Giáo án Tiếng Anh 4 - Week 17 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 4 - Week 17 - Năm học 2024-2025

1. Week: 17 Date of planning: 28/12/2024 Period: 65 Date of teaching: 30/12 – 03/01/2025 UNIT 10: OUR SUMMER HOLIDAYS 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 about where someone knowledge & was in the past and match the correct pictures. skills - complete two gapped dialogues with the help of picture cues. - review target words to make sentences about where someone was in the past by playing the game Making sentences. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform learning tasks. Attributes - Show interest in different places and care about friends and other people - Respect other countries and cities, as well as others’ summer experience II. RESOURCES AND MATERIALS - Student’s book: Page 71 - Audio track 103 - Teacher’s guide: Pages 145, 146 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 10) - Computer, projector, III. Warm-up and review – Listen and match – Look, complete and read – PROCEDUR Let’s play – Fun corner and wrap-up E Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes Game: Who is faster? - Spend a few minutes revising the previous lesson by Pair work playing a game. – Ask pupils to open their books at page 70 and look at Unit 10, Lesson 2, Activity 4. PRACTICE Activity 4. Listen and match. 5 minutes
2. a. Goal To listen to and understand four communicative contexts about where someone was in the past and match the correct pictures. b. Input Picture cues: 1. Mai 2. Bill 3. Mary 4. Nam a. Tokyo b. London c. Bangkok d. Sydney Audio script: 1. A: Where were you last summer, Mai? B: I was in Sydney. 2. A: Where were you last summer, Bill? B: I was in Bangkok. 3. A: Where were you last summer, Mary? B: I was in Tokyo. 4. A: Where were you last summer, Nam? B: I was in London. c. Outcome Pupils can listen to and understand four communicative contexts about where someone was in the past and match the correct pictures. Key: 1. d 2. c 3. a 4. b d. Procedure Step 1: Draw pupils’ attention to the characters and Whole pictures. Ask questions to help pupils identify the class/ characters and the places. Individual Step 2: Play the recording for pupils to listen. Play the work recording again for them to do the task by matching the characters to the correct places. Play the recording a third time to give pupils another listening opportunity. Step 3: Check answers together as a class. Play the recording again for pupils to double check their answers. Extension: If time allows, play the recording again, sentence by sentence, for the class to listen and repeat individually and in chorus. Correct their pronunciation where necessary.
3. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers PRACTICE Activity 5. Look, complete and read. 10 minutes a. Goal To complete two gapped dialogues with the help of picture cues. b. Input - Two picture cues - Two gapped exchanges to complete c. Outcome Pupils can complete two gapped exchanges with the help of picture cues. d. Procedure Step 1: Have pupils look at the pictures. Get them to Whole identify the characters and the places in the pictures. class/ Step 2: Have pupils look at the two gapped exchanges. Individual Draw their attention to the missing words in the questions work and answers. Step 3: Model Exchange 1. Have pupils look at the first gap. Ask them what word is missing (London). Then have them complete the answer (I was in London.). Get them to guess the missing word in the second answer (Yes) and complete the answer (Yes, it is.). Step 4: Repeat the same procedure with Exchange 2. Step 5: Have pupils complete the gaps individually. Check Individual their answers as a class and ask a few pairs to read them work/ Pair aloud. work e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; Answer keys PRACTICE Activity 6. Let’s play. 8 minutes a. Goal To review target words to make sentences about where someone was in the past by playing the game Making sentences. b. Input Some flash cards of the target vocabulary: I, you, in, London, Sydney, Tokyo, where, were, was, last, summer, weekend, yesterday, etc. c. Outcome Pupils can review target words to make sentences about where someone was in the past by playing the game Making sentences. d. Procedure Step 1: Tell pupils that they are going to play the game Whole Making sentences in groups of four or five. class/ Step 2: Nominate one pupil in each group as a leader. The Group leader says a sentence and the other group members have to work stand in a line, holding the word cards to make a sentence.
