Giáo án Tiếng Anh 4 - Week 10 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 4 - Week 10 - Năm học 2024-2025

1. Week: 10 Date of planning: 09/11/2024 Period: 37 Date of teaching: 11/11 – 15/11 EXTENSION ACTIVITIES I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - identify five different countries together with their flags and land shapes knowledge & - identify the different times in different countries skills - identify some countries are near or far from Viet Nam Competences - Communication and collaboration Attributes Show pride of our country and respect to other countries and their differences II. RESOURCES AND MATERIALS - Student’s book: Page 42, 43 - Teacher’s guide: Pages 85, 86 - Website hoclieu.vn - Flash cards/ pictures and posters - Computer, projector, III. Warm-up and review – Look and write – Look and write – Read the questions. Then PROCEDURE tick the answers – Fun corner and wrap-up Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes Greet the class. - Have pupils sing the song What time do you go to school? Whole on page 19. Praise pupils and get the class to cheer or clap class/ their hands. (Teacher may let pupils watch the animation Individual video of the song and have them sing along. work GAWoPPtI8c&list=PL8_ETpRL2xNay3h-a- vBjWhplE1wXFpSJ&index=6) - Ask pupils to open their books at page 42, 43 and look at Extension activities, Activity 1. PRACTICE Activity 1. Look and write. 5 minutes a. Goal To identify five different countries in the pictures. b. Input Five pictures showing the five countries with their flags: Viet Nam, Britain, Japan, Australia and America c. Outcome Pupils can identify five different countries in the pictures. Key: 1. Viet Nam 2. Britain 3. Japan 4. Australia 5. America d. Procedure Step 1: Draw pupils’ attention to the pictures. Ask Where is Whole Viet Nam? and encourage pupils to point to it. Write Viet class/ Nam on the board. Individual Step 2: Repeat Step 1 for Britain, Japan, Australia and work America. Step 3: Have pupils complete the activity by writing the name next to each country. Check answers together as a class.
2. e. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers PRACTICE Activity 2. Look and write. 10 minutes a. Goal To identify the different times in different countries and complete the gapped sentences. b. Input Five clocks showing the times in five different countries and five gapped sentences to complete c. Outcome Pupils can identify the different times in different countries and complete the gapped sentences. Key: 2. one o’clock 3. seven o’clock 4. nine o’clock 5. ten o’clock d. Procedure Step 1: Have pupils look at the clocks. Draw their attention Whole to the different times in different countries. Explain the class/ concept of time zones in a simple way if necessary. Individual Step 2: Write In America, it’s _____. on the board. Read the work first part of the sentence aloud and encourage pupils to complete it. When pupils answer correctly, write the answer on the board: It’s eight o'clock. Step 3: Have pupils complete the activity by completing the sentences. Check answers as a class. e. Assessment - Performance products: Pupils’ answers - Assessment tools: Observation; Questions & answers PRODUCTION Activity 3. Read the questions. Then tick the answers. 8 minutes a. Goal To read the questions and tick the correct answers about countries near and far from Viet Nam. b. Input Questions and answer options for pupils to choose and tick c. Outcome Pupils can read the questions and tick the correct answers about countries near and far from Viet Nam. Key: 1. a 2. c 3. a 4. b d. Procedure Step 1: Draw pupils’ attention to the question Which country Whole is near Viet Nam? and read it as a class. Check class/ comprehension. Individual Step 2: Ask pupils to look at Question 1 with three answer work options a, b and c. Explain the new word Russia. Get them to look at the flags of Thailand, America and Russia, elicit the right answer and tick it (Picture a). Repeat the same procedure with Question 2. Step 3: Repeat Steps 1 and 2 with the question Which country is far from Viet Nam? Go around the classroom to offer support where necessary. Pair work Step 4: Get pupils to swap books with a partner, then check answers together as a class. Write the correct answers on the board for pupils to correct their answers. Whole Step 5: Have pupils say the answers by asking the two class/ questions. Individual work e. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & answers
