Giáo án Tiếng Anh 4 - Week 20 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 4 - Week 20 - Năm học 2024-2025

1. Week: 20 Date of planning: 18/01/2025 Period: 77 Date of teaching: 20/01 - 24/01 UNIT 11: MY HOME Lesson 3 (1,2,3) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - correctly pronounce the sounds of the letters i and ee in isolation, in the knowledge & words big and street, and in the sentences They live in a big village., and skills They live in Green Street.; - Identify the specific information by listening 2 sentences to identify the target word; - Perform the chant in interesting ways, using appropriate and meaningful gestures; 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 home locations. II. RESOURCES AND MATERIALS - Student’s book: Page 10 - Audio tracks 9,10,11 - Teacher’s guide: Pages 151,152 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 11) - 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 Option 1: Greet the class, then sing the song My house on Whole page 9. class/ Option 2: Sing the song in Unit 11, Lesson 1. Individual work - Ask pupils to sing the song. - Invite some of them to come to the board to role play, the rest of the pupils will sing. Option 3: Chant and do activities (Unit 10, Lesson 3). - Ask pupils to chant and do the actions in Unit 10,
2. Lesson 3 in groups. - Give points to the groups and encourage them. – Get pupils to open their books at page 10 and look at Unit 11, Lesson 3, Activity 1. Tell them what they will learn in this lesson. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 5 minutes a. Goal To correctly repeat the sounds of the letters i and ee in isolation, in the words big and street, and in the sentences They live in a big village. and They live in Green Street. with the correct pronunciation and intonation. b. Input – The letter i, the word big and the sentence They live in a big village. – The letters ee, the word street and the sentence They live in Green Street c. Outcome Pupils can correctly repeat the sounds of the letters i and ee in isolation, in the words big and street, and in the sentences They live in a big village. and They live in Green Street with the correct pronunciation and intonation. d. Procedure Step 1: Have pupils point at the letter i, the word big, and Whole the sentence They live in a big village. Play the recording class for them to listen and repeat in chorus and individually until they feel confident. Correct their pronunciation when necessary. Step 2: Invite a few pupils to listen to and repeat the sound, Individual the word and the sentence in front of the class. Praise them work when their pronunciation is good. Step 3: Repeat Steps 1 and 2 for the letters, the word and Individual the sentence in the second line. Go around the classroom work and correct their pronunciation if necessary. Step 4: Let pupils work in pairs or groups, pronouncing the Whole sounds, saying the words, and reading the sentences until class they feel confident. 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 big and street while listening b. Input Two questions, each with three answer options Audio script: 1. I am in a big town. 2. He is at Green Hotel.
3. c. Outcome Pupils can identify the target words big and street while listening. Key: 1. a 2. b d. Procedure Step 1: Tell pupils the goal of the activity. Explain that they Whole have to listen to the recording and circle the correct options. class/ Check comprehension. Individual Step 2: Get pupils to read the options and guess the work sentences they may hear in the recording. Step 3: Play the recording for pupils to listen to. Play the recording again for them to do the task by circling the correct options. Play a third time for them to double-check their answers. Get pupils to swap books with a partner and Pair work check their answers before checking as a class. Step 4: Invite a few pupils to read aloud all the options in front of the class. Go around the classroom and correct their pronunciation if necessary. 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 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 look at the pictures and tell what they Whole can see in the pictures and predict what the pupils can do. class/ Play the recording and have pupils check the prediction. Individual Step 2: Have pupils read the first verse of the chant and work draw their attention to the sounds of the letters i and ee, the words with the sounds such as live, in, Little, Bee, Green, and Street. Check comprehension. Step 3: Play the recording of the first verse for pupils to be familiar with the chant. Play the recording again, line by line, for pupils to listen and repeat. Draw their attention to the rhythm and pronunciation. Encourage them to clap while chanting. Step 4: Repeat Steps 2 and 3 with the second verse of the chant. Draw pupils’ attention to the sounds of the letters i and ee, the words with the sounds such as live, in, big, village, Little and Fish. Step 5: Play the recording all the way through for pupils to chant and clap. e. - Performance products: Student’s interaction and performance
