Giáo án Tiếng Anh 4 - Week 25 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 4 - Week 25 - Năm học 2024-2025

1. Week: 25 Date of planning: 08/03/2025 Period: 97 Date of teaching: 10/03 – 14/03 UNIT 15: MY FAMILY’S WEEKENDS Lesson (1,2,3) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – use the words and phrases cinema, shopping centre, sports centre, knowledge & swimming pool in relation to the topic “My family’s weekends”; skills – use Where does he / she go on Saturdays? – He / She goes to the _____. to ask and answer questions about where someone goes; – listen to and demonstrate understanding of simple communicative contexts in relation to the topic “My family’s weekends”; – read and write about where someone goes and what someone does at the weekend; – make notes about where their family members go and what they do at the weekend, 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 listening tasks Attributes - Show pride in where they come from and great respect for where someone comes from by using appropriate gesture and intonation when asking and answering about nationality. II. RESOURCES AND MATERIALS - Student’s book: Page 30 - Audio tracks 42, 43 - Teacher’s guide: Pages 209, 210, 211 - Website hoclieu.vn - Flash cards/ pictures and posters - 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
2. Warm-up and review: 5 minutes Greet the class. Option 1: Whole - Spend a few minutes revising the previous lesson by class/ having pupils play Miming game on page 27. Individual work Option 2: - Elicit that there are many places in town. Whole class/ - Ask pupils to name as many places as they know. EXPLORATION Activity 1. Look, listen and repeat. 5 minutes a. Goal To understand and correctly repeat the sentences in two communicative contexts in which the characters ask and answer questions about where a family member goes at the weekend. b. Input – Context a: Mary: Where does your father go on Saturdays? Mai: He goes to the gym. – Context b: Mary: What about your mother? Where does she go on Saturdays? Mai: She goes to the shopping centre. c. Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts in which characters ask and answer questions about where a family member goes at the weekend. d. Procedure Step 1: Have pupils look at Pictures a and b and identify Whole the characters in the pictures. class Step 2: Ask pupils to look at Picture a. Play the recording for them to listen. Play the recording again, sentence by Individual sentence, for pupils to listen and repeat. Repeat the same work procedure with Picture b. Correct their pronunciation where necessary. Group Step 3: Play the recording again for pupils to listen and work repeat in chorus sentence by sentence. Step 4: Invite a few pairs to the front of the class to listen Whole to and repeat the sentences in the recording. class
3. Step 5: Draw pupils’ attention to the question Where does Pair work she go on Saturdays? and the answer She goes to the shopping centre. Tell pupils that they are used to ask and answer questions about where a family member goes at the weekend. Extension: Invite a few pairs of pupils to act out the conversations in front of the 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 words and use Where does he / she go on Saturdays? – He / She goes to the _____. to ask and answer questions about where a family member goes at the weekend. b. Input – Picture cues: a. a father at the sports centre b. a mother at the shopping centre c. a brother at the swimming pool d. a sister at the cinema – Speech bubbles: Where does he / she go on Saturdays? – He / She goes to the _____. Audio script: a. sports centre b. shopping centre c. swimming pool d. cinema a. A: Where does he go on Saturdays? B: He goes to the sports centre. b. A: Where does she go on Saturdays? B: She goes to the shopping centre. c. A: Where does he go on Saturdays? B: He goes to the swimming pool. d. A: Where does she go on Saturdays? B: She goes to the cinema. c. Outcome Pupils can correctly say the words and use Where does he / she go on Saturdays? – He /She goes to the _____. to ask and answer questions
4. about where a family member goes at the weekend. d. Procedure Step 1: Have pupils look at Pictures a, b, c and d and Whole identify the people and the places. class/ Individual work Step 2: Have pupils point at Picture a, listen to the recording and repeat the word (sports centre). Point at the bubbles and Picture a again and have pupils listen to and Individual repeat after the recording (Where does he go on work Saturdays? – He goes to the sports centre.). Step 3: Repeat the same procedure with the other three Whole pictures. Have the class repeat the questions and answers a class/ few times. Individual work Step 4: Have pairs practise asking and answering the questions Where does he / she go on Saturdays? – He / She goes to the _____. Pair work Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Whole class/ Pair work e. - Performance products: Student'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 Where does he / she go on Saturdays? – He /She goes to the _____. to ask and answer questions about where a family member goes at the weekend in a freer context. b. Input – Picture cues: a father at the gym, a brother at the cinema, a sister at the shopping centre, a mother at the swimming pool. – Speech bubbles: Where does he / she go on Saturdays? – _____. c. Outcome Pupils can enhance the correct use of Where does he / she go on Saturdays? – He / She goes to the _____. to ask and answer questions about where a family member goes at the weekend in a freer context. d. Procedure Step 1: Draw pupils’ attention to the pictures. Ask Whole questions to help them identify the context (see Input). class/ Step 2: Put pupils into pairs and have them practise asking Individual and answering questions about where a family member work