4. For example: Where were you last summer? Step 3: Set a time limit for the groups to play the game. Step 4: Invite two groups to the front of the class to play the game. Step 5: Have the class give comments and announce the winner. The group that makes the most correct sentences will win. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game: Plants vs Zombies (ppt) Group - Divide the class into 3 teams. work - Pupils from each team choose a number, then answer the question. - Pupils answer correctly and get some points. Option 2: - Ask students what they have learnt through the lesson Whole (Use the target words Bangkok, London, Sydney and Tokyo class in relation to the topic “Our summer holidays to make sentences about where someone was in the past.) Week: 17 Period: 66 UNIT 10: OUR SUMMER HOLIDAYS Lesson 3 (1,2,3) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - correctly repeat the sounds of letters ere in isolation, in the word were (/ə/) knowledge & as in the sentence Were you on the beach last summer? and the word where skills (/eə/) as in Where were you last weekend? - identify the target words where and were while listening. - say the chant with the correct rhythm and pronunciation. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform learning tasks
5. Attributes - Show interest in different places and care about friends and other people - Respect other countries and cities, as well as others’ summer experience II. RESOURCES AND MATERIALS - Student’s book: Page 72 - Audio tracks 104, 105, 106 - Teacher’s guide: Pages 147, 148 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 10) - Computer, projector, III. Warm-up and review – Listen and repeat – Listen and circle – Let’s chant – PROCEDUR Fun corner and wrap-up E Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes Greet the class. Option 1: Whole - Sing and dance to the Freeze and Fire song. class/ Option 2: Individual - Spend a few minutes revising the previous lesson by work asking pupils to play the game Board race using the language learnt. - Ask pupils to open their books at page 32 and look at Unit 4, Lesson 3, Activity 1. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 5 minutes a. Goal To correctly repeat the sounds of letters ere in isolation, in the word were (/ə/) as in the sentence Were you on the beach last summer? and the word where (/eə/) as in Where were you last weekend? b. Input - The letters ere, the word were and the sentence Were you on the beach last summer? - The letters ere, the word where and the sentence Where were you last weekend? c. Outcome Pupils can correctly repeat the sounds of the letters ere in isolation, in the word were (/ə/) as in the sentence Were you on the beach last summer? and the word where (/eə/) as in Where were you last weekend? d. Procedure Step 1: Draw pupils’ attention to the letters ere, the word Whole were and the sentence Were you on the beach last summer? class/
6. Play the recording and encourage them to point to the Individual letters, the word and the sentence individually and in chorus work while listening. Step 2: Play the recording again and encourage pupils to listen to and repeat the sound, the word and the sentence. Do this several times until pupils feel confident. Correct their pronunciation where necessary. Step 3: Repeat Steps 1 and 2 for the letters ere, the word where and the sentence Where were you last weekend? Pair work/ Step 4: Have pupils work in pairs or groups, pronouncing Group the sounds, saying the words and reading the sentences until work they feel confident. Extension: Have pupil play a mini game to strengthen ability to distinguish the words were and where e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers PRACTICE Activity 2. Listen and circle. 10 minutes a. Goal To identify the target words where and were while listening. b. Input Two sentences, each with three options Audio script: 1. Where were you last summer? 2. Were you at the campsite yesterday? c. Outcome Pupils can identify the target words where and were while listening. d. Procedure Step 1: Tell pupils the goal of the activity. Explain that Whole they have to listen to the recording and circle the correct class/ options. Check comprehension. Individual Step 2: Play the recording for pupils to listen. Play the work recording again for them to listen and circle the correct options. Pair work 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. Whole Step 4: Play the recording again for pupils to double- class/ check their answers. Individual work Extension: Invite one or two pupils to stand up, listen to and repeat the sentences.
