Kế hoạch bài dạy Tiếng Anh 4 - Tuần 8 Năm học 2023-2024 (Lê Thị Xuân)

Nội dung tài liệu: Kế hoạch bài dạy Tiếng Anh 4 - Tuần 8 Năm học 2023-2024 (Lê Thị Xuân)

1. Monday, October 23, 2023 Period 27 UNIT 4: MY BIRTHDAY PARTY Lesson 3 – P1-3 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills - correctly repeat the sounds of the letters j and w in isolation, in the words jam and water, and in the sentences I like jam. and I want some water. - listen to and demonstrate understanding of simple communicative to identify the target words jam and water while listening. - say the chant with the correct pronunciation and rhythm. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Show self-respect to what they want and what others want II. RESOURCES AND MATERIALS - Student’s book: Page 32 - Audio tracks 43, 44, 45 - Teacher’s guide: Pages 64, 65 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 4) - Computer, projector, III. PROCEDURE Warm-up and review – Listen and repeat – Listen and circle – Let’s chant – Fun corner and wrap-up Warm-up and review: 5 minutes Greet the class. Option 1: - Sing and dance to the Freeze and Fire song. Option 2: - Spend a few minutes revising the previous lesson by asking pupils to play the Board race game using the language learnt. - Ask pupils to open their books at page 32 and look at
2. Unit 4, Lesson 3, Activity 1. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 5 minutes Step 1: Draw pupils’ attention to the letter j, the word jam, and the sentence I like jam. Play the recording and encourage them to point at the letter / word / sentence while listening. Step 2: Play the recording again and encourage pupils to listen and repeat. Do this several times until pupils feel confident. Correct their pronunciation where necessary and praise them when their pronunciation is good. Step 3: Repeat Steps 1 and 2 for the letter w. Step 4: Have pupils work in pairs or groups to pronounce the sounds of the letters j and w, say the words jam and water, and read the sentences I like jam. and I want some water. Invite a few pupils to listen to the recording and say the language in front of the class. If they perform well, praise them. e. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers PRACTICE Activity 2. Listen and circle. 10 minutes *Optional: Have pupils watch the pronunciation video to learn the sounds of the letter w and j. Step 1: Draw pupils’ attention to the incomplete sentences and three answer options (see Input). Explain what pupils have to do. Check comprehension. Step 2: Play the recording for pupils to listen. Play the recording again for pupils to listen and circle the correct options. Step 3: Tell pupils to swap books with a partner, then check the answers together as a class. Write the correct answers on the board. Step 4: Tell pupils to return the books to their partners. Play the recording so that pupils can check their answers again. Extension: Invite one or two pupils to stand up, listen to and repeat the sentences. If there is time, teacher may have pupils play the Board Race game: Teacher says words, pupils race to slap the corresponding letters/sounds. e. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s chant. 8 minutes Step 1: Draw pupils’ attention to the lyrics of the chant. Check comprehension. Step 2: Play the recording all the way through. Encourage pupils to listen carefully to the rhythm and pronunciation. Draw pupils’ attention to the sounds of the letters j and w, the words jam and water, and the sentences There's jam on the table. I want some jam. and There’s water on the table. I want some water. in the chant.