5. goes at the weekend. Go around the classroom to offer support where necessary. Step 3: Invite a few pairs to the front of the class to Pair work practise asking and answering questions about where a family member goes at the weekend. Praise pupils if they perform well. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & Answers Preparation for the project: Tell pupils about the project on page 35, Lesson 3, Activity 6. Ask them to make notes about where their family members go and what they do on the weekend. They will present the results to the class at Project time. Fun corner and wrap-up: 5 minutes Option 1: Play the Pokemon game (ppt) - Divide the class into 3 teams. - Pupils from each team choose a number then answer the questions - After 9 numbers, the team with the most points is the winner. Option 2: - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Use the words shopping centre, sports centre, cinema, and swimming pool and the model “Where does he/she go?” – “He/she goes to the ” to say where do their family go on the weekends) Week: 25 Period: 98 UNIT 15: MY FAMILY’S WEEKENDS Lesson 1 (4,5,6) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – use the words and phrases cinema, shopping centre, sports centre, knowledge &
6. skills swimming pool in relation to the topic “My family’s weekends”; – use Where does he / she go on Saturdays? – He / She goes to the _____. to ask and answer questions about where someone goes; – listen to and demonstrate understanding of simple communicative contexts in relation to the topic “My family’s weekends” Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks II. RESOURCES AND MATERIALS - Student’s book: Page 31 - Audio tracks 43,44 - Teacher’s guide: Pages 212,213 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 15) - Computer, projector, III. Warm-up and review – Listen and tick – Look, complete and read – PROCEDURE Let’s sing – Fun corner and wrap-up Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes Greet the class. Option 1: – Use the flashcards to revise the words and phrases on Whole page 30. class/ – Spend a few minutes revising the previous lesson by Individual asking the question Where does he / she go on Saturdays? work and call on a few pupils to answer the question using picture cues. – Ask pupils to open their books at page 31 and look at Unit 15, Lesson 1, Activity 4. Option 2: Game: Slap the board. Teams – T divides class into 2 teams. - T calls 1 pupil from each team to come to the board.
7. - T shows clues (picture and some given letters) on the slides, pupils need to slap the board as quickly as possible to choose the missing letters. - The first pupils slapping at the correct answer will get 1 point for their team. EXPLORATION Activity 4. Listen and tick. 5 minutes a. Goal To listen to and understand two communicative contexts about where a family member goes at the weekend and tick the correct pictures. b. Input Picture cues: 1a. a sister at the cinema 1b. a sister at the swimming pool 2a. a mother at the shopping centre 2b. a mother at the gym Audio script: 1. A: Is your sister at home on Saturdays? B: No, she isn’t. A: Where does she go? B: She goes to the swimming pool. 2. A: Is your mother at home on Saturdays? B: No, she isn’t. A: Where does she go? B: She goes to the shopping centre. c. Outcome Pupils can listen to and understand two communicative contexts about where a family member goes at the weekend and tick the correct pictures. Key: 1. b 2. a d. Procedure Step 1: Draw pupils’ attention to Pictures 1a and 1b. Ask Whole questions to help them identify the characters and places. class Step 2: Play the recording of the first dialogue for pupils to listen to. Play the recording again for them to listen and do the task by ticking the correct picture. Individual Step 3: Repeat Steps 1 and 2 for Pictures 2a and 2b. work Step 4: Tell pupils to swap books with a partner, then check
8. answers as a class. Write the correct answers on the board. Play the recording again for pupils to double-check their Whole answers. class Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat individually and in chorus. Correct their pronunciation where necessary. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Listen; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 5. Look, complete and read. 10 minutes a. Goal To complete two gapped sentences and two gapped exchanges with the help of picture cues. b. Input – Four picture cues – Two gapped sentences and two gapped exchanges c. Outcome Pupils can complete two gapped sentences and two gapped exchanges with the help of picture cues. Key: 1. swimming pool 2. cinema 3. goes; sports centre 4. Where; goes to the shopping centre d. Procedure Step 1: Have pupils look at the pictures. Get them to Whole identify the places and characters in the pictures. class Step 2: Have pupils look at the gapped sentences. Draw Individual their attention to the missing words and phrases in the work sentences. Step 3: Model Sentence 1. Have pupils look at the Whole sentence. Ask them what word is missing (swimming class/ pool). Then have pupils complete it (My brother goes to Individual the swimming pool on Saturdays.). work Step 4: Repeat the same procedure with Sentence 2 and Exchanges 3 and 4. Step 5: Have pupils complete the gapped sentences and gapped exchanges individually and ask pupils to read them aloud.
