Giáo án Tiếng Anh 4 - Week 14 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 4 - Week 14 - Năm học 2024-2025

1. Week: 14 Date of planning: 07/12/2024 Period: 53 Date of teaching: 09/12 – 13/12 UNIT 8: MY FAVOURITE SUBJECTS Lesson 2 (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 give knowledge & reasons why they like the school subject, and number the correct pictures. skills – complete two dialogues about their favourite subjects and the reasons why pupils like them with the help of picture cues. – review asking for and giving reasons for liking a subject by playing the game Sentence making. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Show their love and interest in their school subjects II. RESOURCES AND MATERIALS - Student’s book: Page 59 - Audio tracks 84 - Teacher’s guide: Pages 119 - 121 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 8) - Computer, projector, III. Warm-up and review – Listen and number – Look, complete and read – PROCEDURE Let’s sing – Fun corner and wrap-up Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes Greet the class and encourage pupils to respond to the greeting. Option 1: Whole Spend a few minutes revising the previous lesson by class inviting a few pairs to the front of the class to take turns / Individual asking and giving reasons about why they like a school work subject with the structure Why do you like ____? – Because I want to be ____. Option 2: Q-A with pictures (PPT slides) Option 3: Ask pupils to draw anything related to their favourite subjects and ask their friends to guess their favourite subjects. PRACTICE Activity 4. Listen and number. 5 minutes
2. a. Goal To listen to and understand four communicative contexts in which pupils give reasons why they like the school subject, and number the correct pictures. b. Input Picture cues: a. A male singer singing b. A female painter working c. An English teacher writing d. A maths teacher writing Audio script: 1. A: Why do you like art? B: Because I want to be a painter. 2. A: Why do you like maths? B: Because I want to be a maths teacher. 3. A: Why do you like music? B: Because I want to be a singer. 4. A: Why do you like English? B: Because I want to be an English teacher. c. Outcome Pupils can listen to and understand four communicative contexts in which pupils give reasons why they like the school subject, and number the correct pictures. d. Procedure Step 1: Have pupils look at each picture. Elicit the favourite subject and the reason for liking it. Draw pupils’ attention to the box in the bottom right hand corner of each picture. Whole class Step 2: Play the recording of the first sentence. Tell pupils /Individual that they will need to pay attention to the reason why each work speaker likes a school subject and look for it among the pictures. Ask pupils to listen and number the correct picture (1 for picture b). Play the recording again for pupils to check their answer. Step 3: Play the recording for pupils to listen and number the rest of the boxes. Pair work Step 4: Set a time limit for pupils to swap books with their partners and check their answers before checking as a class. Correct their answers, where necessary. Step 5: Play the recording again for pupils to double-check their answers if necessary. Whole class Extension: If time allows, play the recording, sentence by /Individual sentence, for pupils to listen and repeat individually and in work chorus. Correct their pronunciation where necessary. e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 5. Look, complete and read. 10 minutes a. Goal To complete two dialogues about their favourite subjects and the reasons why pupils like them with the help of picture cues. b. Input Two picture cues with two gapped dialogues to complete. c. Outcome Pupils can complete two dialogues about their favourite subjects and the reasons why they like them with the help of picture cues.
