Giáo án Tiếng Anh 4 - Week 21, Period 81-84

Nội dung text: Giáo án Tiếng Anh 4 - Week 21, Period 81-84

1. Week: 21 Period: 81 UNIT 12: JOBS 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 knowledge & contexts in which pupils ask and answer questions about the place of work of skills a family member. – correctly say the phrases and use Where does he / she work? – He / She works _____. to ask and answer questions about places of work. – enhance the correct use of Where does he / she work? – He / She works _____. to ask and answer questions about places of work in a freer context. 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 14 - Audio tracks 15, 16 - Teacher’s guide: Pages 174-176 - 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 your greeting. Whole Option 1: Invite a few pupils to the front of the class to class/ sing the song My lovely family. The class may sing along Individual and clap hands. work Option 2: Game: Slap the board (using flashcards) to review words about jobs in the previous lesson Option 3: Sing the warm-up song (Powerpoint)
2. 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 questions about the place of work of a family member. b. Input – Context a: Bill: What does your mother do? Mai: She’s a nurse. – Context b: Bill: Where does she work? Mai: She works at a nursing home. c. Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts in which pupils ask and answer questions about the place of work of a family member. d. Procedure Step 1: Ask pupils to look at Pictures a and b and identify Whole the characters. Check comprehension. class/ Step 2: Ask pupils to look at Picture a. Play the recording Individual for them to listen and familiarise themselves with the work characters’ voices. Play the recording again, sentence by sentence, for pupils to listen and repeat. Correct their pronunciation where necessary. Repeat the same procedure with Picture b. Step 3: Invite a few pairs to the front of the class to listen to Pair work and act out the exchanges. Step 4: Draw pupils’ attention to the question Where does she work? and the answer She works at a nursing home. Explain that these structures are used to ask and answer questions about where someone works. 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 phrases and use Where does he / she work? – He / She works _____. to ask and answer questions about places of work. b. Input – Picture cues: a. A woman working at a nursing home b. A man working at a factory c. A woman teaching at a school d. A man working on a farm – Speech bubbles: Where does he / she work? – He / She works _____. Audio script: a. at a nursing home b. at a factory c. at a school d. on a farm a. A: Where does she work? B: She works at a nursing home.
3. b. A: Where does he work? B: He works at a factory. c. A: Where does she work? B: She works at a school. d. A: Where does he work? B: He works on a farm. c. Outcome Pupils can correctly say the phrases and use Where does he / she work? – He / She works _____. to ask and answer questions about places of work. d. Procedure Step 1: Ask pupils to look at Picture a and identify the Whole place of work of the woman. Play the recording for pupils class/ to listen to and repeat the phrase in chorus and individually Individual until they feel confident. work Step 2: Draw pupils’ attention to the speech bubbles and elicit the missing phrase in the answer. Play the recording for pupils to repeat the sentences in both bubbles a few times. Remind pupils to point at the relevant picture when they are repeating. Step 3: Repeat Steps 1 and 2 with Pictures b, c and d. Go Whole around the classroom and offer help if necessary. class/ Pair Step 4: Invite a few pairs to point at the pictures and say work the questions and answers in front of the class. 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 Where does he / she work? – He / She works _____. to ask and answer questions about places of work in a freer context. b. Input – Picture cues: a woman working at a nursing home, a man teaching in a classroom, a woman working at a factory, a man working on a farm – Speech bubbles: Where does he / she work? – _____. c. Outcome Pupils can enhance the correct use of Where does he / she work? – He / She works _____. to ask and answer questions about places of work in a freer context. d. Procedure Step 1: Ask pupils to look at the pictures and identify the Whole job as well as the workplace of the character in each class/ picture. Ask What does he / she do? Where does he / she Individual work? Check comprehension. work Step 2: Give pupils time to work in pairs and take turns Pair work asking and answering the questions. Go around the classroom to offer support where necessary. Step 3: Invite a few pairs to come to the front of the class