3. Fun corner and wrap-up: 5 minutes Option 1: Guessing Game (ppt) Group work - Divide the class into 2 teams: Boys and Girls. - Pupils take turns looking at the pictures and letters to guess the words. If they have the correct answers, they get one point for their teams. If the answer is not correct, the other team answers and gets points. Option 2: Mystery box Game - Divide the class into two teams: Boys and Girls. - Pupils take turns choosing the letter and answer the question. - They look at the pictures and answer the questions. If they have the correct answers, they get one point for their teams. If the answer is not correct, the other team answers and gets points. - Team with the most points is the winner. Week: 10 Period: 38 UNIT 6: OUR SCHOOL FACILITIES Lesson 1 (1,2,3) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - understand and correctly repeat the sentences in two communicative contexts knowledge & focusing on asking and answering questions about the location of a school. skills - correctly say the words and use Where’s your school? – It’s in the _____. to ask and answer questions about the location of a school. - enhance the correct use of Where’s your school? – It’s in the ___. to ask and answer questions about the location of a school in a freer context. 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 where they’re from and respect to other people by using appropriate gestures and intonation when asking and answering about school locations. II. RESOURCES AND MATERIALS - Student’s book: Page 44 - Audio tracks 57, 58 - Teacher’s guide: Pages 87, 88, 89 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 6) - Computer, projector, III. Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s PROCEDURE talk – Fun corner and wrap-up Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes
4. - Greet the class. Whole class/ - Have pupils sing the song in Unit 5 - Lesson 2. Individual work EXPLORATION Activity 1. Look, listen and repeat. 5 minutes a. Goal To understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about the location of a school. b. Input – Context a: Hung: Where’s your school, Lucy? Lucy: It’s in the city. – Context b: Lucy: And where’s your school, Hung? Hung: It’s in the mountains. c. Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about the location of a school. d. Procedure Step 1: Ask pupils to look at Pictures a and b and guess the Whole locations of the schools. class/ Step 2: Ask pupils to look at Picture a. Play the recording for Individual them to listen. work 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 classroom to listen Pair work to and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the question Where’s your Whole school? and the answers: It's in the city. and It’s in the class/ mountains. Tell pupils that they are a question and answers Individual about the location of a school. work e. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 10 minutes a. Goal To correctly say the words and use Where’s your school? – It’s in the _____. to ask and answer questions about the location of a school. b. Input – Picture cues: a. a school in the mountains b. a school in the village c. a school in the city d. a school in the town
5. – Speech bubbles: Where’s your school? – It’s in the _____. Audio script: a. mountains b. village c. city d. town a. A: Where’s your school? B: It’s in the mountains. b. A: Where’s your school? B: It’s in the village. c. A: Where’s your school? B: It’s in the city. d. A: Where’s your school? B: It’s in the town. c. Outcome Pupils can correctly say the words and use Where’s your school? – It’s in the _____. to ask and answer questions about the location of a school. d. Procedure Step 1: Have pupils look at the pictures and elicit the locations Whole of schools. class/ Step 2: Have pupils point at Picture a (mountains), listen to the Individual recording and repeat the word (mountains). Repeat the same work procedure with Pictures b, c and d. Have the class repeat the words a few times. Step 3: Point at the first bubble and have pupils listen to and repeat after the recording (Where’s your school?). Point at Picture a and have pupils listen to and repeat after the recording (It’s in the mountains.). Repeat the same procedure with the other three pictures. Step 4: Divide the class into two groups to take turns repeating the question and the answer in Picture a until they feel Group work confident. Repeat the same procedure with Pictures b, c and d. Step 5: Put pupils in pairs and have them practise asking and answering with the pictures. Invite a few pairs to point at the Pair work pictures and say the questions and answers in front of the class. Correct their pronunciation where necessary. e. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s talk. 8 minutes a. Goal To enhance the correct use of Where’s your school? – It’s in the ___. to ask and answer questions about the location of a school in a freer context. b. Input – Picture cues: some paintings of schools; the boy painting one of them and talking with the girl – Speech bubbles: Where’s your school? – _____. c. Outcome Pupils can enhance the correct use of Where’s your school? – It’s in the _____. to ask and answer questions about the location of a school in a freer context.
