Kế hoạch bài dạy Tiếng Anh 4 - Tuần 33 Năm học 2023-2024 (Lê Thị Xuân)

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 4 - Tuần 33 Năm học 2023-2024 (Lê Thị Xuân)

1. UNIT 18: AT THE SHOPPING CENTRE Lesson 3 – Period 6 I. OBJECTIVES By the end of the unit, 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. – 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; – make a shopping list and use it to practise talking about locations and prices in the classroom at Project time. 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 57 - Teacher’s guide: Pages 265, 266 - Website hoclieu.vn - Flash cards/ pictures and posters - Computer, projector, III. PROCEDURE Warm-up - Review – Read and complete – Let’s write – Project
2. Warm-up: 5 minutes - Greet the class. Option 1: Chant and do activities - Spend a few minutes revising the previous lesson by asking pupils to say the chant on page 56. - Give points to the groups and encourage them. Option 2: Game: I spy Teacher says "I spy with my little eye something that begins with B". Pupils try to guess the object (e.g. book). Colours are a good alternative (E.g. I spy with my little eye something that is red). EXPLORATION Activity 4. Read and complete. 5 minutes Step 1: Have pupils look at the table of gapped information and guess what the missing information is, and what the paragraph is about. Encourage pupils to talk about their guesses. Step 2: Ask pupils to read through the paragraph once or twice. Step 3: Ask pupils to look at the first gap in the table and encourage them to make a question for it (e.g. What is at the bookshop?). Help pupils find out the correct answer (book). Repeat the same procedure with the other gaps. Allow pupils to do the activity independently. Go around the classroom and offer help where necessary. Step 4: Have pupils swap their books with a partner and check the answers. Select a few pupils to read their answers in front of the class. Check their answers. Give corrections and feedback where necessary. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 2. Let’s write. 10 minutes Step 1: Ask pupils to read the title, the given sentence and the questions, then look at the picture to get ideas for their writing. Step 2: First, have pupils read the guiding sentence. Then ask them to look at the picture to write a sentence about the location of the clothes shop. Next, let them write the answer to the question about the price of the skirt. After that, let them write sentences about the gift shop and the price of the pen.
3. Step 3: Set a time limit for pupils to write the paragraph independently. Go around the classroom and offer help where necessary. Step 4: Get pupils to swap books with their partners and check their answers in pairs or groups before checking as a class. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; questions & answers PRACTICE Activity 3. Project. 8 minutes Step 1: Explain that pupils are going to talk about the shopping list that they have made at home. Say that they need to talk about the items on the list and their prices. Encourage them to talk about the shops where they can buy those items. Step 2: Have pupils show their shopping lists to their partner. Revise some words and sentence patterns that pupils need for their presentations. Give pupils some time to practise their presentations by themselves and in 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. 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 Lucky Number game (PPT) - Divide the class into 2 teams. - Pupils from each team choose a number, then answer the question. If the pupils answer correctly, they get the points for that question. - After 10 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”)
4. UNIT 19: THE ANIMAL WORLD Lesson 1 – Period 1 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills – use the words and phrases crocodiles, giraffes, hippos, lions, dance beautifully, roar loudly, run quickly and sing merrily in relation to the topic “The animal world”; – use What are these animals? – They’re _____. to ask and answer questions about animals; – listen to and demonstrate understanding of simple communicative contexts in relation to the topic “The animal world”; Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform listening tasks. Attributes -Show their love for animals by using appropriate gestures and intonation when talking or asking and answering about animals. II. RESOURCES AND MATERIALS - Student’s book: Page 58 - Teacher’s guide: Pages 243,244, 245 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 19) - Computer, projector, III. PROCEDURE Warm-up – New words–Look, listen and repeat–Listen, point and say– Let’s talk – Game Warm-up and New words: 5 minutes Greet the class. Option 1: – Greet the class. Encourage pupils to respond to your greeting. – Spend a few minutes revising Unit 18 by getting the class to sing the song At the
5. shopping centre on page 53. – Have pupils open their books at page 58 and look at Unit 19, Lesson 1, Activity 1. Option 2: Sing a song –Have students sing a song “I like animals” and guess the topic. (about animals) –Teacher introduces new words and asks students to listen and repeat. –Have students look and guess the words to practise vocabulary. EXPLORATION Activity 1. Look, listen and repeat. Step 1: Ask pupils to look at Pictures a and b and identify the characters and the animals in the pictures. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen and familiarise themselves with the pronunciation and stress of the exchange. 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 stand up to listen to and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the pictures. Tell them that the question What are these animals? and the answers They’re giraffes. and They’re hippos. are used to ask and answer questions about animals Assessment - Performance products: Student’s talk. - Assessment tools: Observation; KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say