4. and act out the roles. e. - Performance products: Pupils’ questions and answers. Assessment - Assessment tools: Observation; Questions & answers. Fun corner and wrap-up: 5 minutes Option 1: Play the game Where does he/she work? (powerpoint) Whole Option 2: Game class Option 3: Swap flashcards to revise the learnt words and get to know some new words of jobs Week: 21 Period: 82 UNIT 12: JOBS Lesson 2 (4,5,6) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – listen to and understand two communicative contexts in which pupils ask knowledge & and answer questions about jobs and workplaces of family members and tick skills the correct pictures. – complete two gapped exchanges with the help of picture cues. – practise using the target vocabulary and sentence patterns by playing the game Guessing game. 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 15 - Audio track 17 - Teacher’s guide: Pages 176 - 178 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 12) - Computer, projector, III. Warm-up and review – Listen and tick – Look, complete and read – PROCEDURE Let’s play – Fun corner and Wrap-up
5. 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 for and answering about the places of work of the work people on page 14. Option 2: Play a quizizz game about jobs (powerpoint) rce=quiz_share PRACTICE Activity 4. Listen and tick. 5 minutes a. Goal To listen to and understand two communicative contexts in which pupils ask and answer questions about jobs and workplaces of family members and tick the correct pictures. b. Input Picture cues: 1a. A nurse working at nursing home 2a. A man working on a farm 1b. A nurse working at a hospital 2b. A man working at a factory Audio script: 1. A: What does your mother do? B: She’s a nurse. A: Where does she work? B: She works at a hospital. 2. A: What does your father do? B: He’s a worker. A: Where does he work? B: He works at a factory. c. Outcome Pupils can listen to and understand two communicative contexts in which pupils ask and answer questions about jobs and workplaces of family members and tick the correct pictures. d. Procedure Step 1: Ask pupils to look at Pictures 1a and 1b and Whole identify the job and the workplace of each character. Ask class/ What does she do? and Where does she work? Draw their Individual attention to the places of work of the women. Check work comprehension. Step 2: Play the recording of the first dialogue for pupils to listen to. Then play the recording again for them to tick the
6. correct pictures. Step 3: Repeat Steps 1 and 2 with Pictures 2a and 2b. Pair work Step 4: Get pupils to swap their books with a partner and check their answers before checking as a class. Correct the answers if needed. Play the recording a third time for pupils to double-check their answers. Whole Key: 1. b 2. b class/ Extension: If time allows, play the recording, sentence by Individual sentence, for the class to listen to and repeat the dialogues work individually and in chorus. Correct 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 gapped exchanges with the help of picture cues. b. Input Picture cues: – 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 hole class/ identify the characters and places in the pictures. Individual Step 2: Have pupils look at the two gapped exchanges. work Draw their attention to the missing words in the questions and answers. Step 3: Model Exchange 1. Have pupils look at the first gap. Ask them what word is missing (She's). Then have them complete the sentence (She is a nurse.). Get them to guess the missing word in the second answer and complete the answer (hospital). Step 4: Repeat the same procedure with Exchange 2. Set a time limit for pupils to complete the gaps individually. Go around the classroom and give further support to pupils who find it difficult to do the task. Step 5: Get pupils to swap books, then check the answers Pair work/ as a class. Invite a few pairs to read the completed Whole exchanges aloud. class Key: 1. nurse; work at 2. a worker; work; at a factory Extension: Invite two pairs of pupils to act out the completed exchanges in front of the class.
