Kế hoạch bài dạy Tiếng Anh 4 - Tuần 32 Năm học 2023-2024 (Lê Thị Xuân)

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 4 - Tuần 32 Năm học 2023-2024 (Lê Thị Xuân)

1. Monday, April 15, 2024 UNIT 18: AT THE SHOPPING CENTRE Lesson 1 – P 4-6 I. OBJECTIVES By the end of the unit, pupils will be able to: Language knowledge & skills – use the words behind, between, near, opposite, gift shop, skirt, T-shirt, dong and thousand in relation to the topic “At the shopping centre”; use Where’s the bookshop? – It’s . to ask and answer questions about locations; listen to and demonstrate understanding of simple communicative contexts in relation to the topic “At the shopping centre”; read and write about locations; Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - use appropriate gestures and intonation when talking about locations of some places in a shopping center. II. RESOURCES AND MATERIALS - Student’s book: Page 53 - Teacher’s guide: Pages 256, 257 - Website hoclieu.vn - Flash cards/ pictures and posters - Computer, projector, III. Warm-up and review – Listen and tick– Look, complete and PROCEDURE read – Let’s sing – Fun corner and wrap-up Warm-up and review: 5 minutes - Greet the class. Option 1: Game: Lucky number - Divide the class into 2 teams (boys and girls). Each team takes turns to choose a number. They need to ask and answer with the picture corresponding to that number to get points. - The group with more points at the end of the game will be the winner. - Praise the winner, encourage the other team. Option 2: Game: Slap the board - T divides the class into 2 teams: BOYS and GIRLS. - T shows a picture, 1 boy and 1 girl from each team come to the board, look at the
2. sentence under the picture and choose the best words to make correct sentences (Pupils slap the words on the board). EXPLORATION Activity 1. Listen and tick. 5 minutes Step 1: Have pupils look at Activity 4. Ask them How many pairs of pictures are there? and What can you see in each picture? Draw pupils’ attention to the boxes in the corners of the pictures. Check their comprehension. Step 2: Have pupils look at Pictures 1a and 1b. Get them to talk about the differences between the two pictures. Play the recording of the first dialogue. Then play the recording again for pupils to listen and tick the correct picture. Step 3: Repeat Step 2 with Pictures 2a and 2b. Have pupils swap their books with a partner and check the answers. Correct the answers as a class. Extension: If there is enough time, play the recording, sentence by sentence, for pupils to listen and repeat individually and in chorus. Correct their pronunciation if necessary. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 2. Look, complete and read. 10 minutes Step 1: Ask pupils to look at the pictures and identify the locations of shops in them. Step 2: Ask pupils to look at the incomplete exchanges. Draw their attention to the missing words in the sentences. Encourage pupils to guess the missing words. Step 3: Model Exchange 1. Have them look at the picture and identify the location. Have pupils look at the exchange. Ask them what is missing in the answer (near). Then have them complete the gap with the word (near). Repeat the same procedure with Pictures 2, 3 and 4. Step 4: Get pupils to complete the exchanges individually, then ask a few pairs to read them aloud. Check their answers, and give corrections and feedback where necessary. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s play. 8 minutes
3. Step 1: Have pupils read the lyrics to familiarise themselves with the questions and answers. Check comprehension and give feedback. Step 2: Have pupils listen to the whole song, drawing their attention to the pronunciation, the rhythm and the melody. Step 3: Play the recording of the song once or twice for pupils to listen and repeat, line after line, and do related actions. Step 4: When pupils feel confident and are 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: Using sachmem.vn, have pupils look at the words in the picture and repeat after the recording. Option 2: Game: Look and choose! Divide the class into teams. Each team will place a question with an image and a color. The teacher will open the corresponding box. Option 3: The teacher asks the student: "Which one do you choose?" The student chooses for example 1A. The student answers the teacher's question related to the lesson. The teacher clicks on the corresponding image and the student receives points. Bomb or explosive: lose points. Smiley face/crying: -3 points. Green gem: +1 point. Purple gem: +5 points. Trophy: 10 points.