9. e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; Answer keys PRACTICE Activity 6. Let’s sing. 8 minutes a. Goal To sing the song Where do they go on Saturdays? with the correct pronunciation, rhythm and melody. b. Input The lyrics and recording of the song Where do they go on Saturdays? c. Outcome Pupils can sing the song Where do they go on Saturdays? with the correct pronunciation, rhythm and melody. d. Procedure Step 1: Draw pupils’ attention to the title and lyrics of the song. Encourage them to point at the places in the pictures to reinforce their understanding. Whole Step 2: Play the recording all the way through for pupils to class listen to the whole song. Encourage them to listen carefully to the pronunciation, rhythm and melody. Step 3: Play the recording, line by line, for pupils to listen and repeat. Correct their pronunciation where necessary. Pairs Step 4: Play the recording all the way through for pupils to sing and clap along with the recording. Extension: Invite some groups to the front of the class to perform while the rest of the class sings and 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: play the Lucky Wheel game (PPT) - Divide the class into 2 teams. - Pupils from each team choose a number, then answer the Whole questions. If the pupils answer correctly, T spins the wheel class/Team on the slide to get the points for that question. - After 6 numbers, the team with the most points is the winner.
10. Option 2: Wrap up - Ask students to answer the following questions: Whole What have you learnt from the lesson today? class/ Individual - (use the words and phrases cinema, shopping centre, work sports centre, swimming pool in relation to the topic “My family’s weekends”; and use Where does he / she go on Saturdays? – He / She goes to the _____. to ask and answer questions about where someone goes) Week: 25 Period: 99 UNIT 15: MY FAMILY’S WEEKEND Lesson 2 (1,2,3) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – Use the words and phrases cinema, shopping centre, sports centre, knowledge & swimming pool, cook meals, do yoga, play tennis and watch films in skills relation to the topic “My family’s weekends”;”; – use What does he / she do on Sundays? – He / She _____. to ask and answer questions about what someone does; – listen to and demonstrate understanding of simple communicative contexts in relation to the topic “My family’s weekends”;. – Dead and write about where someone goes and what someone does at the weekend. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks. - Self-control & independent learning: perform listening tasks. II. RESOURCES AND MATERIALS - Student’s book: Page 32 - Teacher’s guide: Pages 214, 215, 216 - Website hoclieu.vn++ - Flash cards/ pictures and posters (Unit 15) - Computer, projector, III. Warm-up – New words– Look, listen and repeat –Listen, point and say–
11. PROCEDURE Let’s talk– Games Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes Greet the class. Option 1: – Greet the class and encourage pupils to respond to your Whole greeting. class/ – Get the class to sing the song Where do they go on Individual Saturdays? on page 31. work – Ask pupils to open their books at page 32 and look at Unit 15, Lesson 2, Activity 1. Pair work Option 2: Hot potato –Ss pass a ball when the teacher plays music. When the music stops, the student holding the ball says where he/she Group work goes on Sundays. EXPLORATION Activity 1. Look, listen and repeat. a. Goal – To understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about what a family member does at the weekend. b. Input – Context a: Ben: Where does your father go on Sundays? Linh: He goes to the sports centre – Context b: Ben: What does he do there? Linh: He plays tennis. c. Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about what a family member does at the weekend. d. Procedure Step 1: Have pupils look at Pictures a and b and identify Whole the places, characters and their activities in the pictures. class Step 2: Ask pupils to look at Picture a. Play the
12. recording for them to listen. Play the recording again, Whole sentence by sentence, for pupils to listen and repeat. class Repeat the same procedure with Picture b. Correct their pronunciation where necessary. Step 3: Play the recording again for pupils to listen and Individual repeat in chorus sentence by sentence. Step 4: Invite a few pairs to the front of the class to Pair work listen to and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the question What does he do there? and the answer He plays tennis. Tell pupils that they are used to asking and answering questions about what a family member does at the weekend. e. - Performance products: Student’s answers. Assessment - Assessment tools: Observation; Questions & Answers, Peer correction KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say a. Goal To correctly say the phrases and use What does he / she do on Sundays? – He / She _____. to ask and answer questions about what a family member does at the weekend. b. Input – Picture cues: a. a sister cooking b. a father playing tennis c. a brother watching a film d. a mother doing yoga – Speech bubbles: What does he / she do on Sundays? – He / She _____. Audio script: a. cooks meals b. plays tennis c. watches films d. does yoga a. A: What does she do on Sundays? B: She cooks meals. b. A: What does he do on Sundays? B: He plays tennis. c. A: What does he do on Sundays?