7. e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 6. Let’s play. 8 minutes a. Goal To practise using the target vocabulary and sentence patterns by playing the game Guessing game. b. Input – A picture illustrating how to play the game in which a teacher standing between two groups of pupils is giving hints, and one pupil is answering – Speech bubbles: Teacher: He’s a farmer. Nam: He works on a farm. c. Outcome Pupils can practise using the target vocabulary and sentence patterns by playing the game Guessing game. d. Procedure Step 1: Tell pupils the goal of the game and how to play it. Explain that they have to listen to the teacher’s sentences and reply to the places where they work as quickly as possible. Whole Step 2: Invite two groups of pupils (three pupils in each class/ group) to the front of the class. Then say (e.g. He’s a Individual farmer.) and ask the groups to reply (e.g. He works on a work farm.). The group that gives the correct answer more quickly gets one point / star. The group with more points / stars is the winner. Extension: When pupils feel confident with the game, call Pair work/ on one or two pupils to act as the teacher to say the Group sentences to the groups. work e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Option 1: Guess the jobs or work places (powerpoint) Option 2: Guess where? Call some pupils to write down or draw one thing or one Whole word related to the job they choose, class The teacher describes the word/ drawing and asks the rest to guess the job and the workplace. Option 3: Whispering game Week: 21 Period: 83 UNIT 12: JOBS
8. 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 ar and ur in isolation, in the words knowledge & farmer and nurse, and in the sentences My father is a farmer. and My mother skills is a nurse with correct pronunciation and intonation. – identify the target words farmer and nurse 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 Attributes - Show pride in their parent's jobs and respect to other people’s jobs II. RESOURCES AND MATERIALS - Student’s book: Page 16 - Audio tracks 18, 19, 20 - Teacher’s guide: Pages 179, 180 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 12) - 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. Option 1: Lip- reading game Whole - Guide pupils to say any jobs they like without class/ making a sound. Divide them into groups Individual - Each pupil takes turns to say any job without work making a sound while the rest guess the job. Option 2: Game: Guess the job (powerpoint) KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 5 minutes a. Goal To correctly repeat the sounds of the letters ar and ur in isolation, in the words farmer and nurse, and in the sentences My father is a farmer. and My mother is a nurse with correct pronunciation and intonation.
9. b. Input – The letters ar, the word farmer and the sentence My father is a farmer. – The letters ur, the word nurse and the sentence My mother is a nurse. c. Outcome Pupils can correctly repeat the sounds of the letters ar and ur in isolation, in the words farmer and nurse, and in the sentences My father is a farmer. and My mother is a nurse with correct pronunciation and intonation. d. Procedure Step 1: Have pupils point at the letters ar, the word farmer, Whole and the sentence My father is a farmer. Play the recording class for them to listen and repeat in chorus and individually until they feel confident. Correct their pronunciation where 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 with the letters, the word and Whole the sentence in the second line. Go around the classroom class and correct their pronunciation where necessary. Step 4: Let pupils work in pairs or groups, pronouncing the sounds, saying the words and reading the sentences until Pair work they feel confident. 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 farmer and nurse while listening. b. Input Two gapped sentences, each with three answer options Audio script: 1. His mother is a nurse. 2. Her father is a farmer. c. Outcome Pupils can identify the target words farmer and nurse while listening. 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 gapped sentences and guess work which option can be chosen to fill in each gap. Step 3: Play the recording, once or twice, for pupils to listen and circle the correct options. Get pupils to swap books with a partner and check their answers before checking as a class. Play the recording again for pupils to double-check their answers.