3. 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 chant along. Encourage them to clap hands while chanting. Extension: Divide the class into two or more groups to take turns listening to and repeating the chant, while the rest of the class claps along. e. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Minions Game - Divide the class into 3 teams. - Pupils from each team choose a letter, then answer the question - Pupils answer correctly and get some points corresponding to the number of bananas. Tuesday, October 24, 2023 Period 28 UNIT 4: MY BIRTHDAY PARTY Lesson 3 – P4- 6 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills - read and understand a text (Bill’s letter) and circle the correct answers. - complete a gapped text using pupils’ personal information. - make birthday party invitations at home and present them to the class by using the target language. 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 the date of birth of themselves and others’ and respect to their parents for their presence - Show kindness in inviting someone to a birthday party and offering them food and drink they want II. RESOURCES AND MATERIALS - Student’s book: Page 33 - Teacher’s guide: Pages 66, 67
4. - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 4) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class. – Spend a few minutes revising the previous lesson by asking pupils to say the chant on page 32. Divide the class into groups and get them to do actions while saying the chant. – Ask pupils to open their books at page 33 and look at Unit 4, Lesson 3, Activity 4. PRACTICE Activity 4. Read and circle. 5 minutes Step 1: Draw pupils’ attention to Bill’s letter and read it together as a class. Check comprehension. Step 2: Draw pupils’ attention to the incomplete sentences and answer options. Have pupils pay attention to the gap and the three answer options for each sentence. Ask pupils to read the letter again and circle the correct options. Step 3: Tell pupils to swap books with a partner, then check answers together as a class. Write the correct answers on the board. Step 4: Tell pupils to return the books to their partners. Ask pupils to look at the board and check their answers again. . Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers PRODUCTION Activity 5. Let’s write. 10 minutes Step 1: Tell the class the goal of this activity: to read the text and fill in the gaps using their personal information. Check their comprehension. Step 2: Write the first sentence on the board. Read the sentence as a class. When you reach the gap, point at it and encourage pupils to say their own names. Give pupils time to write the answers. Repeat the same procedure with the other sentences. Step 3: If time allows, invite a few pupils to read the sentences they have completed aloud in front of the class. The class observes and praises their work. . Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRODUCTION
5. Activity 6. Project 8 minutes Step 1: Tell pupils the goal of this activity. Explain that they are going to show the birthday party invitations that they have made at home and tell the class about their birthdays. Step 2: Have pupils work in groups of five. Each pupil shows his / her invitation and tells the group about his / her birthday, e.g. My birthday’s in May. Go around the classroom and offer help where necessary (e.g. when pupils need some more vocabulary to talk about their birthdays). Step 3: Invite some pupils to show their work and talk about their birthdays. Have pupils stick their invitations on the wall of the classroom as a display. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Donkey Kong Game - Divide the class into 3 teams. - Pupils from each team choose a chicken, then answer the question. - Pupils answer correctly and get some points corresponding to the number of bananas. ------------------------------------------------------------------------------------------------------------ ------ Wednesday, October 25, 2023 UNIT 5: THINGS WE CAN DO Lesson 1 – Period 1 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills - understand and correctly repeat the sentences in two communicative contexts (pictures) in which pupils ask and answer questions about someone’s abilities. - correctly say the phrases and use Can you _____? – Yes, I can. / No, I can’t. to ask and answer questions about someone’s abilities. - enhance the correct use of Can you _____? – Yes, / No, _____. to ask and answer questions about pupils’ abilities in a freer context. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks
6. - Self-control & independent learning: perform listening tasks 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 34 - Audio track 46, 47 - Teacher’s guide: Pages 68, 69, 70 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 5) - Computer, projector, III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: - Have the whole class say the chant on page 32. You may use other food / drink items to have another version of the chant. Option 2: - 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 have the ball – stand up and say the sentences, using the sentence models from the previous unit. EXPLORATION Activity 1. Look, listen and repeat. 5 minutes d. Procedure Step 1: Ask pupils to look at Pictures a and b and identify the characters in the pictures. Step 2: Draw pupils’ attention to the kite and the skipping rope in Picture a and predict what the characters can do or are talking about. Play the recording and have pupils check the prediction. Repeat the same procedure with Picture b. Step 3: Play the recording again and encourage pupils to point at the characters while listening. Step 4: Play the recording again, sentence by sentence, for pupils to listen, point at the sentences and repeat after each character. Correct their pronunciation where necessary. Extension: Invite a few pairs of pupils to act out the conversations in front of the class. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & answers, Peer correction KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 10 minutes
7. Step 1: Ask pupils to look at Pictures a, b, c, and d and identify the activities in the pictures. Step 2: Play the recording for pupils to listen to and repeat the phrases under the pictures in chorus and individually until they feel confident. Use the flash cards for ride a bike, ride a horse, play the piano and play the guitar to practise the phrases. Step 3: Draw pupils’ attention to the speech bubbles and elicit the missing words in the answer by pointing at Picture a. Play the recording for pupils to repeat the sentences in both bubbles a few times. Repeat the same procedure with Pictures b, c, and d. Step 4: Have pupils practise asking and answering questions in pairs. Go around the classroom to offer help where necessary. Step 5: Invite a few pairs to point at the pictures and ask and answer questions about what the pupils in the pictures can or can’t do. Assessment - 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 poster about the summer camp. Ask questions to help them identify the activities in the poster. Step 2: Elicit the missing words in the speech bubbles and write them on the board. Get pupils to say the completed sentences. Step 3: Put pupils into pairs to ask and answer about their abilities. Go around the classroom to offer support where necessary. Step 4: Invite a few pairs to point at the pictures and ask and answer questions about their abilities. . Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1: Game: Lucky number (ppt) - Divide the class into 3 groups. - Pupils from each team choose a number, then ask and answer with the picture in that number. - Pupil or teacher clicks the “play” button to roll the dice and clicks the “stop” button to get points. - After 9 numbers, the group with the most points is the winner. Option 2: Use hoclieu.vn, have pupils look at the words in the pictures of Activities 1, 2 and repeat after the recordings. Option 3: - Ask students to answer the following questions: 1. What have you learnt from the lesson today?