4. Tuesday, April 16, 2024 UNIT 18: AT THE SHOPPING CENTRE Lesson 2 – Period 3 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills – use the words behind, between, near, opposite, gift shop, skirt, T-shirt, dong and thousand in relation to the topic “At the shopping centre”; – use How much is the ____? – It’s ____. to ask and answer questions about prices; – listen to and demonstrate understanding of simple communicative contexts in relation to the topic “At the shopping centre”; – read and write about locations and prices; Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - use appropriate gestures and intonation when talking about prices. II. RESOURCES AND MATERIALS - Student’s book: Page 54 - Teacher’s guide: Pages 258, 259, 260 - Website hoclieu.vn - Flash cards/ pictures and posters - Computer, projector, III. Warm-up - Look, listen and repeat - Listen, point and say - Let’s PROCEDURE talk. Warm-up and review: 5 minutes
5. Greet the class. Option1: - Spend a few minutes revising Lesson 1 by singing the song Where’s the bookshop? - Ask pupils to open their books at page 54 and look at Unit 18, Lesson 2, Activity 1. Tell pupils what they will learn in this lesson. Option 2: - Divide the class into pairs, give each pair a set of YES/ NO cards ( or ss can write YES/NO on a piece of paper) - Ss read, look at the picture and guess if the sentences are correct or not, then show YES/NO cards. - Each pair gets 1 point for a correct answer. The pair with the most points will be the winner. EXPLORATION Activity 1. Look, listen and repeat. Step 1: Ask pupils to look at Pictures a and b, and identify the characters in the pictures. Ask them to tell what they can see in the backgrounds of the pictures. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen to the conversation a few 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 classroom to listen to and repeat the sentences in the recording. Give corrections and feedback where necessary. Step 5: Draw pupils’ attention to the questions How much is the T-shirt? and How much is the skirt?, and the answers It’s sixty thousand dong. and It’s seventy thousand dong. Tell pupils that they are used to ask and answer questions about prices. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say.
6. Step 1: Have pupils point at Picture a, listen to the recording and repeat the word and phrase pen / twenty thousand dong. Repeat the same procedure with Pictures b, c and d. Have the class repeat the words and phrases a few times. Step 2: Point at the speech bubbles and Picture a again and have pupils listen to and repeat after the recording (How much is the pen? – It’s twenty thousand dong.). Have the class repeat the question and answer a few times. Repeat the same procedure with Pictures b, c and d. Step 3: Divide the class into two groups to take turns repeating the questions and the answers until they feel confident. Step 4: Have pairs practise asking and answering the questions and answers with the pictures. Then, 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 ;questions & answers PRACTICE Activity 3. Let’s talk. Step 1: Draw pupils’ attention to the picture and elicit the words or phrases used to describe prices. Step 2: Elicit the missing words in the first bubble. Ask pupils to look at the second bubble and identify what the answer should be. Give an example conversation, e.g. How much is the T-shirt? – It’s fifty thousand dong. Get pupils to repeat the question and the answer several times. Step 3: Have pairs practise asking and answering the questions about the prices of the items in the picture. Go around the classroom to observe and provide help. Step 4: 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 interaction and performance - Assessment tools: Observation; questions & answers Fun corner and wrap-up: 5 minutes Option 1: play the Let’s go shopping game (PPT) - Divide the class into 2 teams.