3. d. Procedure Step 1: Have pupils look at Picture 1. Ask them what the Whole class girl and the boy are doing in the picture. Elicit the missing /Individual words from the Exchange 1 (Why, painter). Repeat the work same procedure with Picture 2. Step 2: Set a time limit for pupils to do the task Individual individually. work Step 3: Get pupils to swap books with their partners and check the answers before checking as a class. Correct their Pair work answers, where necessary. Extension: If time allows, invite a few pairs to stand up and read the sentences aloud. e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 6. Let’s play. 8 minutes a. Goal To review asking for and giving reasons for liking a subject by playing the game Sentence making. b. Input A picture cue: the teacher conducting two teams of pupils playing the game. The teacher gives a message written on a slip of paper to each first player of each line. c. Outcome Pupils can review asking for and giving reasons for liking a subject by playing the game Sentence making. d. Procedure Step 1: The teacher prepares a few slips of paper, on each written a message which can be a sentence or a question about a favourite subject or the reason for liking a subject. Step 2: Divide players into two lines of five or six. When the game begins, the teacher whispers the message on a slip of paper to the first player of each line and gives the paper to him/her for checking later if necessary. As long as the Whole class teacher finishes with all the lines, he/she says aloud: Go! /Individual The first player of each line begins to whisper the message work to the second player, and the second player passes the message to the third until it reaches the last player of the line. Then the last player writes the message on a slip of paper to hand in for checking. If the message is correct, the team gets one point and the message is read aloud by the team. The team with the most points is the winner. Step 3: Give pupils time to play the game for several rounds. The teacher moves around the class to check and offer help where necessary. Step 4: When the game is over, all the messages are written on board for the class to ask for and give reasons for liking a subject. e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes
4. Option 1: Make sentences (PPT slides) Option 2: Guess who? Whole class Call some pupils to write down or draw their favourite subject, describe the word/ drawing and ask the rest to guess the subject and who likes it. Option 3: Play the crossword puzzle. Key: Across Down 1. PE 2. English 4. IT 3. art 5. maths 5. music Week: 14 Period: 54 UNIT 8: MY FAVOURITE SUBJECTS
5. Lesson 3 (1,2,3) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – correctly repeat the sounds of the letters ke and te in isolation, in the words knowledge & like and write, and in the sentences I like English. and Let's write. with the skills correct pronunciation and intonation. – identify the target words like and write 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 their love and interest in their school subjects II. RESOURCES AND MATERIALS - Student’s book: Page 60 - Audio tracks 84, 85, 86 - Teacher’s guide: Pages 121,122 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 8) - Computer, projector, III. Warm-up and review – Listen and repeat – Listen and circle – Let’s PROCEDURE chant – Fun corner and wrap-up Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes Greet the class and encourage pupils to respond to the greeting. Spend a few minutes revising the previous lesson by Whole inviting a few pairs to ask and give reasons why they like a class/ school subject. Individual Option 1: Lip- reading game work - Divide pupils into groups. Guide pupils to pronounce words without making a sound. - Each pupil takes turns pronouncing without making a sound while the rest guess the sound. Option 2: Play the game: Make sentences (PPT slides) KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 5 minutes a. Goal To correctly repeat the sounds of the letters ke and te in isolation, in the words like and write, and in the sentences I like English. and Let's write. with the correct pronunciation and intonation. b. Input – The letter ke, the word like and the sentence I like English. – The letters te, the word write and the sentence Let's write.
6. c. Outcome Pupils can correctly repeat the sounds of the letters ke and te in isolation, in the words like and write, and in the sentences I like English. and Let's write. with the correct pronunciation and intonation. d. Procedure Step 1: Have pupils look at the letters ke, listen to the recording and repeat the letters until they feel confident. Correct the pronunciation where necessary. Step 2: Have pupils point at the word like, listen to the recording and repeat the word until they feel confident. Whole class Monitor the activity and offer help where necessary. Step 3: Get pupils to point at the sentence I like English, listen to the recording and repeat it several times. Then invite a few pupils to stand up, listen to and repeat the sentence. Step 4: Repeat Steps 1 to 3 for the letters te, the word and the sentence in line 2. Go around the classroom and correct the pronunciation where necessary. Step 5: Give pupils a time limit to practise pronouncing the letters, saying the words, and reading the sentences in pairs Pair work or groups. e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 2. Listen and circle. 10 minutes a. Goal To identify the target words like and write while listening. b. Input Two sentences, each with three options to choose Audio script: 1. I like music. 2. I write in English. c. Outcome Pupils can identify the target words like and write while listening. d. Procedure Step 1: Tell pupils that they are going to listen to the recording and circle the correct options. Get them to read Whole class the options and guess the sentences they may hear in the recording. /Individual Step 2: Play the recording for pupils to listen to. Play the work 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 Pair work answers on the board. Step 4: Play the recording again for pupils to double-check Whole class their answers. Extension: Invite one or two pupils to stand up, listen to /Individual and repeat the sentences. work e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers.
7. PRACTICE Activity 3. Let’s chant. 8 minutes a. Goal To say the chant with the correct pronunciation and rhythm. b. Input The lyrics and recording of the chant. c. Outcome Pupils can say the chant with the correct pronunciation and rhythm. d. Procedure Step 1: Have pupils scan the first verse of the chant, and elicit the word ending with ke (like). Check pupils’ comprehension of the first stanza of the chant. Step 2: Play the recording. Get pupils to listen to and repeat Whole class the first verse, line by line. Show them how to chant and /Individual clap their hands. work Step 3: Play the recording of the first verse again for pupils to do choral and individual repetition. Step 4: Repeat Steps 1 to 3 for the second verse 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. Group Each of the groups should sing one verse of the chant. Then work invite some groups to the front of the class to chant and clap hands. Praise pupils if they perform well. e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Option 1: Play the game from Whole Option 2: Cross-word game class Option 3: Singing contest (PPT slides)
8. Key: Across Down 2. singer 1. English teacher 4. painter 3. IT 5. maths teacher Week: 14 Period: 55 UNIT 8: MY FAVOURITE SUBJECTS Lesson 3 (4,5,6) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - read a paragraph and decide whether the sentences are true or false. knowledge & - read, understand and complete a paragraph about their favourite subjects. skills - do a survey on their classmates’ favourite subjects and the reasons why they like these subjects and present them to the class
9. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: finish reading tasks Attributes - Show their love and interest in their school subjects II. RESOURCES AND MATERIALS - Student’s book: Page 61 - Teacher’s guide: Pages 123, 124 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 8) - Computer, projector, III. Warm-up and review – Read and tick True or False – Let’s write – Project PROCEDURE – Fun corner and wrap-up Procedure Teachers and pupils’ activities Interaction Note Warm-up and review: 5 minutes Option 1: Greet the class and encourage pupils to respond to the Whole greeting. Spend a few minutes revising the previous lesson class/ by inviting two groups of three to the front of the class to Individual take turns saying the two verses of the chant and clapping work their hands. Option 2: Camping trip (PPT slides) PRACTICE Activity 4. Read and tick True or False. 5 minutes a. Goal To read a paragraph and decide whether the sentences are true or false. b. Input – A paragraph about Peter and his school subjects – Four sentences with True and False boxes. c. Outcome Pupils can read a paragraph and decide whether the sentences are true or false. d. Procedure Step 1: Have pupils read all the sentences under the Whole paragraph. Tell them to read Sentence 1 and pay attention class to the keywords name and Peter, then scan the paragraph for the information. If it is the same, they should put a tick in the True box. If the information is not the same, they should put a tick in the False box. Step 2: Repeat Step 1 for Sentences 2, 3 and 4. Set a time Individual limit for pupils to do the activity independently. Go around work the classroom and offer help where necessary. Step 3: Get pupils to swap books with their partners and Pair work check their answers before checking as a class. Individual Step 4: Invite some pupils to stand up and read the work paragraph aloud.
10. e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. PRODUCTION Activity 5. Let’s write. 10 minutes a. Goal To read, understand and complete a paragraph about their favourite subjects. b. Input An incomplete paragraph with four gaps. c. Outcome Pupils can read, understand and complete a paragraph about their favourite subjects. d. Procedure Step 1: Tell pupils what they are going to do. Then get them to read the incomplete paragraph. Elicit what the paragraph is about (someone’s favourite subject and the reason why he / she likes it). Remind them to pay attention Whole class to the context (the words before and after the blanks) in the /Individual sentences before completing them with appropriate work information. Step 2: Get pupils to fill the first gap with their name as an example. Step 3: Set a time limit for pupils to complete the paragraph independently. Go around the classroom and offer help where necessary. Pair work Step 4: Get pupils to swap books with their partners and check the answers in pairs or groups before inviting a few pupils to stand up and read their writing aloud. Extension: Invite a few pupils to read their completed texts in front of the class. e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. PRODUCTION Activity 6. Project. 8 minutes a. Goal To do a survey on their classmates’ favourite subjects and the reasons why they like these subjects and present them to the class b. Input Picture: Mary presenting the result of her survey of favourite subjects to the class. c. Outcome Pupils can do a survey on their classmates’ favourite subjects and the reasons why they like these subjects and present them to the class. d. Procedure Step 1: Get pupils to work in groups to show their surveys on their classmates’ favourite subjects and the reasons why they like these subjects which they have prepared at home as homework. They will tell the class about their avourite subjects and the reasons why they like them. Whole class Step 2: Invite a pupil to the front of the class to model the presentation. Observe and offer help with the presentation /Individual language where necessary. Put the key presentation work language on the board e.g. Look at Bill. His favourite subject is maths. He likes it because he wants to be a maths
11. teacher. Have the pupils repeat the language a few times to help them feel confident when they present the project before an audience. Step 3: Set a time limit for pupils to present the project in Pair work their groups. Each pupil shows his / her survey to the group and describes his / her classmates’ favourite subjects and the reasons why they like them. Pair work Step 4: Invite a few pupils to the front of the class to present their projects. Encourage the class to cheer for the presenters. e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Option 1: Act out - Say some subjects, using gestures to guide pupils how to describe a subject or job without using words. Whole class - Random pupils are called to act without sound in front of the class. - The rest can guess the name of the subject or job. Option 2: Colour box - Prepare several boxes. Put all boxes in the middle of the room - Pupils have 5 pieces of paper with 5 colours (purple, green, brown, red, orange) - All pupils sit with their backs toward the boxes. - Pupils take turns to put the colour pieces of paper into the corresponding colour box. - The piece of paper is their favourite subject at school. - They can put paper pieces into more than one box. - The teacher and the whole class check the number of paper pieces in each box and give a summary. Week: 14 Period: 56 UNIT 9: OUR SPORTS DAY 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 knowledge & contexts focusing on asking and answering questions about a sports day. skills - correctly say the words and use Is your sports day in ______? – Yes, it is. / No, it isn’t. It’s in ______. to ask and answer questions about a sports
12. day. - enhance the correct use of Is your sports day in ______? – Yes, it is. / No, it isn’t. It’s in ______. to ask and answer questions about a sports day. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Develop their interests in sports and show their responsibility by raising awareness of months in the year. II. RESOURCES AND MATERIALS - Student’s book: Page 62 - Audio tracks 87, 88 - Teacher’s guide: Pages 125, 126, 127 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 9) - Computer, projector, III. Warm-up and review – Look, listen and repeat – Listen, point and say – PROCEDURES Let’s talk – Fun corner and wrap-up Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes Greet the class. - Have some pupils say the chant from Lesson 3 of Unit 8. Whole Praise them and get the class to cheer or clap if they do a class/ good job. Individual - Ask pupils to open their books at page 62 and look at work Unit 9, Lesson 1, Activity 1. Write the title Our sports day on the board and read it for the class to repeat a few times. Tell pupils what they will learn in this lesson. 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 a sports day. b. Input – Context a: Lucy: Our sports day is in May. We play many sports and games. Nam: Great! I like sports. – Context b: Lucy: Is your sports day in May too? Nam: No, it isn't. It's in April. c. Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about a sports days.
13. d. Procedure Step 1: Have pupils look at Pictures a and b and identify Whole the characters in the pictures (see Input). class/ Step 2: Ask pupils to look at Picture a. Play the recording Individual for them to listen. Play the recording again, sentence by work sentence, for pupils to listen and repeat. Repeat the same procedure with Picture b. Correct their pronunciation where necessary. Step 3: Play the recording again for pupils to listen to and repeat individually and / or in chorus sentence by sentence. Step 4: Invite a few pairs to the front of the classroom to Pair work listen to and repeat the sentences in the recording. Step 5: Draw their attention to the question Is your sports Whole day in May too? and the answer No, it isn't. It's in April. class/ Tell pupils that they are used to ask and answer questions Individual about sports days. work e. - Performance products: Pupils’ answers Assessment - Assessment tools: Observation; Questions & answers KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. (10 minutes) a. Goal To correctly say the words and use Is your sports day in ______? – Yes, it is. / No, it isn’t. It’s in ______. to ask and answer questions about a sports day. b. Input – Picture cues: a. a calendar showing May b. a calendar showing June c. a calendar showing July d. a calendar showing August – Speech bubbles: Is your sports day in ______? – Yes, it is. / No, it isn’t. It’s in ______. Audio script: a. May / yes b. June / Yes c. March / no / July d. April / no / August a. A: Is your sports day in May? B: Yes, it is. b. A: Is your sports day in June? B: Yes, it is. c. A: Is your sports day in March? B: No, it isn’t. It’s in July. d. A: Is your sports day in April? B: No, it isn’t. It’s in August. c. Outcome Pupils can correctly say the words and use Is your sports day in ______? – Yes, it is. / No, it isn’t. It’s in ______. to ask and answer questions about a sports day. d. Procedure Step 1: Have pupils look at the pictures and elicit the Whole names of the months in the pictures. Have the class repeat class/ the words a few times. Check comprehension. Individual
14. Step 2: Have pupils point at Picture a, listen to the work recording and repeat the word (May). Have the class repeat the word a few times. Repeat the same procedure with the other three pictures. Step 3: Point at the bubbles and have pupils listen to and repeat after the recording Is your sports day in May? – Yes, it is. Point at Picture a and have pupils listen to and repeat the sentences until they feel confident. Repeat the same procedure with Pictures b, c and d. Step 4: Have pupils work in pairs and practise asking and answering the question Is your sports day in ______? – Yes, it is. / No, it isn't. It's in ______. using speech bubbles Pair work and Pictures a, b, c and d. Step 5: Invite a few pairs to point at the pictures and say Whole the questions and answers in front of the class. class/ Pair work e. - Performance products: Pupils’ answers and interaction Assessment - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s talk. (8 minutes) a. Goal To enhance the correct use of Is your sports day in ______? – Yes, it is. / No, it isn’t. It’s in ______. to ask and answer questions about a sports day. b. Input – Picture cue: a picture of a sports day and calendar showing the months of the year – Speech bubbles: Is your sports day in ______? – ______. c. Outcome Pupils can enhance the correct use of Is your sports day in ______? – Yes, it is. / No, it isn’t. It’s in ______. to ask and answer questions about a sport day. d. Procedure Step 1: Draw pupils’ attention to the picture. Have them Whole say the names of the months in the picture. Ask questions class/ to help them identify the context (see Input). Individual Step 2: Have pupils look at the bubbles to understand how work the sentence pattern is used. Have pupils role-play to practise asking the questions and giving their answers in pairs, using picture cues. Make sure pupils understand the structure and say them with the right pronunciation and intonation. Go around to observe and provide help. Step 3: Invite some pupils to practise asking and answering Group questions in front of the class. Praise them if they perform work/ Pair well. work Extension: For a more able class, have pupils ask and answer questions about what their friend(s) do on school sports day, using the structures learnt e.g. What do you do
15. on sports day? – I ______. e. - Performance products: Pupils’ interaction and performance Assessment - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game: Lucky number (PPT) Group - Divide pupils into 2 teams: one team is X, one team is O. work - Pupils select a number on the grid, then 2 representatives ask and answer based on the question cue. If they answer correctly, teacher clicks the home button to go back to the first slide, then click on X or O (depending on which team is answering). - The first team to get three Xs or three Os in a row wins! Option 2: Ask pupils what have you learnt from the lesson today Whole class/ (- Use the months of the year and the model “Is your sports Individual day in .?” – “Yes, it is. / No, it isn’t. It’s in ” to say work when the sports day is.) * Preparation for the project Tell pupils about the project on page 67. Ask them to prepare for it at home by making a school sports day poster. Remind them to bring the posters to class to present them at Project time.