Kế hoạch bài dạy Tiếng Anh 4 - Tuần 35 Năm học 2023-2024 (Lê Thị Xuân)

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 4 - Tuần 35 Năm học 2023-2024 (Lê Thị Xuân)

1. Monday, May 6, 2024 UNIT 19: THE ANIMAL WORLD Lesson 3 – Period 6 I. OBJECTIVES By the end of the unit, pupils will be able to: Language knowledge & skills – use the words and phrases hippos, lions, giraffes, crocodiles, peacocks and action verbs roaring, running, moving, dancing, singing in relation to the topic “The animal world”; – 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 pride in what they can do and their hobbies by using appropriate gesture and intonation when talking about hobbies. II. RESOURCES AND MATERIALS - Student’s book: Page 63 - Teacher’s guide: Pages 253, 254 - Website hoclieu.vn - Flash cards/ pictures and posters - Computer, projector, III. PROCEDURE Warm-up and review - Read and answer - Let’s write – Project – Fun time Warm-up and review: 5 minutes - Greet the class. Option 1: game “ collect the candies” Pupils compete in two groups, answer questions to get candy. Pupils choose a number, and the teacher clicks on the number to go to the question. If pupils answer correctly, the teacher clicks back to this slide, clicks the play button with the color of that team to get candy into the jars.
2. Once finished, click the candy machine to go to the next slide. Option 2: Let’s chant - Have pupils open their books at page 62 and look at Lesson 3, Activity 3 - Play the recording and have pupils say the chant in chorus. EXPLORATION Activity 1. Read and answer. 5 minutes Step 1: Have pupils read the questions carefully. Tell them to read Question 1 and pay attention to keywords such as Where and go. Then they should scan the paragraph for relevant information. Step 2: Repeat Step 1 for Questions 2, 3 and 4. Set a time limit for pupils to do the activity independently. Go around the classroom and offer help where necessary. Step 3: Get pupils to swap books with their partners and check the answers before checking as a class. Step 4: Invite some pairs to take turns asking and answering the questions. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 2. Let’s write. 10 minutes Step 1: Tell pupils what they are going to do: complete a paragraph about a visit to the zoo. Remind them to pay attention to the context (the words before and after the gaps) before completing the paragraph with appropriate words. Step 2: Have pupils fill in the first gap as an example, using the animals they like. Step 3: Set a time limit for pupils to complete 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; writing & answers PRACTICE Activity 3. Project . 8 minutes Step 1: Explain that each pupil has to show a simple picture of their favourite animals (e.g. lions) which they have prepared at home as homework. They will tell the class about the animals in the picture and the reasons why they like them. Step 2: Have pupils work in groups of six. Each pupil shows his / her picture to the group and describes what the animals in his / her picture are, and tells why he / she likes these animals.
3. Step 3: Invite a few pupils to show their pictures and tell the class about the animals and the reasons why they like these animals in front of the class, e.g: These are lions. I like them because they roar loudly. Have the rest of the class comment and praise their friends’ performance. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Fun corner and wrap-up: 5 minutes Option 1: Use sachmem.vn, have pupils look at the words in the pictures of the lesson and repeat after the recordings to consolidate. Option 2: Game: Sentence Puzzle - Divide the class into groups of four. - Give each group a sentence that is broken/cut into pieces. - Ask them to arrange them to make a complete sentence, then read it aloud. - The group that makes it first will be the winner. 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”) Tuesday, May 7, 2024 UNIT 20: AT SUMMER CAMP Lesson 1 – P 1- 3 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills – use the phrases building a campfire, putting up a tent, taking a photo and telling a story in relation to the topic “At summer camp”; – use What’s he / she doing? – He's / She’s _____. to ask and answer questions about what someone is doing at a camp; Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks
4. Attributes - Show pride in what they can do and great respect for other people’s abilities by using appropriate gestures and intonation when asking and answering about abilities. II. RESOURCES AND MATERIALS - Student’s book: Page 64 - Audio tracks 93, 94 - Teacher’s guide: Pages 255, 256 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 20) - Computer, projector, III. PROCEDURE Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Wrap up Warm-up and review: 5 minutes Greet the class and encourage pupils to respond to the greeting. Option 1: Spend a few minutes revising Unit 19 by getting the class to chant to revise the expressions “dance beautifully” ”run quickly” “sing merrily” Play the chant once and require pupils to listen carefully to recall the rhythm and lyrics. If possible, ask pupils to chant and clap their hands without music to recall the chant. Correct pronunciation if necessary. Option 2: ppt EXPLORATION Activity 1. Look, listen and repeat. 5 minutes Step 1: Have pupils look at Pictures a and b, and identify the characters and their activities at the summer camp. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. 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 3: Play the recording again for pupils to listen and repeat in chorus sentence by sentence. Step 4: Invite a few pairs to the front of the classroom to listen to and repeat the sentences in the recording.