6. d. Procedure Step 1: Draw pupils’ attention to the two speech bubbles. Read Whole the question aloud and ask pupils to repeat it. Ask pupils to look class/ at the second bubble and identify what the answer should be. Individual Give an example answer It’s in the village. Get pupils to repeat work the question and the answer several times. Step 2: Have pairs of pupils practise asking and answering questions about the locations of the schools in the paintings. Go Pair work around the classroom to observe and provide help. Step 3: Invite some pairs to practise asking and answering questions about the locations of the schools in front of the class and correct their pronunciation where necessary. e. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Doraemon Game (ppt) Group work - Divide the class into 3 teams. - Pupils from each team choose a letter, then answer the question. - Pupils answer correctly to get some points corresponding to the number of pies. Option 2: Whole - Ask pupils to answer the questions. class/ (Use Where’s your school? – It’s in the ___. to ask and answer Individual questions about the location of a school.) work * Preparation for the project: Ask pupils to prepare for the project on page 49 by drawing their school and its facilities as homework so that they can tell the class about their school at Project time. Week: 10 Period: 39 UNIT 6: OUR SCHOOL FACILITIES Lesson 1 (4,5,6) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - listen to and understand four communicative contexts in which pupils ask and knowledge & answer questions about school locations and number the correct pictures. skills - complete four target gapped exchanges with the help of picture cues. - review the words of locations by playing the game Matching pairs. 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 where they’re from and great respect to other people by using appropriate gesture and intonation when asking and answering about school locations. II. RESOURCES AND MATERIALS - Student’s book: Page 45
7. - Audio track 59 - Teacher’s guide: Pages 89, 90, 91 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 6) - Computer, projector, III. Warm-up and review – Listen and number – Look, complete and read – Let’s PROCEDURE play – Fun corner and wrap-up Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes Greet the class. Option 1: - Spend a few minutes revising the sentence patterns Where’s Whole class/ your school? – It’s in the _____. Have pupils ask and answer Individual questions about the locations of schools in front of the class. work Option 2: Group work - Dictate some sentences about locations (e.g. My school is in the mountains.) and ask pupils to write them down. Then let them work in pairs or groups to correct each other’s answers. Option 3: - Play the Guessing game (ppt). PRACTICE Activity 4. Listen and number. 5 minutes a. Goal To listen to and understand four communicative contexts in which pupils ask and answer questions about school locations and number the correct pictures. b. Input Picture cues: a. a school in the city b. a school in the village c. a school in the town d. a school in the mountains Audio script: 1. A: Where’s your school? B: It’s in the town. 2. A: Where’s your school? B: It’s in the mountains. 3. A: Where’s your school? Is it in the city? B: Yes, it is. It’s in the city. 4. A: Is your school in the mountains? B: No. It’s in the village. c. Outcome Pupils can listen to and understand four communicative contexts in which pupils ask and answer questions about school locations and number the correct pictures. Key: 1. c 2. d 3. a 4. b
8. d. Procedure Step 1: Have pupils look at Activity 4. Ask them How many Whole pictures are there? and What can you see in each picture? Draw class/ pupils’ attention to the boxes in the corners of the pictures. Individual Check their comprehension. work Step 2: Play the recording of the first dialogue. Tell pupils that they will need to listen to the location (e.g. city, village, town, mountains). Ask pupils Where’s the school? Help pupils find out the answer of the location in the dialogue. Then ask pupils in which picture the location town appears (Picture c). Tell pupils to write “1” in the box of Picture c. Step 3: Play the recording of the other dialogues and allow Pair work pupils to write down their answers. Give pupils some minutes to swap books with a partner and then check the answers as a class. Correct the answers where necessary. Whole Extension: If time allows, play the recording, sentence by class/ sentence, for the class to listen and repeat individually and in Individual chorus. Correct their pronunciation if necessary. work e. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers PRACTICE Activity 5. Look, complete and read. 10 minutes a. Goal To complete four target gapped exchanges with the help of picture cues. b. Input Four picture cues and four target gapped exchanges c. Outcome Pupils can complete four target gapped exchanges with the help of picture cues. d. Procedure Step 1: Ask pupils to look at the pictures and identify the Whole school locations in the four pictures. class/ Step 2: Ask pupils to look at the incomplete exchanges. Draw Individual their attention to the missing words in the sentences. work Step 3: Model Picture 1. Have pupils look at the dialogue. Ask them what is missing in the answer (village). Then, have them fill the gap. Repeat the same procedure with Pictures 2, 3 and 4. Step 4: Get pupils to complete the exchanges individually, then Individual ask a few pairs to read them aloud and check their work/ pronunciation if necessary. Pair work e. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 6. Let’s play. 8 minutes a. Goal To review the words of locations by playing the game Matching pairs. b. Input Four picture cards showing school locations and four word cards showing the words mountains, village, city and town