6. Step 1: Have pupils look at the pictures. Elicit the names of the animals. Step 2: Have pupils point to Picture a, listen to the recording and repeat the word (giraffes). Repeat the same procedure with Pictures b, c and d. Have pupils point at the animals and repeat their names a few times. Step 3: Point to the first bubble and have pupils listen to and repeat after the recording (What are these animals?). Point to Picture a and have pupils listen to and repeat after the recording (They’re giraffes.). Repeat the same procedure with Pictures b, c and d. 244 Step 4: Set a time limit for pupils to work in pairs to practise asking and answering the questions. Step 5: Invite a few pairs to the front of the class to take turns pointing at the pictures and saying the questions and answers. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; answer keys PRACTICE Activity 3. Let’s talk Step 1: Draw pupils’ attention to the two speech bubbles. Read the question aloud, and have pupils repeat it. Ask them to look at the second bubble to identify what the answer should be. Draw pupils’ attention to the animals. Get pupils to repeat the questions and answers several times. Step 2: Set a time limit for pupils to work in pairs, point at the different animals in this section, and ask and answer questions about animals using What are these animals? – They’re _____. Go around the classroom to observe and offer help where necessary. Step 3: Invite some pairs to take turns asking and answering questions about animals in front of the class. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Games 5 mins Option 1: Game “Collect cookies” -T divides the class into 2 teams (boys and girls). Each team takes turns to choose and answer the questions. -At the end of the games, the team with more cookies is the winner. Option 2: What is missing?
7. -Show the pictures of animals “lions, crocodiles, giraffes, hippos”. -Ask students to close their eyes and take away 1 picture. Students open their eyes and guess what is missing. Option 3: - Ask students to answer the following questions: What have you learnt from the lesson today? (use the words lions, crocodiles, giraffes, hippos in relation to the topic “The animal world”) UNIT 19: THE ANIMAL WORLD Lesson 1 – Period 2 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills – use the words and phrases crocodiles, giraffes, hippos, lions, dance beautifully, roar loudly, run quickly and sing merrily in relation to the topic “The animal world”; – use What are these animals? – They’re _____. to ask and answer questions about animals; – listen to and demonstrate understanding of simple communicative contexts in relation to the topic “The animal world”; Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform listening tasks. Attributes -Show their love for animals by using appropriate gestures and intonation when talking or asking and answering about animals. II. RESOURCES AND MATERIALS - Student’s book: Page 58 - Teacher’s guide: Pages 245, 246, 247 - Website hoclieu.vn++ - Flash cards/ pictures and posters (Unit 19) - Computer, projector,
8. III. PROCEDURE Warm-up – Listen and number - Look, complete and read - Let’s sing -Fun corner and wrap-up Warm-up: Greet the class. Option1: - Spend a few minutes revising What are these animals? – They’re ... Invite some pairs to ask and answer questions about animals in front of the class. - Have pupils open their books at page 59 and look at Unit 19, Lesson 1, Activity 4. Option2: Guess the animals - Have pupils listen to the animals’ soung. Pupils listen and guess the animals. - Repeat with 3 more pictures. EXPLORATIONActivity 4. Listen and number. 5 minutes Step 1: Draw pupils’ attention to the pictures and ask them to identify the animals. Step 2: Play the recording of Exchange 1 and tell pupils to pay attention to the name of the animals and put the number in the box in the right-bottom corner of the correct picture. Play the recording again and have pupils check their answers. Praise pupils if they have the correct answer. Repeat the same procedure with Exchanges 2, 3 and 4. Step 3: Set a time limit for pupils to swap books with a partner and check their answers before checking as a class. 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, Peer correction KNOWLEDGE CONSTRUCTION Activity 5. Look, complete and read. 10 minutes Step 1: Get pupils to look at the pictures and identify the animals. Step 2: Ask pupils to look at each picture and read the incomplete exchanges. Draw their attention to the missing words in the sentences. Encourage pupils to guess the missing words.
9. Step 3: Model Exchange 1. Have pupils look at the exchange. Ask them what is missing in the answer (lions). Have them look at the picture and identify the animals. Then have them complete the gap (lion). Repeat the same procedure with Exchange 2. Step 4: For Picture 3, elicit the missing words in the question and answer. Tell pupils to rely on the context of the sentences to guess the missing words. Repeat the same procedure with Picture 4. Step 5: Set a time limit for pupils to complete the exchanges individually, then invite a few pairs to take turns playing the roles of the characters in this section. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; answer keys PRACTICE Activity 6. Let’s sing. 8 minutes Step 1: Draw pupil’s attention to the title and lyrics of the song. Encourage them to point at the pictures to reinforce their understanding. Step 2: Have pupils read the lyrics to familiarise themselves with the questions and answers. Check comprehension and give feedback. Step 3: Have pupils listen to the whole song, drawing their attention to the pronunciation, rhythm and melody. Step 4: Play the recording of the song again for pupils to listen and repeat, line after line, and do related actions. Step 5: When pupils feel confident and are familiar with the melody, ask them to sing the whole song while doing actions or clapping their hands. Step 6: Invite a few groups to the front of the class to sing the song. The class may sing along to reinforce the activity. Fun corner and wrap-up: 5 minutes Option 1: Game “ Whose tail is this?” - Put pupils into pairs. - Give pupils the dice. Pupils in pairs answer the questions. For each correct answer pupil can roll the dice. - The pupil ( in each pair) who has the most points is the winner. Option 2: Team race -Put pupils in 2 teams. Show pictures on board. - Invite 1 ss from another team to be a timer and point to the pictures. - T asks SS1: " What are these animals?" - SS1 answers. Then SS1 asks and SS2 answers.