7. e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s chant. 8 minutes a. Goal To say the chant with the correct rhythm and pronunciation. b. Input The lyrics and the recording of the chant c. Outcome Pupils can say the chant with the correct rhythm and pronunciation. d. Procedure Step 1: Draw pupils’ attention to the lyrics of the chant. Whole Check their comprehension. class/ Step 2: Play the recording all the way through for pupils to Individual listen to the whole chant. Encourage them to listen work carefully to the rhythm and pronunciation. Draw pupils’ attention to the sounds of the letter ere in the words were and where. 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. Encourage them to clap along while chanting. Pair work/ Extension: Divide the class into two or more groups to Group take turns listening and repeating the chant while the rest of work the class claps along. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game: Fishing game (ppt) Group - Divide the class into 3 teams. work - Pupils from each team choose a letter, then answer the question. - Pupils answer correctly and get some points corresponding to the letter they choose. Option 2: Whole Ask students what they have learnt through the lesson class/ (- Identify the target words where and were while Individual listening. work - Say the chant with the correct rhythm and
8. pronunciation.) Week: 17 Period: 67 UNIT 10: OUR SUMMER HOLIDAYS Lesson 3 (4,5,6) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - read two texts and complete the sentences about Mai’s and Tony’s summer knowledge & holidays. skills - read and complete a gapped paragraph about where someone was on holiday in the previous summer. - make a mind map of where pupils were on holiday in the previous summer and use the notes to make a presentation to the class. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform reading and writing tasks Attributes - Show interest in different places and care about friends and other people - Respect other countries and cities, as well as others’ summer experience II. RESOURCES AND MATERIALS - Student’s book: Page 73 - Teacher’s guide: Pages 148, 149, 150 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 10) - Computer, projector, III. Warm-up and review – Read and complete – Let’s write – Project – PROCEDURE Fun corner and wrap-up Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes
9. Greet the class. Whole - Spend a few minutes revising the previous lesson by class/ having the class say the chant on page 72. Individual work - Ask pupils to open their books at page 73 and look at Unit 10, Lesson 3, Activity 4. PRACTICE Activity 4. Read and complete. 5 minutes a. Goal To read two texts and complete the sentences about Mai’s and Tony’s summer holidays. b. Input Two reading texts and four incomplete sentences c. Outcome Pupils can read two texts and complete the sentences about Mai’s and Tony’s summer holidays. Key: 1. Ha Long Bay 2. beautiful 3. helpful 4. great d. Procedure Step 1: Draw pupils’ attention to the four incomplete Whole sentences below the texts. Elicit the answers to Sentence 1 class/ (about a place), Sentence 2 (about Ha Long Bay), Sentence Individual 3 (about the people in London), and Sentence 4 (about work Mai’s and Tony’s feelings about their summer holidays). Step 2: Have pupils read the texts to find the information and complete the four sentences. Step 3: Set a time limit for pupils to do the task individually. Go around the classroom and offer help where necessary. Pair work Step 4: Get pupils to compare their answers with a partner, then check answers together as a class. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers PRODUCTION Activity 5. Let’s write. 10 minutes a. Goal To read and complete a gapped paragraph about where someone was on holiday in the previous summer. b. Input A gapped paragraph to complete c. Outcome Pupils can read and complete a gapped paragraph about where someone
10. was on holiday in the previous summer. Suggested answer: I am Ha. Last summer, I was on holiday in Nha Trang with my family. The beach was beautiful. The food was excellent. The people were friendly. My holiday was great! d. Procedure Step 1: Tell pupils to read the gapped paragraph and fill in Whole the gaps with the information about the place where they class/ were on holiday in the previous summer. Tell pupils that Individual the gaps in the text focus on the descriptions of locations, work people, food and their feelings about their holidays. Check comprehension. Individual Step 2: Have pupils look at and do the second gapped work sentence together as an example. Ask them to read the sentence and elicit the location. Then have them write the location in the gap. Step 3: Give pupils time to complete the paragraph independently. Go around the classroom and offer help if Pair work necessary. Step 4: Get pupils to swap their books with a partner and Individual check their answers. work Extension: Invite a few pupils to read their completed paragraphs in front of the class. e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; Answer keys PRODUCTION Activity 6. Project 8 minutes a. Goal To make a mind map of where pupils were on holiday in the previous summer and use the notes to make a presentation to the class. b. Input - A picture of a pupil giving a presentation at the front of the class using a mind map - Speech bubble: Last summer, I was on holiday in Nha Trang. The beach was beautiful. _____. c. Outcome Pupils can make a mind map of where they were on holiday in the previous summer and use the notes to make a presentation to the class. d. Procedure Step 1: Tell pupils about the goal of the activity. Explain Individual that they have to look at the notes in their mind maps and work present the results to the class. Teacher can use the paragraphs in Activity 4 to do examples first. Step 2: Have pupils work in groups of five. Each pupil Group
