b and identify the characters. Ask Who’s he? and Where’s he from? Draw 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. 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. Extension: If time allows, play the recording, sentence by sentence, for the class to listen to and repeat the dialogues. Correct pronunciation if necessary. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers, Peer correction PRACTICE Activity 5. Look, complete and read. 10 minutes Procedure Step 1: Model the first gapped exchange as an example. Have pupils read the exchange and guess the missing word. Then draw pupils’ attention to the picture and elicit the name of the country that can be used to fill in the gap (Japan).
6. 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 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. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 6. Let’s play. 8 minutes Procedure Step 1: Tell pupils that they are going to revise the target vocabulary items they have learnt in Lessons 1 and 2. Explain how the game is played. Check comprehension. Step 2: Divide pupils into groups of six and give each group a set of five flashcards. One player in each group points to the 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. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1: Game “Among us” - 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 - 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.
7. ------------------------------------------------------------------------------------------------------ Wednesday, September 20, 2023 UNIT 1: MY FRIENDS Lesson 3 – P 1-3 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - correctly pronounce the sounds of the letters a and ia in isolation, knowledge & in the words America and Australia, and in the sentences I’m from skills America. and She’s from Australia. with the correct pronunciation and intonation; - identify the target words America and Australia 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 - 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 14 - Audio tracks 13, 14, 15 - Teacher’s guide: Pages 26, 27, 28 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1) - 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: Sing a song - Invite one or two groups of pupils to come to the front of the class and sing the song Where are you from in Activity 6, Lesson 1. - Ask pupils to open their books at page 14 and look at Unit 1, Lesson 3. Tell them what
8. they will learn in this lesson. Option 2: Hangman game (Review country names) - Divide the class into teams. - Set up the game by drawing a gallow and an underline for each letter in the unknown word. As letters in the word are guessed, write them above the corresponding line. If pupils guess a letter which is not in the wỏd, draw a picture of a person on the gallow – one part for each incorrect letter guess. Most frequently, the person is drawn in 6 parts (for 6 letter guesses) in the order: head, body, left leg, right leg, left arm, right arm. If too many letters which do not appear in the word are guessed, the player is hanged (and loses). KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 5 minutes Procedure Step 1: Have pupils point at the letter a, the word America and the sentence I’m from America. Play the recording for them to listen and repeat in chorus and individually until they feel confident. Correct their pronunciation if 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. Step 3: Repeat Steps 1 and 2 for the letters, the word and the sentence in the second line. Go around the classroom and correct their pronunciation if necessary. Step 4: Have pupils work in pairs or groups, pronounce the sounds, say the words and read the sentences until they feel confident. Assessment - Performance products: Student’s pronunciation - Assessment tools: Observation; Questions & Answers PRACTICE Activity 2. Listen and circle. 10 minutes Procedure 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 the gaps 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 read aloud the completed sentences in front of the class. Go around the classroom and correct their pronunciation where necessary.
9. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys Key: 1. a 2. b 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 sound of the letter a in the word America and in the sentences Mary’s from America. And She’s from America. Check comprehension. Step 2: Play the recording of the first verse for pupils to listen. Play the recording again, linen by line, for pupils to listen and repeat. Draw their attention to the rhythm and pronunciation. Encourage them to clap while chanting. Step 3: Repeat Steps 1 and 2 for the second verse of the chant. Draw pupils’ attention to the sound of the letters ia in the word Australia and in the sentences Ben’s from Australia. and He’s from Australia. Step 4: Play the recording all the way through for pupils to chant and clap along. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1 (Extension): Listen and choose - Introduce 4 new words: Canada, China, India, Cambodia. - Play the audio and the pupils choose the letters a or ia according to the sound that they hear. Option 2: Slap the board - Introduce 4 new words: Canada, China, India, Cambodia. - Divide pupils into 2 or 3 teams. - Each team sends one representative to the board. Teacher draws two boxes and writes a and ia in each box. - Students read a country name and the representatives slap the box containing letters a or ia according to the sound that they hear. - The first pupil to touch the box gets one point. --------------------------------------------------------------------------------------------------- Friday, September 22, 2023 UNIT 1: MY FRIENDS
10. Lesson 3 – P 4-6 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - read and show understanding the sentences by deciding if the knowledge & statements are true or false; skills - complete a gapped text about themselves and their friends; - make pupil cards 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. - 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 15 - Teacher’s guide: Pages 28, 29 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1) - Computer, projector, III. Warm-up and review – Read and tick True or False – Let’s write PROCEDURE – Games – Project Warm-up and review: 5 minutes Greet the class. Option 1: - Greet the class, then invite one or two groups of pupils to the front of the class to say the chant in Lesson 3, Activity 3. The rest of the class may chant and clap along. - Ask pupils to work in pairs, ask and answer the questions Where from? - from Option 2: Backward spelling - T divides class into teams. - Each team takes turns to have a pupil stand in front of the board. - The rest pupils spell the word written by the teacher on the board backwards.
11. - The team that guesses the word first gets 1 point. The team with the most points is the winner. Ex: N-A-P-A-J JAPAN M-A-N-T-E-I-V VIETNAM E-R-O-P-A-G-N-I-S SINGAPORE PRACTICE Activity 4. Read and tick True or False. 5 minutes Procedure Step 1: Tell pupils the goal of the activity and explain that they should read the sentences and tick True or False. Check comprehension. Step 2: Do Sentence 1 as an example. First, have pupils read the sentence and identify Minh’s age. Then have them read the text and find the correct information to tick the appropriate box. 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 and the sentences in front of the class. You may ask pupils to correct the false sentences if necessary. Assessment - Performance products: Pupil’s answers - Assessment tools: Observation; Questions & Answers, Peer correction PRODUCTION Activity 5. Let’s write. 8 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 their names and age(s), their friends’ names and where they are from. Check comprehension. Step 2: Have pupils do the first gapped sentence together as an example. Ask them to read the sentence and elicit the names. Then have them write their names 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 before checking as a class. Extension: Invite one or two pupils to read their completed texts in front of the class.
12. Assessment - Performance products: Pupil's answer - Assessment tools: Observation; Answer keys Games: 5 minutes Option 1: Game Find the treasure - 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: Hot potato - Teacher prepares a small ball and some cards with a name, a number (age) and a country on them. - Teacher plays the music and pupils start to pass the ball. The pupil who holds the ball when the music stops picks a card and makes sentences: is years old. She is from Linda/ 8 / Britain Linda is eight years old. She is from Britain. PRODUCTION Activity 6. Project 10 minutes Step 1: Tell pupils the goal of the activity. Explain that they have to show the two pupil cards that they have prepared at home and present them to the class. Step 2: Have pupils work in groups of five. Each pupil shows his / her pupil cards and tells the group about them, e.g. This is Alice. She’s nine years old. She’s from Britain. And this is Bob. He’s ten years old. He’s from Australia. Go around the classroom and offer help if necessary. Step 3: Invite a few pupils to show their cards and tell the class about them, e.g. Hi. My name’s Lan. I’m from Viet Nam. This is Alice. She’s nine years old. She’s from Britain. And this is Bob. He’s ten years old. He’s from Australia. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation