Kế hoạch bài dạy Tiếng Anh 4 - Tuần 34 Năm học 2023-2024 (Lê Thị Xuân)

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 4 - Tuần 34 Năm học 2023-2024 (Lê Thị Xuân)

1. Friday, May 3, 2024 UNIT 19: THE ANIMAL WORLD Lesson 2 – P 4-6 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 61 - Teacher’s guide: Pages 249, 250,251 - 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. 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.
2. - The group with more points at the end of the game will be the winner. - Praise the winner, encourage the other team. Option 2: Speaking Spend a few minutes revising the previous lesson by inviting a few pairs to the front of the class to take turns asking for and giving reasons for liking animals. EXPLORATION Activity 1. Listen and circle 5 minutes Step 1: Have pupils look at the pictures and elicit the names of the animals. Draw pupils’ attention to what the animals are doing. Step 2: Play the recording of the first dialogue for pupils to listen to. Then play the recording again for them to do the task. Tell pupils that they need to pay attention to what the animals are doing and circle the correct picture. They should circle Picture b (The giraffes are running quickly.). Repeat the same procedure with the second dialogue. Step 3: Get pupils to swap books with their partners and check their answers before checking as a class. Correct the answers, where necessary. 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 KNOWLEDGE CONSTRUCTION Activity 2. Look, complete and read 10 minutes Step 1: Get pupils to look at Dialogue 1. Ask them the names of the animals they see in the picture (lions) and what they are doing. Elicit the missing words from the picture cue and the context of the sentences. Step 2: Repeat Step 1 for Dialogue 2. Elicit the reason why B likes birds to fill in the gaps. Step 3: Set a time limit for pupils to do the task individually. Step 4: Get pupils to swap books with their partners and check their answers before checking as a class. Correct the answers where necessary. Extension: If time allows, invite a few pairs to stand up to take turns reading the roles of the speakers in the completed exchanges. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers PRACTICE
3. Activity 3. Let’s play. 8 minutes Step 1: Invite two teams, each team has three players, to the front of the class. Give an example by describing some physical features of animals for the players in the teams to guess. One of the teams describes animals for the other one to guess. If the guessing team gives a wrong guess, the describing team gives the correct answer, and gets one point. Write the correct answer on the board. The game continues. If the guessing team gives a correct guess, they take over the role of describing. The team with the most points wins the game when time is up. Step 2: Give a time limit for pupils to play the game. Step 3: When the game is over, get some pairs of pupils to take turns asking and answering the question What are these animals? and use the animal names on the board as the answers. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; questions & answers Fun corner and wrap-up: 5 minutes Option 1: Animal dice - Divide the class into 8 groups. - Each pupil in groups takes a turn rolling the dice. - Then he/she names the animal. Next he/she will read the sentence “I like because .” Lastly, he/she moves/makes a sound like that animal. (T can print the cards out and stick them into the dice.) Option 3: Game Tic tac toe - Divide the class into 2 groups. (Group 1 is X, Group 2 is O.) Teacher uses flashcards to ask: - What are they? -Why do you like them? - Pupils in each group have to listen to the question from the teacher, then answer/do correctly. - The first player to get 3 of the marks in a row (up, down, across, or diagonally) is the winner. 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?
4. (Raise pupils’ awareness about saving animals). Saturday, May 4, 2024 UNIT 19: THE ANIMAL WORLD Lesson 3 – P 1-3 I. OBJECTIVES By the end of the unit, pupils will be able to: Language knowledge & skills - correctly pronounce the words 'loudly and 'quickly with the stress on the first syllable in isolation and in the sentences These animals are roaring 'loudly. and Those animals are running 'quickly.; 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 62 - Teacher’s guide: Pages 251, 252 - 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 Warm-up and review: 5 minutes - Greet the class. Game: Guessing game:
5. • Pupils look at the screen • They look at the hidden pictures and guess what animal is this. • If they have the answers they can raise their hands to give the answers - Ask pupils to open their books at page 62 and look at Activity 1. EXPLORATION Activity 1. Listen and repeat. 5 minutes Step 1: Draw pupils’ attention to the word 'loudly and the sentence These animals are roaring 'loudly. Play the recording and encourage them to point at the word and the sentence while listening. Step 2: Play the recording again for pupils to listen and repeat. Do this several times until pupils feel confident. Then invite a few pupils to stand up, listen to and repeat the word and the sentence. Step 3: Repeat Steps 1 and 2 for the word 'quickly and the sentence Those animals are running 'quickly. Go around the classroom and correct the pronunciation where necessary. Step 4: Give pupils a time limit to practise saying the words 'slowly and 'quickly, and reading the sentences These animals are roaring 'loudly. and Those animals are running 'quickly. in pairs or groups. e. Assessment - Performance products: Student's talks and interaction, studens’ answers - Assessment tools: Observation; answer keys KNOWLEDGE CONSTRUCTION Activity 2. Listen and circle. 10 minutes Step 1: H Step 1: Have pupils read the incomplete sentences. Explain that they have to listen to the recording and circle the correct options to complete the sentences. Explain that both loudly and quickly are stressed on the first syllable. Check comprehension. Step 2: Play the recording and have pupils circle the correct options. Then get pupils to swap books with their partners to check their answers before checking as a class. Correct the answers where necessary. Step 3: Invite a few pupils to stand up and read the completed sentences. e. Assessment - Performance products: Student’s pronunciation and intonation. - Assessment tools: Observation; PRACTICE Activity 3. Let’s chant. 8 minutes
6. Step 1: Have pupils scan the first verse of the chant, and elicit the word stressed on the first syllable (loudly). Check pupils’ comprehension of the chant. Step 2: Play the recording. Get pupils to listen to and repeat the first stanza, line by line. Show them how to chant and clap their hands. Step 3: Play the recording of the first stanza, again for pupils to do choral and individual repetition. Step 4: Repeat Steps 1, 2 and 3 for the second stanza of the chant. Go around the classroom and offer help where necessary. Extension: If there is enough time, split the class into two groups to take turns chanting and clapping their hands. Each of the groups should say one verse of the chant. Then invite some groups to the front of the class to chant and clap their hands. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Fun corner and wrap-up: 5 minutes Option 1: Write your song Ask pupils to write their own song lyrics about things in the room, based on the melody of the song in Activity 6. 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: - 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”)