11. looks at the notes in his / her mind map and tells the group work about where he / she was on holiday in the previous summer, and describes the place. Step 3: Invite a few pupils to look at the notes in their mind maps and tell the class about them, e.g. Last summer, I was Individual on holiday in Bangkok. The food was excellent. ... work Step 4: Have the rest of the class give comments and praise pupils if they perform well. Whole class e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game: Whack-a-mole (ppt) Group - Divide the class into 2 teams. work - Pupils from each team choose a number, then answer the question. - Pupils answer correctly and get some points corresponding to the number they choose. Option 2: Ask students what they have learnt through the lesson Whole (- Read and write about if someone was somewhere and class/ where someone was in the past. Individual work - Make a mind map of where pupils were on holiday in the previous summer and present the results to the class at Project time.) Week: 17 Period: 68 REVIEW 2 Period 1 I. OBJECTIVES By the end of the lesson, pupils will be able to:
12. Language - correctly use the following sentence patterns: knowledge & + Where’s your school? – It’s in the ______. skills + How many ____ are there at your school? – There is / are ____. + What’s your favourite subject? – It’s ____. + Is your sports day in ____? – Yes, it is. / No, it isn't. It's in ____. + When's your sports day? – It's in ____. + Were you ____ last weekend? – Yes, I was. / No, I wasn't. + Where were you last summer? – I was in ____. Competences - Self-control & independent learning: perform learning tasks - Communication and collaboration: work in pairs or groups Attributes - Work hard to consolidate what they have learnt and make good progress II. RESOURCES AND MATERIALS - Student’s book: Page 74 - Audio track 107 - Teacher’s guide: Pages 151, 152, 153 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1 - 10) - Computer, projector, III. Warm-up and review – Listen and tick – Ask and answer – Fun corner PROCEDURE and wrap-up Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes Greet the class. Option 1: Game: Hot air-balloon (ppt) Group work Option 2: Whole - Ask pupils to choose a song from Units 6 to 10 and sing class/ along (e.g. Gardens and buildings at my school, page 47; Individual What subjects do you have today?, page 53; My favourite work subject, page 57; Our sports day, page 63; Were you on the beach yesterday?, page 69). - Get pupils to open their books at page 74 and look at Review 2, Activity 1. PRACTICE Activity 1. Listen and tick. 5 minutes a. Goal To listen to and understand five communicative contexts in which characters talk about familiar topics such as our school, our timetable, my favourite subjects, our sports day, and our summer holidays and tick the
13. correct pictures. b. Input – Picture cues: 1a. a school in a city 1b. a school in the mountains 1c. a school in a village 2a. a timetable with music on Monday 2b. a timetable with music on Wednesday 2c. a timetable with music on Thursday 3a. a maths teacher 3b. an English teacher 3c. a painter 4a. a calendar showing October 4b. a calendar showing March 4c. a calendar showing May 5a. a campsite 5b. a zoo 5c. a beach Audio script: 1. A: Where’s your school? B: It’s in the mountains. 2. A: When do you have music? B: I have it on Thursdays. 3. A: What’s your favourite subject? B: It’s English because I want to be an English teacher. 4. A: Is your sports day in October? B: No, it isn’t. It’s in May. 5. A: Were you at the campsite last weekend? B: Yes, I was. c. Outcome Pupils can listen to and understand five communicative contexts in which characters talk about familiar topics such as our school, our timetables, my favourite subjects, our sports day, and our summer holidays and tick the correct pictures.
14. Key: 1. b 2. c 3. b 4. c 5. a d. Procedure Step 1: Draw pupils’ attention to Pictures 1a, 1b and 1c. Whole Elicit the words or phrases to describe the pictures in each class/ option (e.g. a school in a city, a school in the mountains, a Individual school in a village). Elicit the questions the speaker may work ask (e.g. Where’s your school?). Play the recording for pupils to listen. Play it again for them to do the task. Then play the recording a third time for them to check their answers. Step 2: Repeat Step 1 for the rest of the pictures: 2a, 2b and 2c; 3a, 3b and 3c; 4a, 4b and 4c, and 5a, 5b and 5c. Step 3: Get pupils to swap books with a partner to check Pair work their answers before checking as a class. Write the correct answers on the board. Step 4: Play the recording for pupils to listen and double- check the answers. Whole Extension: If time allows, play the recording, sentence by class/ sentence, for pupils to listen to and repeat some exchanges Individual individually and/ or in chorus. Correct their pronunciation work where necessary. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers, Peer correction PRACTICE Activity 2. Ask and answer. 10 minutes a. Goal To ask and answer questions using picture cues or personal information. b. Input Four picture cues and four questions c. Outcome Pupils can ask and answer questions using picture cues or personal information. d. Procedure Step 1: Draw pupils’ attention to the first question. Get the Whole class to read it in chorus. Elicit the answer and give class/ feedback. Then get pupils to role-play the exchange. Repeat Individual the same procedure with the rest of the questions. work Step 2: Give pupils time to take it in turns to role-play the four exchanges. Go around the classroom to offer support where necessary. Step 3: Invite a few pairs of pupils to stand up and take it in Pair work turns to role-play the target exchanges.
15. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Game: Mystery box (ppt) Group - Divide the class into 3 teams. work - Pupils from each team take turns choosing a number and answering a question. - Pupils who answer correctly will get some points.