Giáo án Tiếng Anh 4 - Week 24 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 4 - Week 24 - Năm học 2024-2025

1. Week: 24 Date of planning: 01/03/2025 Period: 93 Date of teaching: 03/03 – 07/03 UNIT 14: DAILY ACTIVITIES 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 focusing on asking and answering questions about what daily skills activity someone does. - correctly say the phrases and use What do you do in the morning? - I _____. to ask and answer questions about what activity someone does in the morning. - enhance the correct use of What do you do in the morning / afternoon / evening? – I _____. to ask and answer questions about what activity someone does in the morning / afternoon / evening in a freer context. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform learning tasks Attributes - Care about other people - Be responsible for their daily activities and willing to share the housework with their family members II. RESOURCES AND MATERIALS - Student’s book: Page 26 - Audio tracks 35, 36 - Teacher’s guide: Pages 201, 202, 203 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 14) - 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
2. - Greet the class. Option 1: Game: Change chairs Whole class/ - Teacher says “Change your chairs if you watch TV in the Individual morning/ afternoon/ evening/ at noon.” work - Pupils listen and change chairs if their answer is YES. Option 2: - Spend a few minutes revising the previous lesson by asking the class to sing the song When do you watch TV and read books? * Have pupils open their books at page 26 and look at Unit 14, Lesson 2, Activity 1. 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 what daily activity someone does. b. Input – Context a: Bill: What do you do on Sundays, Linh? Linh: I do housework. – Context b: Bill: What do you do in the morning? Mai: I clean the floor. c. Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about what activity daily someone does. d. Procedure Step 1: Ask pupils to look at Pictures a and b, and identify Individual what activities Linh does on Sundays. work/ Step 2: Ask pupils to look at Picture a. Play the recording Whole class for them to listen. Step 3: Play the recording again, sentence by sentence, for pupils to listen and repeat individually and in chorus. Correct their pronunciation where necessary. Repeat the same procedure with Picture b. Step 4: Invite a few pairs to listen to and repeat the Pair work sentences in the recording. Step 5: Draw pupils’ attention to the questions and answers Individual
3. in Pictures a and b. Tell them that they are used to ask and work/ answer questions about what daily activity someone does. Whole class e. - Performance products: Student’s 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 What do you do in the morning? - I _____. to ask and answer questions about what activity someone does in the morning. b. Input – Picture cues: a. a girl washing the clothes b. a boy cleaning the floor c. a girl helping her mother with the cooking d. a girl washing the dishes – Speech bubbles: What do you do in the morning? – I _____. Audio script: a. wash the clothes b. clean the floor c. help with the cooking d. wash the dishes a. A: What do you do in the morning? B: I wash the clothes. b. A: What do you do in the morning? B: I clean the floor. c. A: What do you do in the morning? B: I help with the cooking. d. A: What do you do in the morning? B: I wash the dishes. c. Outcome Pupils can correctly say the phrases and use What do you do in the morning? – I _____. to ask and answer questions about what activity someone does in the morning. d. Procedure Step 1: Have pupils look at the pictures, and elicit what Whole class/ activity each child is doing. Individual Step 2: Have pupils point at Picture a, listen to the work recording and repeat the phrase (wash the clothes) a few times. Repeat the same procedure with the other three pictures. Step 3: Point at the first speech bubble and have pupils listen and repeat after the recording (What do you do in the morning?). Point at Picture a and have pupils listen to and repeat the question and answer (What do you do in the morning? – I wash the clothes.). Have the class repeat the
4. exchange a few times. Repeat the same procedure with the other three pictures. Step 4: Set a time limit for pupils to work in pairs, point at Pair work the pictures, and practice asking and answering What do you do in the morning? – I _____. Step 5: Invite a few pairs to the front of the class to take turns pointing at the pictures, and asking and answering What do you do in the morning? – I _____. e. - Performance products: Pupil's talks and interaction Assessment - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s talk. 8 minutes a. Goal To enhance the correct use of What do you do in the morning / afternoon / evening? – I _____. to ask and answer questions about what activity someone does in the morning / afternoon / evening in a freer context. b. Input – Picture cues: family members doing the housework together (washing the clothes, cleaning the floor, washing the dishes, helping with the cooking) – Speech bubbles: What do you do in the morning / afternoon / evening? – _____. c. Outcome Pupils can enhance the correct use of What do you do in the morning / afternoon / evening? – I _____. to ask and answer questions about what activity someone does in the morning / afternoon / evening in a freer context. d. Procedure Step 1: Have pupils look at the pictures and explain that Whole class/ each picture shows the members of a family doing the Individual housework together (as mentioned in Input). Get pupils to work look at the first speech bubble. Ask them to repeat the question a few times: What do you do in the morning / afternoon / evening? Then point at the boy who is cleaning the floor to elicit the answer (I clean the floor.). Have pupils repeat it a few times. Split the class into two groups to take turns pointing at each activity that a character is doing, asking and answering in chorus. Step 2: Set a time limit for pairs of pupils to practise asking and answering What do you do in the morning / afternoon / Pair work evening? – I _____. Go around the classroom to offer help where necessary.