13. B: He watches films. d. A: What does she do on Sundays? B: She does yoga. c. Outcome Pupils can correctly say the phrases and use What does he / she do on Sundays? – He / She _____. to ask and answer questions about what a family member does at the weekend. d. Procedure Step 1: Have pupils look at Pictures a, b, c and d and Whole elicit the activities of the people. class/ Individual Step 2: Have pupils point at Picture a, listen to the work recording and repeat the phrase (cooks meals). Point at the speech bubbles and Picture a again and have pupils listen to and repeat after the recording (What does she do on Sundays? – She cooks meals.). Individual work Step 3: Repeat the same procedure with the other three pictures. Have the class repeat the questions and answers a few times. Pair work Step 4: Have pairs practise asking and answering the questions What does he / she do on Sundays? – He / She ____. using picture cues. Pair work Step 5: Invite a few pairs to point at the pictures and say the questions and answers in front of the class. e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; answer keys PROJECT Activity 3. Let’s talk a. Goal To enhance the correct use of What does he / she do on Sundays? – He / She _____. to ask and answer questions about what a family member does at the weekend in a freer context. b. Input – Picture cue: a mother doing yoga, a brother cooking a meal, a sister watching a film, a father playing tennis – Speech bubbles: What does he / she do on Sundays? – _____. c. Outcome Pupils can enhance the correct use of What does he / she do on Sundays? – He / She _____. to ask and answer questions about what a family member does at the weekend in a freer context.
14. d. Procedure Step 1: Draw pupils’ attention to the pictures. Ask Group questions to help them identify the context (see Input). work/ Pair work Step 2: Put pupils into pairs and encourage them to ask and answer questions about what a family member does at the weekend. Go around the classroom to offer support where necessary. Step 3: Invite a few pairs to practise asking and answering questions about what a family member does at Pair work the weekend. Praise pupils if they perform well. Step 4: Invite a few pairs to the front of the class to perform their conversations. Group work/ Pair work e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Games: 5 minutes Option 1: Lucky wheel -Teacher divides the class into 2 teams (boys and girls). -Each team takes turns to choose the flag and answer the question. -The team that has more points is the winner. Option 2: -In pairs, students talk about what they do on Sunday. Then the teacher calls some students to talk about what their partners do on Sundays. Option 3: - Ask students to answer the following questions: What have you learnt from the lesson today? (use the phrases cook meals, do yoga, play tennis and watch films in relation to the topic “My family’s weekend”)
15. Week: 25 Period: 100 UNIT 15: MY FAMILY’S WEEKENDS Lesson 2 (4,5,6) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – use the words and phrases cinema, shopping centre, sports centre, knowledge & swimming pool in relation to the topic “My family’s weekends”; skills – use Where does he / she go on Saturdays? – He / She goes to the _____. to ask and answer questions about where someone goes; – listen to and demonstrate understanding of simple communicative contexts in relation to the topic “My family’s weekends” Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks II. RESOURCES AND MATERIALS - Student’s book: Page 31 - Audio tracks 43,44 - Teacher’s guide: Pages 212,213 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 15) - Computer, projector, III. Warm-up and review – Listen and match – 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: Sing a song - T asks pupils to sing the song Where do they go on Whole Saturdays in chorus. class/ Option 2: Game: Individual