9. c. Outcome Pupils can review the words of locations by playing the game Matching pairs. d. Procedure Step 1: Tell pupils that they are going to find four pairs of Whole pictures and words as quickly as possible. class/ Step 2: Stick the picture cards face down in the left column on Individual the board. Stick the word cards face down in the right column work on the board. Step 3: Invite one pupil to play the game by selecting a picture Individual card and a word card, turning them over. If two cards are a work matching pair, ask the pupil to say the word aloud. The pupil can continue to take another turn. If the cards do not make a match, ask the pupil to turn them face down again, and invite another pupil to take the next turn. Step 4: Let pupils play the game until all pairs have been matched. Play the game several times if there is enough time. Pair work e. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Game: Matching pairs (ppt) Group work - Divide the class into 3 teams. - Pupils from each team choose two numbers to find out the matching pair. - Pupils answer correctly and get one point. - The team that gets the most points is the winner. Week: 10 Period: 40 UNIT 6: OUR SCHOOL FACILITIES Lesson 2 (1,2,3) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - understand and correctly repeat the sentences in two communicative contexts knowledge & focusing on asking and answering questions about the quantity of school skills facilities. - correctly say the phrases and use How many ____ are there at your school? – There is ___. / There are ____. to ask and answer questions about the quantity of school facilities. - enhance the correct use of How many ___ are there at your school? and There is ____. / There are ____. to ask and answer questions about the quantity of school facilities in a freer context. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Show pride and responsibility in the facilities they have at their school. II. RESOURCES AND MATERIALS - Student’s book: Page 46 - Audio tracks 60, 61
10. - Teacher’s guide: Pages 92, 93, 94 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 6) - Computer, projector, III. Warm-up and review – Look, listen and repeat – Listen, point and say – Let’s PROCEDURE talk – Fun corner and wrap-up Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes Greet the class. Option 1: Whole class/ - Spend a few minutes revising Lesson 1 by playing the game Individual Matching pairs. work Option 2: Group work - Play the Guessing game (ppt). EXPLORATION Activity 1. Look, listen and repeat. 5 minutes a. Goal To understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about the quantity of school facilities. b. Input – Context a: Linh: Where’s your school, Bill? Bill: It’s in the town. – Context b: Linh: How many buildings are there at your school? Bill: There are three. c. Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about the quantity of school facilities. d. Procedure Step 1: Get pupils to look at Pictures a and b and identify the Whole characters in the pictures. Get them to say what they can see in class/ the background. Individual Step 2: Ask pupils to look at Picture a. Play the recording for work 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 classroom to listen Pair work to and repeat the sentences in the recording. Correct their pronunciation where necessary. Step 5: Draw pupils’ attention to the question How many Whole buildings are there at your school? and the answer There are class/ three. Tell pupils that this is a question and an answer about the quantity of school facilities. Individual work
11. e. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 10 minutes a. Goal To correctly say the phrases and use How many ____ are there at your school? – There is ___. / There are ____. to ask and answer questions about the quantity of school facilities. b. Input – Picture cues: a. playgrounds/ one b. computer rooms/ two c. gardens/ one d. buildings/ three – Speech bubbles: How many ___ are there at your school? – There is ___. / There are ___. Audio script: a. playgrounds/ one b. computer rooms/ two c. gardens/ one d. buildings/ three a. A: How many playgrounds are there at your school? B: There is one. b. A: How many computer rooms are there at your school? B: There are two. c. A: How many gardens are there at your school? B: There is one. d. A: How many buildings are there at your school? B: There are three. c. Outcome Pupils can correctly say the words and phrases and use Where’s your school? – It’s in the _____. to ask and answer questions about the quantities of school facilities. d. Procedure Step 1: Have pupils point at Picture a, listen to the recording Whole and repeat the phrase (playgrounds/ one). Repeat the same class/ procedure with Pictures b, c and d. Have the class repeat the Individual phrases a few times. work Step 2: Point at the question pattern How many ___ are there at your school? Read it aloud and have pupils repeat it. Repeat the same procedure with the answer patterns There is ___. and There are ___. Step 3: Point at Picture a and have pupils listen to and repeat after the recording How many playgrounds are there at your school? – There is one. Repeat the same procedure with Pictures b, c and d. Step 4: Have pupils read the questions How many __? look at the pictures then answer the questions. Step 5: Divide the class into two groups to take turns repeating the question and the answer in Picture a until they feel Group work confident. Repeat the same procedure with Pictures b, c and d. Step 6: Put pupils into pairs and have them practice asking and answering the questions. Invite a few pairs to point at the Whole pictures and say the questions and answers in front of the class. class/ Pair work
12. Correct their pronunciation where necessary. e. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s talk. 8 minutes a. Goal To enhance the correct use of How many ___ are there at your school? and There is ____. / There are ____. to ask and answer questions about the quantity of school facilities in a freer context. b. Input – Picture cue: a school with two buildings, a playground, a computer room and a garden – Speech bubbles: How many ___ are there at your school? – _____. c. Outcome Pupils can enhance the correct use of How many ___ are there at your school? and There is ___. / There are ____. to ask and answer questions about the quantity of school facilities in a freer context. d. Procedure Step 1: Draw pupils’ attention to the picture. Ask questions to Whole help them identify the context (see Input). class/ Step 2: Elicit the missing words in the speech bubbles and write Individual them on the board. Get pupils to say the completed sentences. work Step 3: Have pairs of pupils practice asking and answering the questions about the quantity of school facilities in the picture. Go around the classroom to observe and provide help. Pair work Step 4: Invite some pairs to practice asking and answering questions about the quantity of school facilities in front of the class. Give them corrections and feedback where necessary. e. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Flowers Game (ppt) Group work - Divide the class into 3 teams. - Pupils from each team choose a number, then answer the question. - Pupils answer correctly and get some points depending on the flower number they choose. Whole class/ * Ask pupils what they have learnt through the lesson Individual (Use How many ___ are there at your school? – There is ___. / work There are ___. to ask and answer questions about the quantity of school facilities.)