7. - Pupils from each team choose an object they want to buy, then answer the question. If the pupils answer correctly, they get the points (coins) for that question to buy that object. - After 6 numbers, the team with the most points is the winner. Option 2: - Ask students to answer the following questions: What have you learnt from the lesson today? (use the words behind, between, near, opposite, gift shop, skirt, T-shirt, dong and thousand in relation to the topic “At the shopping centre”)
8. Wednesday, April 17, 2024 UNIT 18: AT THE SHOPPING CENTRE Lesson 2 – Period 4 I. OBJECTIVES By the end of the unit, pupils will be able to: – use How much is the ? – It’s . to ask and answer questions about prices; – listen to and demonstrate understanding of simple communicative contexts in relation to the topic “At the shopping centre”; – read and write about locations and prices Language knowledge & skills – use How much is the ? – It’s . to ask and answer questions about prices; – dictate some sentences about prices (e.g. How much is the skirt? – It’s fifty thousand dong.) and ask pupils to write them down. Let them work in pairs or groups to correct each other’s work. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - use appropriate gestures and intonation when talking about prices. II. RESOURCES AND MATERIALS - Student’s book: Page 55 - Teacher’s guide: Pages 260, 261 - Website hoclieu.vn - Flash cards/ pictures and posters - Computer, projector, III. Warm-up and review – Listen and number – Look, complete PROCEDURE and read– Let’s play Warm-up and review: 5 minutes - Greet the class. 1. Option 1: Game: Who’s faster? - Pupils look at the screen
9. - They look, read and say the number - If they have the answers they can raise their hands to give the answers 2. Option 2: Say the chant on page 50 - Ask pupils to open their books at page 50 and look at Activity 3. - Ask pupils to chant and do the actions in Unit 17, Lesson 3 in groups. - Give points to the groups and encourage them. EXPLORATION Activity 1. Listen and number. 5 minutes Step 1: Have pupils look at Activity 4. Ask them How many pictures are there? and What can you see in each picture? Draw pupils’ attention to the boxes in the corners of the pictures. Check their comprehension. Step 2: Play the recording of the first dialogue. Tell pupils that they will need to listen for the items and the prices. Have pupils identify the correct picture and write the number in the box (1.c). Play the recording again for pupils to listen and do the task. Repeat the same procedure with the other dialogues. Step 3: Have pupils swap their books with a partner and check the answers. Check answers as a class. 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 where necessary. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers, Peer correction KNOWLEDGE CONSTRUCTION Activity 2. Look, complete and read. 10 minutes Step 1: Have pupils look at the picture in Question 1 and prompt them to ask and answer questions about the items and their prices. Step 2: Give pupils one to two minutes to complete the gaps in Dialogue 1, then have them compare their answers in pairs. Monitor and help where necessary. Step 3: Go through the answers with the class. Ask some pairs to read the dialogue aloud. Step 4: Repeat the same procedure with Question 2. Encourage pupils to make use of the picture cues to fill the gaps.
10. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; answer keys PRACTICE Activity 3. Let’s play. 8 minutes Step 1: Tell pupils that they are going to guess the prices of some items as quickly as possible. There will be clues to help them guess. Step 2: Put a picture card (for example, of a school bag) on the board. Write a price range as a clue to help pupils guess the price (e.g. 50.000đ – 60.000đ). Write the correct price on a piece of paper (e.g. 55.000đ). Ask How much is the school bag? Invite some pupils to guess the correct price. If anyone guesses correctly, show the class the piece of paper. Ask the class to read the price. Step 3: Play the game several times with different items. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; questions & answers Fun corner and wrap-up: 5 minutes 1. Option 1: Fun Game: • Divide the class into 2 teams: Boys and Girls • Pupils take turns to 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. Option 2: Game: Bang! Materials: A small piece of paper, a shoe box or a coffee can. - Write words on pieces of paper and fold them in half. Also add a few cards written "BANG!". - Pupils take turns picking cards. If they read the word correctly, they get to keep the word. If they draw a BANG!, they have to yell BANG! and then return all their cards (except the BANG! card) to the can/box. Option 3: Group race. - Pupils work in groups. Each group has a set of questions related to the topics from Unit 6 - 10. - Pupils ask and answer the questions in groups. - The fastest group to finish all the questions is the winner.