5. Step 5: Draw pupils’ attention to the question What’s he doing? and the answer He’s building a campfire. Tell pupils that they are used to ask and answer questions about what someone is doing at a camp. Assessment - Performance products: Pupils’ 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 activities of the characters. Step 2: Have pupils point at Picture a, listen to the recording and repeat the phrase (putting up a tent). Point at the speech bubbles and Picture a again and have pupils listen to and repeat after the recording (What's he doing? – He's putting up a tent.). Have the class repeat the question and answer a few times. Step 3: Repeat Step 2 with the other three pictures. Step 4: Have pairs practise asking and answering the questions What's he / she doing? – He's / She's ___. using the picture cues. Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Draw pupils’ attention to the picture. Ask questions to help them identify the context (see Input). Step 2: Elicit the missing words in the speech bubble and write them on the board. Get pupils to say the completed sentences. Step 3: Put pupils into pairs and encourage them to practise asking and answering questions about what someone is doing at a camp. Go around the classroom to offer support where necessary. Step 4: Invite a few pairs to the front of the class to ask and answer questions about what someone is doing at a camp using the picture cue. Praise pupils if they perform well. e. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Option 1: ppt Option 2: play the online game from
6. Option 3: Spelling Game Divide pupils into groups. Find the V-ing form of the verbs Groups get more answers win and get stickers Preparation for the project: Tell pupils about the project on page 69, Lesson 3, Activity 6. Ask each pupil to draw a simple picture of three or four friends and their activities at a camp at home. They will say what the friends in the picture are doing at Project time.
7. Wednesday, May 8, 2024 UNIT 20: AT SUMMER CAMP Lesson 1 – Period 2 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills - use the phrases building a campfire, putting up a tent, taking a photo and telling a story in relation to the topic “At summer camp”; – use What’s he / she doing? – He's / She’s _____. to ask and answer questions about what someone is doing at a camp; 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: Page 65 - Audio track 95 - Teacher’s guide: Pages 257-259 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 20) - Computer, projector, III. PROCEDURE Warm-up and review – Listen and tick- Look, complete and read- Let’s play – Wrap up Warm-up and review: 5 minutes Greet the class and encourage pupils to respond to the greeting. ● Option 1: Spend a few minutes revising the previous lesson by asking the questions What's he / she doing? and call on a few pupils to answer the questions. ● Option 2: Q-A with some students and asks pupils to count how many friends like camping and their favourite activities at the campsite. ● Option 3: ppt EXPLORATION Activity 4. Listen and match. 5 minutes
8. Step 1: Draw pupils’ attention to the pictures and stick figures. Ask questions to help pupils identify the characters in the pictures and the activities of the stick figures. Step 2: Play the recording for pupils to listen to. Play the recording again for them to do the task by matching the characters to their activities. Play the recording a third time to give pupils another listening opportunity. Step 3: Check answers as a class. Play the recording again for pupils to double-check their answers. 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: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. KNOWLEDGE CONSTRUCTION Activity 5. Look, complete and read. 10 minutes Step 1: Have pupils look at the pictures. Get them to identify the characters and their activities in the pictures. Step 2: Have pupils look at the exchanges and guess the missing words with the help of picture cues. Step 3: Model Exchange 1. Have pupils look at the gap. Ask them what phrase is missing (a story). Then have pupils complete the answer (He's telling a story.). Repeat the same procedure with Exchanges 2, 3 and 4. Step 4: Have pupils complete the exchanges individually. Check their answers as a class and ask a few pairs to read them aloud. Step 5: Have pupils complete the exchanges individually. Check their answers and ask a few pairs to read them aloud. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 3. Let’s sing. 8 minutes Step 1: Tell pupils that they are going to play Whispering game in groups of four or five. Write sentences from the unit on small pieces of paper, e.g. He's building a campfire; She's telling a story; She's putting up a tent; He's taking a photo. Step 2: Give a piece of paper with a secret sentence to the first player of two groups. Step 3: The first player of each group reads the secret sentence in silence and whispers it to the next player. Then the second player whispers the sentence to the next player in his / her group until the last player gets the sentence. Step 4: The group that first correctly reads the sentence is the winner. Have pupils work in groups. Invite two groups to the front of the class to play the game each time. Assessment - Performance products: Pupils’ answers.
9. - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Option 1: ppt Option 2: guessing game: pupils look at the cards, act, the rest of the group name the activity Option 3: Planning a camping trip. The teacher prepares some real things for a camping trip. Give pupils time to think and plan their group camping trip. Mind-mapping the things and discussing. This activity will help pupils to train their critical thinking.
10. Friday, May 10, 2024 UNIT 20: AT SUMMER CAMP Lesson 2 – P 1-3 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills – use the phrases building a campfire, dancing around the campfire, playing card games, playing tug of war, putting up a tent, singing songs, taking a photo and telling a story in relation to the topic “At summer camp”; – use What’s he / she doing? – He's / She’s _____. to ask and answer questions about what someone is doing at a camp; – use What are they doing? – They’re _____. to ask and answer questions about what people are doing at a camp; 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: Page 66 - Audio tracks 96, 97 - Teacher’s guide: Pages 259-261 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 20) - Computer, projector, III. PROCEDURE Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s talk – Wrap up Warm-up and review: 5 minutes - Greet the class and encourage pupils to respond to your greeting. Option 1: Spend a few minutes revising the previous lesson by asking the class to name their favourite activities at the camping trip. Option 2: ppt EXPLORATION Activity 1. Look, listen and repeat. 5 minutes
11. Step 1: Have pupils look at Pictures a and b and identify the places, characters and their activities. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat in chorus. Repeat the same procedure with Picture b. Correct their pronunciation where necessary. Step 3: Play the recording again for pupils to listen and repeat in chorus, sentence by sentence. Step 4: Invite a few pairs to the front of the classroom to listen to and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the question What are they doing? and the answer They’re playing card games. Tell pupils that they are used to ask and answer questions about what people are doing at a camp. Assessment - Performance products: Pupils’ 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 activities. Step 2: Have pupils point at Picture a, listen to the recording and repeat the phrases (playing tug of war). Point at the speech bubbles and Picture a again and have pupils listen to and repeat after the recording (What are they doing? – They’re playing tug of war.). Step 3: Repeat Step 2 with the other three pictures. Have the class repeat the questions and answers a few times. Step 4: Have pairs practise asking and answering the question What are they doing? – They’re ____. using the picture cues. Step 4: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Draw pupils’ attention to the pictures. Ask questions to help them identify the context (see Input). Step 2: Elicit the missing words in the bubble and write them on the board. Get pupils to say the completed sentences. Step 3: Put pupils into pairs and encourage them to ask and answer questions about what people are doing at the camp, using What are they doing? – They’re _____. Go around the classroom to offer support where necessary. Step 4: Invite a few pairs to the front of the class to perform their conversations. Assessment
12. - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Option 1: Play the game ppt Option 2: Action game Round 1: Divide pupils into groups of 6, ask them to take turns draw to the air or act without saying a word to show their guessing about their friends’ favourite activities for example singing, dancing, playing a tug war, building a campfire, telling a story, taking a photo. Round 2: each pupil takes turns to ask the friend on their left hand “Why . “ the being asked answers “because I .”. Count the same activities and report the teacher when she/ he attends the group. Option 3: Sing along. Divide pupils into groups of ten. Line face-to-face. One line takes turns to ask five friends standing opposite “What are they doing/ what is he/she doing?” and waits for their friends to answer basing on their cards they are given by the teacher. When all members of a line complete asking, the first pupil moves to the opposite line. The game starts again. Until all members complete asking and answering. The game is over. This aims to practice the fluency when asking and answering questions.