5. Step 3: Invite some pairs of pupils to the front of the class to take turns asking and answering questions about what activity someone does in the morning / afternoon / evening. e. - Performance products: Pupil’s interaction and performance Assessment - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Game: Claw machine (ppt) Group work - Divide the class into 3 teams. - Choose 1 toy to answer the question. - Pupils answer the question correctly, move to the next slide to pick up the toy. If pupils pick the toy correctly, they will get 10 points. - Then click on the arrow or the toy image to return to the main game screen. Notes when picking animals: - Click on the coin. - Then click RIGHT or LEFT to go to the toy you want to pick up. Click CATCH when the pick reaches the toy's position. (Do not wait for the gripper to stop.) * Ask pupils what they have learnt from the lesson today: Whole (- Use What do you do in the morning? – I _____. to ask class/ and answer questions about what daily activities someone Individual does in the morning.) work Week: 24 Period: 94 UNIT 14: DAILY ACTIVITIES 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 ask knowledge & and answer questions about what activities they do at a specific time of the skills day and number the correct pictures. - complete two gapped exchanges with the help of picture cues.
6. - review asking and answering questions about what activity someone does at a specific time of the day by playing Miming game. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform learning tasks Attributes - Care about other people - Be responsible for their daily activities and willing to share the housework with their family members II. RESOURCES AND MATERIALS - Student’s book: Page 27 - Audio track 37 - Teacher’s guide: Pages 203, 204, 205 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 14) - Computer, projector, III. Warm-up and review – Listen and number – Look, complete and read – PROCEDURE Let’s play – Fun corner and wrap-up Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes - Greet the class. Option 1: Game: Listen and draw. (ppt) Whole - Teacher plays the audio, pupils listen and draw pictures class/ on their white board/ paper. Individual work Option 2: Pair work - Spend a few minutes revising the previous lesson by inviting a few pairs to the front of the class to take turns asking and answering questions about what activity each of them does in the morning / afternoon/ evening. * Have pupils open their books at page 27 and look at Unit 14, Lesson 2, Activity 4. PRACTICE Activity 4. Listen and number. 5 minutes
7. a. Goal To listen to and understand four communicative contexts in which pupils ask and answer questions about what activities they do at a specific time of the day and number the correct pictures. b. Input – Picture cues: a. a boy washing dishes b. a girl helping her mum with the cooking c. a girl washing clothes d. a boy cleaning the floor – Audio script: 1. A: What do you do in the morning? B: I wash my clothes. 2. A: What do you do at noon? B: I wash the dishes. 3. A: What do you do in the afternoon? B: I clean the floor. 4. A: What do you do in the evening? B: I help my mum with the cooking. c. Outcome Pupils can listen to and understand four exchanges about what activities characters do at a specific time of the day and number the correct pictures. d. Procedure Step 1: Have pupils look at four pictures. Elicit the activity Whole class/ that the character is doing in each picture. Individual Step 2: Play the recording of the first exchange for pupils work to listen and tell them to identify the picture to number. Play the recording again for them to do the task. Tell them that they will need to pay attention to the activity that the character is doing. It is Picture c (wash the clothes). They should write 1 in the box at the right-bottom of Picture c. Step 3: Play the recording of the other exchanges and have pupils number the pictures. Step 4: Get pupils to swap books with their partners and Pair work check their answers before checking as a class. Correct the answers where necessary. Extension: If time allows, play the recording, sentence by Whole class/ sentence, for the class to listen and repeat individually and Individual in chorus. Correct their pronunciation where necessary. work e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; answer key
8. PRACTICE Activity 5. Look, complete and read. 10 minutes a. Goal To complete two gapped exchanges with the help of picture cues. b. Input Four picture cues with two gapped exchanges to complete c. Outcome Pupils can complete two gapped exchanges with the help of picture cues. d. Procedure Step 1: Get pupils to look at Exchange 1 and the picture. Whole class/ Ask them what the character does in the pictures. Elicit the Individual missing words in the question and answer from the picture work cue and sentence. Complete the answer (clothes) and question (What). Repeat the same procedure with Exchange 2. Step 2: Set a time limit for pupils to do the task individually. Step 3: Get pupils to swap books with their partners and Pair work check their answers before checking as a class. Correct their answers where necessary. Whole class/ Extension: If time allows, invite a few pairs to stand up to Individual take turns reading out the completed exchanges in this work section. e. - Performance products: Pupil’s answers Assessment - Assessment tools: Observation; Answer keys PRACTICE Activity 6. Let’s play. 8 minutes a. Goal To review asking and answering questions about what activity someone does at a specific time of the day by playing Miming game. b. Input A picture cue showing four pupils miming activities c. Outcome Pupils can review asking and answering questions about what activities someone does at a specific time of the day by playing Mining game. d. Procedure Step 1: Explain the goal of the game and explain how the Whole class/ game is played. Group work Step 2: Write the question on the board What do you do in the ...? Ask one player from each team to come to the front of the class and whisper the answer to the question he / she wants to revise to the two players. They take turns miming the sentences they are told for their team to guess. Set a time limit of one minute for the teams to guess the sentences. The team gets one point if their guess is correct.
