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

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

1. Monday, September 25, 2023 UNIT 2: TIME AND DAILY ROUTINES Lesson 1 – P 1-3 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 focusing on asking and telling the time. skills - correctly say the phrases and use What time is it? – It’s _____. to ask and tell the time. - enhance the correct use of What time is it? – _____. to ask and tell the time in a freer context. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform learning tasks Attributes Show their responsibility by noticing the time and follow the timetable on time. II. RESOURCES AND MATERIALS - Student’s book: Page 16 - Audio tracks 16, 17 - Teacher’s guide: Pages 30, 31, 32 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 2) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Option 1: Sing the song What time is it? Link: Option 2: Game: Slap the board - Divide class into 3 teams, invite 1 member from each team for each turn. - Say the numbers for the pupils to slap and say aloud. - Give points to the pupils with the correct choice and encourage them.
2. 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 and the time shown on the clocks in the pictures. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. 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 contextual pictures. Tell pupils that the question What time is it? and the answers It’s eight thirty. and It’s three fifteen. are used to ask and tell the time. .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. Elicit the time on the clocks. Spend a few minutes explaining how to tell the time. Give the meaning of a.m. and p.m., and when to say o’clock in telling the time. Note: a.m. is used to tell the time in the morning, from 00:00 to 12:00; p.m. is used to tell the time in the afternoon and evening (afternoon is from 12:00:01 to 17:00 or 18:00, and evening is from 17:00 or 18:00 to 23:59:59). Step 2: Have pupils point at Picture a (6:00 AM), listen to the recording and repeat. Repeat the same procedure with Pictures b, c and d. Have the class point at the pictures and repeat the time a few times. Step 3: Point at the first bubble and have pupils listen to and repeat after the recording (What time is it?). Point at Picture a and have pupils listen to and repeat after the recording (It’s six o’clock.). Repeat the same procedure with Pictures b, c and d. Step 4: Set a time limit for pupils to work in pairs to practise asking and answering the question What time is it? – It’s _____. 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
3. - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Draw pupils’ attention to the two speech bubbles. Read the question aloud and ask pupils to repeat it. Ask them to look at the second bubble and identify what the answer should be. Elicit the answer: It's seven o’clock. 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 clocks in the picture, ask and tell the time using What time is it? – _____. Go around the classroom to observe and offer help where necessary. Step 3: Invite some pairs to ask and tell the time in front of the class. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1: Game: Dart board (ppt) Pupils answer the correct answers with the score, if not the arrow will fall down (They cannot get the score for that question). Option 2: Game: Sentence Puzzle Divide the class into groups of four. Give each group a sentence that is broken/ cut into pieces. Ask the pupils to arrange them to make a complete sentence, then read it aloud. Option 3: Ask students to answer the following question: What have you learnt from the lesson today? (- Use the words at, fifteen, forty-five, o’clock, thirty in relation to the topic Time and daily routines to talk about the time. - Use sentence pattern What time is it? – It’s _____. to ask and tell the time.) * Preparation for the project: Tell pupils about the project on page 21. Ask them to prepare for it at home by drawing some pictures in relation to their daily routines. Remind pupils to bring their pictures to the class at Project time in Lesson 3.
4. Tuesday, September 26, 2023 UNIT 2: TIME AND DAILY ROUTINES Lesson 1 – 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 two knowledge & pupils play a game asking and telling the time and tick the correct skills pictures. - complete four gapped exchanges with the help of picture cues. - review telling the time by playing the game Which clock says ...? Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform learning tasks Attributes - Show their responsibility by noticing the time and follow the timetable on time. II. RESOURCES AND MATERIALS - Student’s book: Page 17 - Audio track 18 - Teacher’s guide: Pages 32, 33, 34 - Website hoclieu.vn - Flash cards/ pictures (Unit 2) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Option 1: Sing the song What time is it? Link:
5. Option 2: Game: Slap the board (ppt) Use the vocabulary from the previous lesson. Have students stand in 2 rows of 5 or more pupils and take turns to slap the board. Give the points to the team with the faster and correct answers. Option 3: Game: Who’s faster? - Divide the class into 2 teams. - Have children look at the pictures on the screen and shout out the numbers which are hidden. - Give points to the team with the faster and correct answers. PRACTICE Activity 4. Listen and tick. 5 minutes Step 1: Draw pupils’ attention to the pictures and ask them to identify the time on the clocks. Step 2: Play the recording of the first dialogue for pupils to listen and tick the correct picture. Play the recording again for pupils to listen and check their answers. Praise pupils if they have the correct answer (Picture 1b). Step 3: Repeat Step 2 with the second dialogue. Step 4: Set a time limit for pupils to swap books with a partner to check their answers in pairs 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 PRACTICE Activity 5. Look, complete and read. 10 minutes Step 1: Ask pupils to look at the pictures and identify the time on the four clocks. Step 2: Ask pupils to look at each gapped exchange. Draw their attention to the missing words and time. Remind them to complete the answers using words, not numbers. Step 3: Have pupils look at Picture 1. Ask them what is missing in the answer (ten). Then have them complete the gap (It’s ten o’clock.). Repeat the same procedure with Pictures 2, 3 and 4. Step 4: Set a time limit for pupils to complete the gapped exchanges individually, then invite a few pairs to stand up to ask and tell the time on the clock faces.
6. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 6. Let’s play. 8 minutes Step 1: Tell pupils that they are going to play a game that involves finding and saying which clock shows the time told by another player. Step 2: Invite two volunteers to stand in front of the board. Tell them to decide who is the time teller and who is the clock finder. Step 3: The time teller will tell a certain time, for example 5:15, for the other player to find the clock which shows the correct time by saying its letter. If it is correct, the correct finder will get one point. Every player has eight tries. After the first round, the time teller will become the clock finder. All the clocks on the board are kept for later use. When the game is over, the player who has the most points is the winner. Encourage the class to cheer whenever a player gets a point. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1: Rearrange the words (ppt) Pupils take turns to rearrange the words into a complete sentence. 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 who makes it first will be the winner. Option 3: Game: Spin the Wheel - Divide the class into teams. - Teacher calls pupils from each team to answer the question What time is it? - Pupils/ teachers click the “spin” button to get points.
7. Wednesday, September 27, 2023 UNIT 2: TIME AND DAILY ROUTINES Lesson 2 – P 1- 3 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - understand and correctly repeat the sentences in two communicative knowledge & contexts focusing on asking and answering questions about the skills characters’ daily routines. - correctly say the phrases and use What time do you _____? – I _____ at _____. to ask and answer questions about daily routines. - enhance the correct use of What time do you _____? - I _____ at ______. to ask and answer about someone’s daily routines. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Show their responsibility by noticing the time and follow the timetable on time. II. RESOURCES AND MATERIALS - Student’s book: Page 18 - Audio tracks 19, 20 - Teacher’s guide: Pages 34, 35, 36, 37 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 2) - Computer, projector, III. Warm-up and review – Look, listen and repeat – Listen, point, PROCEDURE and say – Let’s talk – Fun corner and wrap-up Warm-up and review: 5 minutes Greet the class. Option 1: Sing the song What time is it? Link: Option 2: Game: Which clock says ...? Spend a few minutes revising the previous lesson by having the class play the game Which
8. clock says ...? Option 3: Game: What’s missing? - Divide the class into 2 teams. - Have pupils look at the screen with numbers from 1 to 10. Then hide 1 number each time and have the teams raise their hands to answer. Give points for each correct answer. EXPLORATION Activity 1. Look, listen and repeat. 5 minutes Step 1: Ask pupils to look at Pictures a and b and identify the time on the clocks in the pictures. Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. 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 class to listen to and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the exchanges What time do you get up? – I get up at six o’clock. and What time do you have breakfast? – At six fifteen. Tell pupils that these are questions and answers about daily routines. 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 activities and the time from them. Step 2: Have pupils point at Picture a, listen to the recording, and repeat the phrase (get up). Repeat the same procedure with the other three pictures. Have the class repeat the phrases a few times. Step 3: Point at the first bubble and have pupils listen and repeat after the recording (What time do you get up?). Point at Picture a and have pupils listen and repeat after the recording (I get up at five o’clock.). Repeat the same procedure with the other three pictures. Step 4: Set a time limit for pupils to work in pairs, point at the pictures, and practice asking and answering the question What time do you _____? – I _____ at _____. Step 5: Invite a few pairs to the front of the class to take turns pointing at the pictures, asking and answering the question What time do you _____? – I _____ at _____.
9. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Questions & answers PRACTICE Activity 3. Let’s talk. 8 minutes Step 1: Have pupils look at the picture and explain that Nam and Lucy are asking and answering questions about Lucy’s daily routines. Get pupils to look at the first speech bubble and point at the picture of Lucy getting up to complete the question What time do you get up? Ask them to repeat the question. Then point at the answer bubble and say I get up at five o’clock. for pupils to repeat. Let pupils listen to and repeat the question and the answer a few times individually and in chorus. Step 2: Set a time limit for pairs of pupils to practise asking and answering the question What time do you _____? – I _____ at _____. Step 3: Go around the classroom to offer help where necessary. Step 4: Invite some pairs of pupils to the front of the class to take turns asking and answering questions about their daily routines. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1: Game: Magic wheel (ppt) Press Spin to play. If pupils have the correct answer, they will be added the same number that shows on the slide. The team with the most scores will be the winner at the end of the game. Option 2: Game: Pass the ball - Divide the class into 3 teams. - Each team has 1 sticky ball. - Play the music. Have pupils in each team take turns to pass the ball. When the music ends, 3 students who are keeping the balls will stand up and say the time, using the sentence model. Option 3: Game: Whack the watermelon - Prepare a set of flashcards of clocks. - Divide the class into 3 teams.
10. - The teams take turns to send 2 pupils to go to the board and choose a flashcard to ask and answer about time, using the model sentences and the number in the card. - If they give the correct answers, they can whack a watermelon to get points for their teams. - The team with more points is the winner. Option 4: Ask students to answer the following question: What have you learnt from the lesson today? (- Use the phrases get up, go to bed, go to school and have breakfast in relation to the topic Time and daily routines to talk about the daily routines. - Use sentence patterns What time do you _____? I_____at_______. to ask and answer about someone’s daily routines.)
11. Friday, September 29, 2023 UNIT 2: TIME AND DAILY ROUTINES Lesson 2 – P 1-3 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - listen to and understand four communicative contexts in which knowledge & pupils ask and answer questions about daily routines and number the skills correct pictures. - complete four gapped exchanges with the help of picture cues. - sing the song What time do you go to school? with the correct pronunciation, rhythm, and melody. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform learning tasks. Attributes - Show their responsibility by noticing the time and follow the timetable on time. II. RESOURCES AND MATERIALS - Student’s book: Page 19 - Audio tracks 21, 22 - Teacher’s guide: Pages 37, 38, 39 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 2) - Computer, projector, III. Warm-up and review – Listen and number – Look, complete PROCEDURE and read – Let’s sing – Fun corner and wrap-up Warm-up and review: 5 minutes
12. - Greet the class. Option 1: Game: Slap the board (ppt) Use the vocabulary from the previous lesson. Have students stand in 2-3 rows of 5 or more pupils and take turns to slap the board. Give the points to the team with the faster and correct answers. Option 2: Spend a few minutes revising the previous lesson by inviting a few pairs to the front of the class to take turns asking and answering questions about their daily routines with What time do you ____? – I ____ at ____. PRACTICE Activity 4. Listen and number. 5 minutes Step 1: Have pupils look at the pictures. Elicit the activities and the time in the pictures. Draw pupils’ attention to the boxes at the bottom right-hand corners of the pictures. Step 2: Play the recording of the first dialogue. Tell pupils that they will need to pay attention to the activity and time (e.g. go to bed, 9:15) and look for the right picture. Step 3: Play the recording of the other dialogues and get pupils to number the pictures. Set a time limit for pupils to swap books with a partner and check the 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. e. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers PRACTICE Activity 5. Look, complete and read. 10 minutes Step 1: Get pupils to look at Picture 1. Have them identify the time (6:00 AM) in the picture. Elicit the missing words in the answer (six o’clock). Complete the answer. Step 2: Repeat the same procedure with Picture 2 (six thirty). Step 3: Get pupils to look at Picture 3. Elicit the missing words in the question and answer from pupils (What time; six forty-five). Then have them complete the gaps (What time do you go to school? – I go to school at six forty-five.). Repeat the same procedure with Picture 4 (go to bed; go to bed; nine fifteen).
13. Step 4: Set a time limit for pupils to complete the exchanges individually, then invite a few pairs to take turns reading the completed exchanges. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers PRACTICE Activity 6. Let’s sing. 8 minutes Step 1: Have pupils read the lyrics to familiarize 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, rhythm, and melody. Encourage them to point at the pictures to reinforce their understanding. Step 3: Play the recording of the song again, once or twice, for pupils to listen and repeat line by line and do related actions, e.g. using a finger to trace the words or clapping hands. 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 hands. Step 5: Invite a few groups to the front of the class to sing the song and do the actions. The class may sing along to reinforce the activity. e. Assessment - Performance products: Student’s interaction and performance Fun corner and wrap-up: 5 minutes Option 1: Rearrange the words (ppt) Pupils take turns to rearrange the words into a complete sentence. Option 2: Game: Pass the ball - Divide the class into 3 teams. - Each team has 1 sticky ball. - Play the music, students in each team take turns to pass the ball. After the music ends, 3 students holding the ball will stand up and say the name, using the sentence model. Option 3: 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 who makes it first will be the winner.