10. Step 4: Invite a few pupils to stand up, listen to and repeat the completed sentences in front of the class. Correct their pronunciation where necessary. Key: 1. b 2. c e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. 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 read the first verse of the chant and draw their attention to the sounds of the letters ar and ur, the words farmer, farm, nurse and nursing and the sentences My father is a farmer. He works on a farm. My mother is a nurse. and She works at a nursing home. Check comprehension. Step 2: Play the recording of the first verse. Play the recording again, line by line, for pupils to listen and repeat. Correct their pronunciation where necessary. Draw their Whole attention to the rhythm and pronunciation. Encourage them class/ to clap while chanting. Individual Step 3: Repeat Steps 1 and 2 with the second verse of the work chant. Draw pupils’ attention to the sounds of the letters ur and ar, the words nurse, nursing, farmer and farm, and the sentences Our father is a nurse. He works at a nursing home. Our mother is a farmer. and She works on a farm. Step 4: Play the recording all the way through for pupils to chant and clap their hands. Extension: Divide the class into two or more groups to take Group turns listening and repeating the chant while the rest of the work class claps along. e. - Performance products: Pupils’ performance Assessment - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes
11. Option 1: Ask pupils to sketch anything related to the places of work and ask their friends to guess the working Whole place their friends sketch. class Option 2: Create your own chant about your family. Week: 21 Period: 84 UNIT 12: JOBS Lesson 3 (4,5,6) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – read and show understanding of the text by filling in the gaps in the table. knowledge & – use the target language to complete a gapped text about pupils’ family skills members. – collect photos or draw pictures of family members at home and present them to the class by using the target language. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks Attributes - Show pride in their parent's jobs and respect to other people’s jobs II. RESOURCES AND MATERIALS - Student’s book: Page 17 - Teacher’s guide: Pages 180 - 182 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 12) - Computer, projector, III. Warm-up and review – Read and complete – Let’s write – Project – Fun PROCEDURE 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: Spend a few minutes revising the previous class/ lesson by inviting two groups of three to the front of the Individual class to take turns saying the two verses of the chant and work
12. clapping their hands. (Powerpoint) PRACTICE Activity 4. Read and complete. 5 minutes a. Goal To read and show understanding of the text by filling in the gaps in the table. b. Input – A short text about a pupil’s family members – A table with gaps to complete c. Outcome Pupils can read and show understanding of the text by filling in the gaps in the table. d. Procedure Step 1: Tell pupils the goal of the activity and explain that Whole they should read the text and fill in the gaps in the table. class Check comprehension. Step 2: Do the first gap as an example. First, have pupils Individual read the question What does she do? to focus their attention work on the job of the mother. Then have them read the text and choose the appropriate word to fill in the gap (nurse). Step 3: Set a time limit for pupils to do the task Whole independently. Go around the classroom and offer help if class necessary. Step 4: Get pupils to swap their books with a partner and Pair work check their answers before checking as a class. Correct the answers where necessary. Extension: Invite one or two pupils to read the text in front of the class. Correct their pronunciation where necessary. e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. PRODUCTION Activity 5. Let’s write. 10 minutes a. Goal To use the target language to complete a gapped text about pupils’ family members. b. Input A short gapped text c. Outcome Pupils can use the target language to complete a gapped text about the jobs and places of work of their family members. 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 jobs and workplaces of their family members. work Check comprehension. Step 2: Have pupils do the first gapped sentence together as
13. an example. Ask them to read the sentence and elicit their Whole mothers’ jobs. Then have them write the jobs down. class Step 3: Give pupils time to complete the text independently. Go around the classroom and offer help if necessary. Step 4: Get pupils to swap their books with a partner and Pair work check their answers before checking as a class. Extension: Invite one or two 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 collect photos or draw pictures of family members at home and present them to the class by using the target language. b. Input A picture of a girl showing the photos /pictures of her family members she has selected or drawn at home and presenting to the class c. Outcome Pupils can collect photos or draw pictures of their family members at home and present them to the class by using the target language. d. Procedure Step 1: Tell pupils the goal of the activity. Explain that they Whole have to show the photos / pictures that they have prepared class/ at home and present them to the class. Individual Step 2: Have pupils work in groups of three. Each pupil work shows their photo / picture and tells the group about it, e.g. This is a photo of my family. This is my mother. She’s a nurse. She works at a hospital. This is my father. He’s a farmer. He works on a farm. Go around the classroom and offer help if necessary. Step 3: Invite a few pupils to show their photos and tell the Individual class about them. Praise pupils when they do the task well. work e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Option 1: Play the spinner game: play in groups/ pairs with a pencil, spin the pencil and score one point with one correct answer. Whole Option 2: Look at the picture, name the jobs and class workplaces. (Powerpoint)