9. The game continues until the time is up. The team with the most points at the end of the game wins. Step 3: Write all correct answers on the board, under the question What do you do in the ? Step 4: When the game is over, get pairs of pupils to take Pair work turns asking and answering the question What do you do in the morning / afternoon / evening? using the answers on the board. e. - Performance products: Pupil’s answers and interaction Assessment - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Game: Marvel (ppt) Group work - Divide the class into 3 teams. - Pupils from each team choose a superhero, then answer the question. - Pupils who answer correctly will get some points. Week: 24 Period: 95 UNIT 14: DAILY ACTIVITIES 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 tch and sh in isolation, in knowledge & the words watch and wash, and in the sentences When do you watch TV? skills and I wash my clothes in the evening. - identify the target words watch and wash 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 Attributes - Take care of family members and help them with their housework II. RESOURCES AND MATERIALS
10. - Student’s book: Page 28 - Audio: Tracks 38, 39, 40 - Teacher’s guide: Pages 205, 206, 207 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 14) - Computer, projector, III. Warm-up and review – Listen and repeat – Listen and circle – PROCEDURE Let’s chant – Fun corner and wrap-up Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes Greet the class. Option 1: Game: Pass the bomb! (ppt) - Teacher gives students an object to pass around. Whoever Group work got the object when the bomb goes off will have to answer the question. Whole Option 2: class/ - Spend a few minutes revising the previous lesson by Individual having the class play the game Spelling Bee, using the work words from the previous lessons like wash, watch, clean, help, cook, clothes and dishes. * Have pupils open their books at page 28 and look at Unit 14, Lesson 3, Activity 1. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 5 minutes a. Goal To correctly repeat the sounds of the letters tch and sh in isolation, in the words watch and wash, and in the sentences When do you watch TV? and I wash my clothes in the evening. with the correct pronunciation and intonation. b. Input – The letters tch, the word watch and the sentence When do you watch TV? – The letters sh, the word wash and the sentence I wash my clothes in the evening. c. Outcome Pupils can correctly repeat the sounds of the letters tch and sh in isolation, in the words watch and wash, and in the sentences When do you
11. watch TV? and I wash my clothes in the evening. with the correct pronunciation and intonation. d. Procedure Step 1: Have pupils look at the letters tch, listen to the Whole class/ recording and repeat the letters until they feel confident. Individual Correct their pronunciation where necessary. work Step 2: Have pupils point at the word watch, listen to the recording and repeat the word until they feel confident. Monitor the activity and offer help where necessary. Step 3: Get pupils to point at the sentence When do you watch TV?, 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 with the letters sh. Go around the classroom and correct their pronunciation where necessary. Step 5: Give pupils a time limit to practise pronouncing the Pair work/ letters, saying the words, and reading the sentences in pairs Group work or groups. e. - Performance products: Pupil’s pronunciation Assessment - Assessment tools: Observation; Questions & answers PRACTICE Activity 2. Listen and circle. 10 minutes a. Goal To identify the target words watch and wash while listening. b. Input Two gapped questions, each with three answer options Audio script: 1. When do you wash your clothes? 2. When does your sister watch TV? c. Outcome Pupils can identify the target words watch and wash while listening. d. Procedure Step 1: Have pupils read the gapped questions. Explain that Whole class/ they have to listen to the recording and circle the correct Individual options to complete the questions. Explain that the word work watch ends with the tch sound, and wash ends with the sh sound. Check their comprehension. Step 2: Play the recording for pupils to listen. Play the Whole class/ recording again for them to do the task by circling the Pair work correct options. Then get pupils to swap books with their partners to check their answers before checking as a class.