8. (Use sentence pattern Can you _____? – Yes, I can. / No, I can’t. to ask and answer someone’s abilities.) 2. What are the core values of the lesson? (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.) * Preparation for the project: Tell pupils about the project on page 39. Ask them to prepare for it at home by carrying out a school club survey and asking their friends about their abilities. Set up groups of four or five to carry out a survey. Each group should choose two clubs such as sports or music. They should write questions about what their friends can or can’t do to find members for the clubs. Remind pupils to bring their completed surveys to the class to present them at Project time. ------------------------------------------------------------------------------------------------------------ ----- Friday, October 27, 2023 UNIT 5: THINGS WE CAN DO Lesson 1 – Period 2 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language knowledge & skills - listen to and understand two communicative contexts in which pupils ask and answer questions about someone’s abilities and tick the correct pictures. - complete four gapped exchanges with the help of picture cues. - practise the target vocabulary and sentence patterns by playing the game Can you ...? 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 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 35 - Audio track 48 - Teacher’s guide: Pages 70, 71, 72 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 5) - Computer, projector,
9. III. PROCEDURE Warm-up and review: 5 minutes Greet the class. Option 1: - Use the flash cards (ride a bike, ride a horse, play the piano, play the guitar) to revise the vocabulary in Period 1 by asking Can you __? - Get pupils to open their books at page 35 and look at Unit 5, Lesson 1, Activity 4. Option 2: - Have students look at the screen and guess the words or phrases (ride a bike, fly a kite, ride a horse, play the piano, play the guitar and skip). Then students use I can __./ I can’t __. to make a sentence for themselves with that word/ phrase. - Review Can you______? – Yes, I can. / No, I can’t. PRACTICE Activity 4. Listen and tick. 5 minutes Step 1: Draw pupils’ attention to the pictures and ask questions to elicit the activities in the pictures. Remind them to look at each pair of pictures, listen to the recording and choose the activity the speakers can do. Step 2: Play the recording all the way through. Then play the recording for pupils to listen and tick the activity the speakers can do. Step 3: Get pupils to swap books with a partner to check their answers before checking as a class. Correct the answers where necessary. Extension: If time allows, play the recording, sentence by sentence, for pupils to listen and repeat 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: Model Question 1. Have pupils read the exchange and guess the missing words in the answer. Then draw pupils’ attention to the picture and elicit the answer to fill in the gap (Yes, I can.). Step 2: Give pupils time to do the task independently. Go around the classroom to offer help where necessary. Step 3: Get pupils to swap books with a partner and check their answers before checking as a class. Nominate a pupil to write the answers on the board. Give further support to those pupils who find it difficult to do the task. Step 4: Invite four pairs of pupils to act out four complete exchanges in front of the class. Correct their pronunciation where necessary. e. Assessment - Performance products: Student's talks and interaction
10. - Assessment tools: Observation; answer keys PRACTICE Activity 6. Let’s play. 8 minutes Step 1: Invite two groups, each with six pupils, to play the game. Tell pupils the goal of the game and how to play it. Explain that they look at a flash card, ask and answer. Then demonstrate the action. Each group has two minutes to play. The teacher holds up a flash card (ride a bike), the first pair looks at the picture, one pupil asks (e.g. Can you ride a bike?) and another pupil replies as quickly as possible. Check with the whole class if the question is correct or not, and ask the group to demonstrate the action. Step 2: The pair who has played goes to the end of the line. The second pair moves up and continues with the next flash card. For each pair, the group gets three stars, one star for the question, one for the answer and one for the group action. Step 3: Play the game with other groups in the class. The group with the most stars is the winner. e. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1: Game: Lucky number - Teacher divides the class into 2 teams (boys and girls). - Each team takes turns to choose the number and answer the question. - The team that has more points will be the winner. Option 2: - - Teacher gives students handouts (attached below). - Students read and check or cross for themselves. - Students go around the class to ask their friends Can you ___? to find the person who has the same abilities as them and write their names in the blank. - After 4 minutes, the student who can write the most names will be the winner. Option 3: - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Use sentence pattern Can you _____? – Yes, I can. / No, I can’t. to ask and answer someone’s abilities.) 2. What are the core values of the lesson? (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.)