16. – Use the flashcards to revise the words and phrases on work page 30. - Spend a few minutes revising the previous lesson by getting a few pairs to ask and answer questions about what a family member does at the weekend, using What does he / she do on Sundays? – He / She _____. Teams – Ask pupils to open their books at page 33 and look at Unit 15, Lesson 2, Activity 4. EXPLORATION Activity 4. Listen and tick. 5 minutes a. Goal To listen to and understand four communicative contexts aboutwhat a family member does at the weekend and match the correct pictures. b. Input Picture cues: 1. a brother 2. a sister 3. a father 4. a mother a. cinema icon b. yoga icon c. tennis icon d. cooking icon Audio script: 1. A: What does your brother do on Sundays? B: He plays tennis. 2. A: What does your sister do on Sundays? B: She cooks meals. 3. A: What does your father do on Sundays? B: He watches films. 4. A: What does your mother do on Sundays? B: She does yoga. c. Outcome Pupils can listen to and understand four communicative contexts about what a family member does at the weekend and match the correct pictures. Key: 1. c 2. d 3. a 4. b d. Procedure Step 1: Draw pupils’ attention to the pictures and the icons. Ask questions to help pupils identify the people in the pictures and the icons. Step 2: Play the recording for pupils to listen to. Play the recording again for them to listen and do the task by matching the people to the activities. Play the recording a third time to give pupils another listening opportunity. Step 3: Check answers as a class. Play the recording again for pupils to double-check their answers. Extension: If time allows, play the recording, sentence by
17. sentence, for the class to listen and repeat individually and in chorus. Correct their pronunciation where necessary. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 5. Look, complete and read. 10 minutes a. Goal To complete two gapped exchanges 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. Key: 1. sports centre; do; tennis 2. home; What; cooks meals d. Procedure Step 1: Have pupils look at the pictures. Get them to Whole identify the people and their activities in the pictures. class Step 2: Have pupils look at the two gapped exchanges. Draw their attention to the missing words. Step 3: Model Exchange 1. Have pupils look at the first Individual gap. Ask them what word is missing (sports centre). Then work have them complete the sentence (He goes to the sports centre.). Get them to guess the missing words in the following sentences (do; tennis). Repeat the same procedure with Exchange 2. Whole Step 4: Get pupils to swap books with a partner and check class their answers before checking as a class. Ask a few pairs to read the completed exchanges aloud. 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 revise target words about family weekend activities by playing Matching game b. Input – Four word cards with places: sports centre, gym, cinema and swimming pool – Four word cards with activities: play tennis, do yoga, watch films and swim
18. c. Outcome Pupils can revise target words about family weekend activities by playing Matching game d. Procedure Step 1: Tell pupils that they are going to play Matching Whole game in pairs. They will take turns turning over a pair of class cards (as mentioned in Input). Step 2: The player turns over a pair of cards. If the cards show an activity and a place that matches, the player scores a point, e.g. the card play tennis matches the card sports Individual centre. work Step 3: The player continues to turn over pairs of cards. If the cards do not match, the other player has a turn. The player who gets more points is the winner. Step 4: Have pupils work in pairs. Invite one or two pairs to the front of the class to play the game. Whole Extension: To make the game more challenging, ask pupils class/ to make sentences with the words on the cards they have, Individual e.g. My father goes to the sports centre on Sundays. He work plays tennis. e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; Answer keys Fun corner and wrap-up: 5 minutes Option 1: play the Build the city game (PPT) - Divide the class into 2 teams, Pupils choose any number, the teacher clicks on the NUMBER to go to the question, Whole after pupils answer correctly, the teacher clicks on the key class/Team next to it to unlock. - Teacher clicks on start to build to go to the city building slide. - Teacher clicks on the corresponding picture to put the object in the right place. Whole - The game ends when the city is built. class/ Individual - Teachers can also add points for students to have more work fun. Option 2: Wrap up - Ask students to answer the following questions: What have you learnt from the lesson today? - (use the words and phrases cinema, shopping centre,
19. sports centre, swimming pool in relation to the topic “My family’s weekends”; and use Where does he / she go on Saturdays? – He / She goes to the _____. to ask and answer questions about where someone goes)