4. Assessment - Assessment tools: Observation; questions & answers Fun corner and wrap-up: 5 minutes Game: Spin the wheel Pupils spin the wheel and say the words with the target sound. Whole class/ Wrap- up: Individual What have you learnt today? work Week: 20 Period: 78 UNIT 11: MY HOME Lesson 3 (4,5,6) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - Identify the specific information by scanning the text and circle the correct knowledge & answers; skills - Write about their home; - Present pictures to the class at the Project time; Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform presentation skill Attributes - Show pride in where they’re from and respect to other people by using appropriate gestures and intonation when asking and answering about home locations. II. RESOURCES AND MATERIALS - Student’s book: Page 11 - Teacher’s guide: Pages 152,153,154 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 11) - Computer, projector, III. Warm-up and review – Read and circle – Let’s write – Game – Project PROCEDURE Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes
5. Option 1: Greet the class, then invite one or two groups of Whole pupils to the front of the class to say the chant in Lesson 3, class/ Activity 3. The rest of the class may chant and clap along. Individual Option 2: Sing the song in Unit 11, Lesson 1. work - Ask pupils to sing the song. - Invite some of them to come to the board to role play, the rest of the pupils will sing. Option 3: Chant and do activities (Unit 11, Lesson 3). - Ask pupils to chant and do the actions in Unit 11, Lesson 3 in groups. - Give points for the groups and encourage them. – Ask pupils to open their books at page 11 and look at Unit 11, Lesson 3, Activity 4. PRACTICE Activity 1. Read and circle. 5 minutes a. Goal To read and show the understanding of the text by circling the correct options to fill in the blanks. b. Input – A short text about the description of two places – Four gapped sentences and two options for each sentence c. Outcome Pupils can read and show the understanding of the text by circling the correct options to fill in the blanks. Key: 1. b 2. a 3. b 4. a d. Procedure Step 1: Tell pupils the goal of the activity and explain that Whole they should read the text and circle the correct options to class complete the gapped sentences. Check comprehension. /Individual Step 2: Do Sentence 1 as an example. First, have pupils work read Sentence 1 and decide what information they need to find in the text. Then, have them read the text carefully and find the information about the flat where the writer lives to decide if option a or b is correct. Circle the correct option. Step 3: Set a time limit for pupils to do the task independently. Go around the classroom and offer help if necessary. Step 4: Get pupils to swap their books with a partner and Whole check their answers before checking as a class. Correct the class/ answers where necessary. Pair work Extension: Invite one or two pupils to read the text in front of the class. Correct their pronunciation where necessary
6. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers PRODUCTION Activity 2. Let’s write. 10 minutes a. Goal To use the target language to complete a gapped text about the place where pupils live. b. Input A short gapped text c. Outcome Pupils can use the target language to complete the gapped text about the place where they live. d. Procedure Step 1: Tell the class the goal of the activity and explain Whole that they should read the gapped text and fill in the gaps class/ with their own information. Explain that the gaps in the text Individual focus on the place pupils live in. Check comprehension. work Step 2: Have pupils do the first gapped sentence together as an example. Ask them to read the first sentence and elicit the words (e.g. house, flat). Then have them write it in the gap. Step 3: Give pupils time to complete the text independently. Go around the classroom and offer help if Pair work necessary. Step 4: Get pupils to swap their books with a partner, check and read their friend’s writing. Extension: Invite one or two pupils to read their completed texts in front of the class. Check pronunciation if necessary. e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; answer keys PRODUCTION Activity 3. Project. 8 minutes a. Goal To draw a picture of the place where they live and present it to the class, using thetarget language. b. Input A picture of Mary presenting her completed picture of the place where she lives c. Outcome Pupils can draw a picture of the place where they live and present it to the class, usingthe target language. d. Procedure Step 1: Tell pupils the goal of the activity. Explain the Whole project again that pupils are introducing their home. Pupils class/ draw a picture of the place (street, road, village, etc.) where Individual they live and prepare how to present it at home. They work should talk at least five sentences about where they live. Ask pupils to show their completed pictures that they have prepared at home and present them to the class.
7. Step 2: Use Mary’s presentation as an example. Act as Mary to make a presentation, for example, “I live in Thang Long Street. It is a small street. There are some shops. There are many trees. I like my street.” Step 3: Have pupils work in their groups. Each pupil shows his or her picture and talks about it. Go around the classroom and offer help if necessary. Step 4: Invite a few pupils to show the pictures and make a presentation about their beautiful homes. Praise pupils when they do the task well. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; questions & answers Fun corner and wrap-up: 5 minutes Option 1: Game: George beats the dragon Pupils take turns to answer the quiz. They will get 1 point if they have the correct answer. Whole Option 2: Game: Sentence Puzzle class/ Individual - Divide the class into groups of four. Give each group a work sentence that is broken/cut into pieces. - Ask them to arrange the words to make a complete sentence, then read it aloud. Wrap- up: What have you learnt today? Week: 20 Period: 79 UNIT 12: JOBS 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 in which pupils ask and answer the questions about the job of a skills family member. – correctly say the words and use What does he / she do? – He’s / She’s _____. to ask and answer questions about jobs. – enhance the correct use of What does he / she do? – He's / She's _____. to ask and answer questions about jobs 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 their parent's jobs and respect to other people’s jobs
8. II. RESOURCES AND MATERIALS - Student’s book: Page 12 - Audio tracks 11, 12 - Teacher’s guide: Pages 170-172 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 12) - Computer, projector, III. Warm-up and review – Look, listen and repeat – Listen, point and say – PROCEDURE 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 and encourage pupils to respond to the greeting. Whole Option 1: Guess the job (PPT slides) class/ Option 2: Miming game Individual Ask pupils to think about jobs, name one thing related to work the job they choose, ask the rest to say the name of the job their friend describes. If possible, prepare some working tools for a policeman (a hat/ white gloves ), a farmer, an office worker and an actor to make the game more exciting. EXPLORATION Activity 1. Look, listen and repeat. 5 minutes a. Goal To understand and correctly repeat the sentences in two communicative contexts in which pupils ask and answer the questions about the job of a family member. b. Input – Context a: Mai: How many people are there in your family? Ben: There are four. – Context b: Ben: This is my father. Mai: What does he do? Ben: He’s a policeman. c. Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts in which pupils ask and answer the question about the job of a family member.
9. d. Procedure Step 1: Ask pupils to look at Pictures a and b and identify the characters in the pictures. Ask Who is he / she? and Where is he / she? Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by sentence, for pupils to listen and repeat. Repeat the same procedure with Picture b. Correct their pronunciation where Whole necessary. class/ Step 3: Play the recording again, sentence by sentence, for Individual pupils to listen, point at the sentences and repeat in chorus work and individually. Correct their pronunciation where necessary. Step 4: Draw pupils’ attention to the question What does he do? and the answer He’s a policeman. Explain that they are used to ask and answer questions about jobs. Extension: Invite a few pairs of pupils to act out the Pair work conversations in front of the class. 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 What does he / she do? – He’s / She’s _____. to ask and answer questions about jobs. b. Input – Picture cues: a. A woman working on a farm b. A policeman c. A woman working in an office d. A man acting in a film – Speech bubbles: What does he / she do? – He’s / She’s _____. Audio script: a. a farmer b. a policeman c. an office worker d. an actor a. A: What does she do? B: She’s a farmer. b. A: What does he do? B: He’s a policeman. c. A: What does she do? B: She’s an office worker. d. A: What does he do? B: He’s an actor. c. Outcome Pupils can correctly say the phrases and use What does he / she do? – He’s / She’s _____. to ask and answer questions about jobs.
10. d. Procedure Step 1: Ask pupils to look at Pictures a, b, c and d and Whole identify the jobs of the people in the pictures. class/ Step 2: Play the recording for pupils to listen to and repeat Individual the phrases under the pictures in chorus and individually work until they feel confident. 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. Step 4: Repeat Step 3 with Pictures b, c and d. Then let pupils practise asking and answering questions in pairs. Go around the classroom to offer help if necessary. Step 5: Invite a few pairs to point at the pictures and ask Pair work and answer questions about the jobs of the people in the pictures. e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 3. Let’s talk. 8 minutes a. Goal To enhance the correct use of What does he / she do? – He's / She's _____. to ask and answer questions about jobs in a freer context. b. Input – Picture cues: a policeman, a farmer, an actress, an actor, a teacher – Speech bubbles: What does he / she do? – _____. c. Outcome Pupils can enhance the correct use of What does he / she do? – He's / She's _____. to ask and answer questions about jobs in a freer context. d. Procedure Step 1: Draw pupils’ attention to the pictures. Ask Whole questions to help them identify the jobs of the people in the class/ pictures (see Input). Individual Step 2: Elicit the missing words in the speech bubble and work write them on the board. Get pupils to say the completed sentence. Step 3: Put pupils into pairs to practise the exchanges. Go around the classroom to offer support where necessary. Pair work Step 4: Invite a few pairs to point at the pictures and ask and answer questions about the jobs of the people in the pictures. Extension: If time allows, get a few pairs to ask and answer questions about their real family members. e. - Performance products: Pupils’ questions and answers. Assessment - Assessment tools: Observation; Questions & Answers.