12. Correct the answers where necessary. Step 3: Invite a few pupils to stand up and read the completed questions. Individual work e. - Performance products: Student's answers 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: Have pupils scan the first verse of the chant, and Whole class/ elicit the words ending with tch (watch). Check pupils’ Individual comprehension of the chant. work Step 2: Play the recording. Get pupils to listen to and repeat the first verse, line by line. Show them how to chant and clap hands. 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, divide the class into two Group work groups to take turns chanting and clapping hands. Each of the groups should sing one verse of the chant. Then invite some groups to the front of the class to chant and clap their hands. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Game: Board racing (ppt) Group work - Teacher draws two columns on the board. One column for the ending sound -ch, and the other for -sh. - Teacher divides the class into 2 teams: team -ch and team - sh. - Members from each team will take turns running to the board and write a word that has their team's ending sound.
13. - Teacher checks and gives some more words. Week: 24 Period: 96 UNIT 14: DAILY ACTIVITIES Lesson 3 (4,5,6) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - use the phrases in the morning, at noon, in the afternoon, in the evening, knowledge & wash the clothes, clean the floor, help with the cooking and wash the skills dishes in relation to the topic “Daily activities”. - read and write about someone’s daily activities. - draw pictures or take notes of what daily activities pupils do at home and present the results to the class at Project time. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform learning tasks Attributes - Take care of family members and help them with their housework II. RESOURCES AND MATERIALS - Student’s book: Page 29 - Teacher’s guide: Pages 188, 189 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 14) - Computer, projector, III. Warm-up and review – Read and match – Let’s write – Project – PROCEDURE Fun corner and wrap-up Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes - Greet the class. Option 1: Teacher says Whole class/ - Do what the teacher says, don’t do what the teacher does. Individual
14. Option 2: work - Spend a few minutes revising the previous lesson by inviting two groups of three to the front of the class to take turns saying the two verses of the chant and clapping their hands. * Have pupils open their books at page 29 and look at Unit 14, Lesson 3, Activity 4. PRACTICE Activity 4. Read and match. 5 minutes a. Goal To read a paragraph and show understanding of it by matching time phrases with the appropriate activities. b. Input A paragraph and two groups of phrases to match c. Outcome Pupils read a paragraph and show understanding of it by matching time phrases with the appropriate activities. d. Procedure Step 1: Have pupils read all the phrases under the paragraph. Whole class/ Tell them to read Phrase 1: in the morning. Then they should Individual scan the paragraph for the appropriate activity related to the work phrase. Step 2: Repeat Step 1 with Phrases 2 and 3. Set a time limit for pupils to do the activity independently. Go around 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. Step 4: Invite some pupils to stand up and read the Individual paragraph aloud. work e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers PRODUCTION Activity 5. Let’s write. 10 minutes a. Goal To complete a paragraph about pupils’ activities on Sundays. b. Input An incomplete paragraph with five gaps c. Outcome Pupils can complete a paragraph about their activities on Sundays.
15. d. Procedure Step 1: Tell pupils what they are going to do. Then get them Whole class/ to read the incomplete paragraph. Ask them what the Individual paragraph is about (the housework that you do on Sundays). work Remind them to pay attention to the words before and after the blanks before they complete the sentences with the appropriate information. Step 2: Get pupils to fill the first gap 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. Step 4: Get pupils to swap books with their partners and Pair work/ check their answers in pairs or groups. Group work e. - Performance products: Pupil’s answer Assessment - Assessment tools: Observation; Answer keys PRODUCTION Activity 6. Project. 8 minutes a. Goal To draw pictures or take notes of the activities pupils do on Sundays and present the results to the class, using the target language. b. Input Picture cue of a boy presenting his project to his class c. Outcome Pupils can draw pictures or make notes of the activities they do on Sundays and present the results to the class, using the target language. d. Procedure Step 1: Tell pupils the goal of the activity. Explain that they Whole class/ have to look at the pictures or notes they have prepared at Individual home and present the results to the class. work Step 2: Have pupils work in groups of five. Each pupil looks at their pictures or notes and tells the group about the Group work activities he / she does on Sundays. Step 3: Invite a few pupils to look at their pictures or notes Whole class/ and tell the class about them, e.g. I do the housework on Individual Sundays. In the morning, ... work Step 4: Have the rest of class applaud if pupils perform well. e. - Performance products: Pupil’s pictures and presentations Assessment - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes
16. Game: Mario (ppt) Group work - Divide the class into 3 teams. - Pupils from each team choose a letter, then answer the question. - Pupils answer correctly and get some points corresponding to the letter they choose.