13. Friday, May 10, 2024 UNIT 20: AT SUMMER CAMP Lesson 2 – P 4- 6 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills – use the phrases building a campfire, dancing around the campfire, playing card games, playing tug of war, putting up a tent, singing songs, taking a photo and telling a story in relation to the topic “At summer camp”; – use What’s he / she doing? – He's / She’s _____. to ask and answer questions about what someone is doing at a camp; – use What are they doing? – They’re _____. to ask and answer questions about what people are doing at a camp; – listen to and demonstrate understanding of simple communicative contexts in relation to the topic “At summer camp”; 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: Page 67 - Audio tracks 98, 99 - Teacher’s guide: Pages 261-263 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 20) - Computer, projector, III. PROCEDURE Warm-up and review – Listen and number- Look, complete and read –Let’s sing- Wrap up Warm-up and review: 5 minutes Greet the class and encourage pupils to respond to the greeting. Option 1: 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 answers with the flashcards givien by the teacher What are they doing?- They are .; What is he/ she doing? -He/she
14. Option 2: ppt Option 3: Ask pupils to draw anything related to their favourite activities and ask their friends to guess. EXPLORATION Activity 4. Listen and number. 5 minutes Step 1: Draw pupils’attention to Pictures 1a and 1b. Ask questions to help them identify the characters and their activities. Step 2: Play the recording of the first dialogue for pupils to listen to. Then play the recording again for pupils to tick the correct picture. Step 3: Repeat Steps 1 and 2 for Pictures 2a and 2b. Step 4: Tell pupils to swap books with a partner, then check their answers as a class. Play the recording again for pupils to double-check their answers. 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. Key: 1. b 2. a Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. KNOWLEDGE CONSTRUCTION Activity 5. Look, complete and read. 10 minutes Step 1: Have pupils look at the pictures. Get them to identify the places, characters and their activities in the pictures. Step 2: Model Exchange 1. Have pupils look at the gaps. Ask them what words are missing (camp; doing). Then have pupils complete the sentences (He’s at the camp.; What’s he doing?). Repeat the same procedure with Exchange 2. Step 3: Have pupils complete the exchanges individually. Check their answers, and then ask a few pairs to read them aloud. Key: 1. campsite; doing 2. Where; What; playing tug of war Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 6. Let’s sing. 8 minutes
15. Step 1: Draw pupils’ attention to the title and lyrics of the song. Encourage them to point at the characters and their activities at the camp to reinforce their understanding. Step 2: Play the recording all the way through for pupils to listen to the whole song. Encourage them to listen carefully to the pronunciation and the melody. Step 3: Play the recording, line by line, for pupils to listen and repeat. Correct their pronunciation where necessary. Step 4: Play the recording all the way through for pupils to sing along. Step 5: Play the recording again for pupils to sing and clap along. Extension: Invite some groups to the front of the class to perform while the rest of the class sings and claps along. e. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Option 1:ppt Option 2: Guess who? Call some pupils to write down or draw their favourite activities, describe the word/ drawing and ask the rest to guess the activity and who likes it. Option 3: “We can READ you” game collect all questions in the unit from lesson 1 to this period, call one pupil, ask him or her to randomly pick up a friend to ask questions from the list, the whole class guesses his favourite activities based on his/ her answer. Remind the interviewee to invent their favourite or imaginative activities to make the game more fun.