11. Fun corner and wrap-up: 5 minutes Option 1: Play who wants to be a millionaire (powerpoint) Option 2: Board game (on the next page) Whole class/ *Project preparation Group Tell pupils about the project on page 17. Ask them to work prepare for it at home by collecting photos or drawing pictures of their family members, focusing on their jobs and workplaces. They should ask their parents if they do not know their parents’ jobs or workplaces. Remind pupils to bring their photos or drawings to the class at Project time in Lesson 3, Activity 6. Week: 20 Period: 80 UNIT 12: JOBS 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 knowledge & and answer questions about the jobs of family members. skills – complete four gapped exchanges with the help of picture cues. – sing the song My lovely family with the correct pronunciation, rhythm and melody. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks Attributes - Show pride in their parent's jobs and respect to other people’s jobs II. RESOURCES AND MATERIALS - Student’s book: Page 13 - Audio tracks 13, 14 - Teacher’s guide: Pages 172-174 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 12) - Computer, projector, III. Warm-up and review – Listen and tick or cross - Look, complete and PROCEDURE read - Let’s sing – Fun corner and wrap-up Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes
12. Greet the class and encourage pupils to respond to the greeting. Option 1: Q-A with some students and asks pupils to Whole count how many friends like the same occupations class/ Option 2: Spend a few minutes revising the previous Individual lesson by inviting a few pairs of pupils to come to the front work of the class to ask and answer questions about the jobs of the people in Activity 3 on page 12, using What does he / she do? – He’s / She’s _____. Option 3: Game: What does he/she do? (PPT slides) PRACTICE Activity 4. Listen and tick or cross. 5 minutes a. Goal To listen to and understand four communicative contexts in which pupils ask and answer questions about the jobs of family members. b. Input Picture cues: a. a teacher b. a policeman c. an office worker d. an actor Audio script: 1. A: What does your mother do? B: She’s a farmer. 2. A: What does your father do? B: He’s a policeman. 3. A: Is your mother an office worker? B: Yes, she is. 4. A: What does your father do? B: He’s a farmer. c. Outcome Pupils can listen to and understand four communicative contexts about the jobs of family members, then tick or cross the pictures.
13. d. Procedure Step 1: Draw pupils’ attention to the pictures and ask the Whole questions What does he / she do? Elicit the answers from class/ pupils. Tell pupils that they have to look at the people in the Individual pictures, recognise their jobs and tick or cross the boxes work while listening. Step 2: Play the recording all the way through for pupils to listen. Then play the recording again for them to listen and tick or cross the pictures. Step 3: Get pupils to swap books with a partner to check Pair work their answers before checking as a class. Correct the answers, if necessary. Extension: If time allows, play the recording, sentence by sentence, for pupils to listen and repeat in chorus. Correct their pronunciation where necessary. Key: a. x b. ✓ c. ✓ d. x e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 5. Look, complete and read. 10 minutes a. Goal To complete four gapped exchanges with the help of picture cues. b. Input – Four picture cues – Four gapped exchanges to complete c. Outcome Pupils can complete four gapped exchanges with the help of picture cues. d. Procedure Step 1: Model Exchange 1. Have pupils read the exchange Whole and guess the missing word in the answer. Then draw class/ pupils’ attention to the picture and elicit the woman’s job Individual that can be used to fill in the gap (e.g. office worker). work 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 Pair work/ their answers before checking as a class. Nominate a pupil Whole to write the answers on the board. Give further support to class those pupils who find it difficult to do the task. Step 4: Invite four pairs of pupils to act out four completed exchanges in front of the class. Correct their pronunciation where necessary. Key: 1. office worker 2. an actor 3. do; a policeman 4. What; She’s a farmer.
14. e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 3. Let’s sing. 8 minutes a. Goal To sing the song My lovely family with the correct pronunciation, rhythm and melody. b. Input The lyrics and the recording of the song My lovely family c. Outcome Pupils can sing the song My favourite subject with the correct pronunciation, rhythm and melody. d. Procedure Step 1: Draw pupils’ attention to the title and lyrics of the Whole song. Encourage them to point at the pictures to reinforce class/ their understanding. Individual Step 2: Have pupils read the first verse of the lyrics. work Explain that the first verse is about a family’s jobs. Have pupils listen to the first verse, drawing their attention to the pronunciation, rhythm and melody. Then let them listen to and practise singing it line by line while clapping their hands. Step 3: Repeat Steps 1 and 2 with the second verse. Explain that it is about the jobs of another family. Check comprehension and give feedback. Step 4: Ask pupils to listen to and sing the whole song while clapping their hands. Go around the classroom and offer help if needed. Group Step 5: Invite a few groups to the front of the class to sing work the song. The class may sing along and clap to reinforce the activity. e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Option 1: Watch a video to know more about jobs Whole Option 2: Do the matching exercise (The worksheet in the class next page) Option 3: Karaoke competition Pick some pupils, divide them into boys and girls groups standing face to face. Assign them parts of the song. Extension: If pupils perform well, prepare some flashcards
15. of other jobs and ask pupils to change the lyrics using the flashcards.