11. Friday, April 19, 2024 UNIT 18: At the shopping centre Lesson 3 – Period 5 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills - correctly pronounce the two-syllable words be'hind and be'tween with the stress on the second syllable in isolation and in the sentences The bakery is be'hind the bookshop. and The bakery is be'tween the bookshop and the sports shop.; – use the words behind, between, near, opposite, gift shop, skirt, T-shirt, dong and thousand in relation to the topic “At the shopping centre”; – use Where’s the bookshop? – It’s ____. to ask and answer questions about locations. – listen to and demonstrate understanding of simple communicative contexts in relation to the topic “At the shopping centre” Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform listening tasks. Attributes - - use appropriate gestures and intonation when talking about locations. II. RESOURCES AND MATERIALS - Student’s book: Page 56 - Teacher’s guide: Pages 262, 263, 264 - Website hoclieu.vn++ - Flash cards/ pictures and posters (Unit 18) - Computer, projector, III. Warm-up and review – Listen and repeat –Listen and circle– PROCEDURE Let’s chant 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 game Guess the price!
12. – Ask pupils to open their books at page 56 and look at Unit 18, Lesson 3, Activity 1. –Tell pupils what they will learn in this lesson. Option 2: Review locations – T shows a map on the screen and gives students to look and remember. – Ask students to read and answer the questions about locations in the map. EXPLORATION Activity 1. Listen and repeat. Step 1: Have pupils look at the word be'hind, listen to the recording and repeat the word until they feel confident. Correct their pronunciation if necessary. Step 2: Get pupils to point to the sentence The bakery is be'hind the bookshop., 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. Correct their pronunciation if necessary. Step 3: Repeat Steps 1 and 2 with the word be'tween and the sentence “The bakery is be'tween the bookshop and the sports shop”. Step 4: Give pupils a time limit to practise pronouncing the words and reading the sentences in pairs or groups. Assessment - Performance products: Student’s pronunciation and intonation. - Assessment tools: Observation; KNOWLEDGE CONSTRUCTION Activity 2. Listen and circle Step 1: Have pupils read the gapped sentences. Explain that they have to listen to the recording and circle the correct options to complete the sentences. Check their comprehension. Step 2: Play the recording for pupils to listen and circle the correct options. Then get pupils to swap their books and check the answers in pairs or groups. Correct the answers if necessary. Step 3: Invite a few pupils to read the two completed sentences in front of the class. Remind them how to stress the target language. Assessment - Performance products: Student's talks and interaction, studens’ answers - Assessment tools: Observation; answer keys PRACTICE
13. Activity 3. Let’s chant Step 1: Have pupils scan the first verse of the chant. Draw pupils’ attention to the word behind and the sentence It’s behind the bookshop. Check pupils’ understanding of the chant. Step 2: Play the recording for pupils to listen to and repeat the first verse, line by line. Show them how to chant and clap hands. Step 3: Play the recording of the first verse again for pupils to do choral and individual repetition. Step 4: Repeat Steps 1 to 3 for the second verse of the chant. Draw pupils’ attention to the word between and the sentence It’s between the bookshop and the pet shop. Go around the classroom and offer help to pupils who find it difficult. Extension: If there is enough time, split the class into two groups to practise chanting and clapping their hands. Each of the groups should say one verse of the chant. Then select some groups to go to the front of the class to chant and clap their hands. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Wrap up: 5 mins Option 1: -Teacher asks students to chant like a robot. - Teachers ask students to chant like a chipmunk. - Teachers ask students to chant like a chipmunk and robot. (The sentences highlighted with pink are chanted with a robot’s voice. The sentences highlighted with yellow is chanted with chipmunk’s voice Option 2: Game: Pass the ball - Divide the class into 3 teams. - Each team has 1 sticky ball. - Play the music, pupils in each team take turns passing the ball. After the music ends, 3 pupils who have the balls will stand up and say the model sentences. Option 3: - Ask students to answer the following questions: What have you learnt from the lesson today? (use the words behind, between, near, opposite, in relation to the topic “At the shopping centre”)