10. - Continue until all SS have asked and answered. - The fastest team to finish all the pictures wins. - Extra SS from each team can be the supervisor. Option 3: - Ask students to answer the following questions: What have you learnt from the lesson today? (use the words lions, crocodiles, giraffes, hippos in relation to the topic “The animal world”) UNIT 19: THE ANIMAL WORLD Lesson 2 – Period 3 I. OBJECTIVES – By the end of the unit, pupils will be able to: Language knowledge & skills - use the words and phrases crocodiles, giraffes, hippos, lions, dance beautifully, roar loudly, run quickly and sing merrily in relation to the topic “The animal world”; - use What are these animals? – They’re _____. to ask and answer questions about animals; - use Why do you like _____? – Because they _____. to ask for and give reasons for liking animals; - listen to and demonstrate understanding of simple communicative contexts in relation to the topic “The animal world”; - read and write about animals and the reasons why someone likes animals; 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 what they can do and their hobbies by using appropriate gestures and intonation when talking about hobbies. II. RESOURCES AND MATERIALS - Student’s book: Page 60 - Teacher’s guide: Pages 248, 249
11. - Website hoclieu.vn - Flash cards/ pictures and posters - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes - Greet the class. Encourage pupils to respond to your greeting. Game: Guessing game: - Pupils look at the screen - They look at the hidden pictures and guess what these animals are. - Ask pupils to open their books at page 60 and look at Unit 19, Lesson 2, Activity 1. EXPLORATION Activity 1. Look, listen and repeat. 5 minutes Step 1: Ask pupils to look at the pictures and identify the characters and the animals. Step 2: Have pupils look at Picture a. Play the recording for them to familiarize themselves with the pronunciation and stress of the exchange. 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 stand up to listen to and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the question and answer in Exchange b. Tell them that they are used to asking for and give reasons for liking animals. 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 look at the pictures and elicit the names of the animals and what they are doing. Step 2: Have pupils point to Picture a, listen to the recording and repeat the phrase (dance beautifully). Have the class repeat the phrase a few times. Repeat the procedure with the other pictures.
12. Step 3: Point at the speech bubbles and Picture a and have pupils listen to and repeat after the recording (Why do you do like peacocks? – Because they dance beautifully.). Have the class repeat the exchange a few times. Repeat the same procedure with the other pictures. Step 4: Set a time limit for pupils to work in pairs, point to the pictures, and practice asking and answering the question Why do you like _____? – Because they _____. Step 5: Invite a few pairs to the front of the class to take turns pointing at the pictures and asking and answering the question Why do you like _____? – Because they _____. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Have pupils look at the picture and elicit the names of the animals and reasons for liking them. Step 2: Get pupils to look at the first speech bubble. Point at the peacocks and ask them to repeat the question (Why do you like peacocks?). Elicit an appropriate answer (Because they dance beautifully). Have pupils repeat it a few times. Split the class into two groups to take turns asking and answering the question in chorus, pointing at each group of animals in the picture. Step 3: Set a time limit for pairs of pupils to practise asking and answering the question Why do you do like _____? – Because they _____. Go around the classroom to offer help where necessary. Step 4: Invite some pairs of pupils to the front of the classroom to take turns asking for and giving reasons for liking animals. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; questions & answers Fun corner and wrap-up: 5 minutes Option 1: play the Piggy bank game (PPT) - Divide the class into 3 teams. - Pupils from each team choose a pig, ask and answer the questions. If the pupils answer correctly, they get the points for that question. - After 8 pigs, the team with the most points is the winner. Option 2: Play Show and Tell - Ask Pupils to take out a piece of paper.
13. - Draw 1 kind of animal they like (What animals? Why do they like them?) - Call some pupils to come to the board, show their picture and tell them. Option 3: - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (- use Why do you like _____? – Because they _____. to ask for and give reasons for liking animals) 2. What are the core values of the lesson? (Raise pupils’ awareness about saving animals).