Giáo án Tiếng Anh 4 - Week 26 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 4 - Week 26 - Năm học 2024-2025

1. Week: 26 Date of planning: 15/03/2025 Period: 101 Date of teaching: 17/03 – 21/03 UNIT 15: MY FAMILY’S WEEKENDS 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 g and s in isolation, in the words knowledge & go and television, and in the sentences I go to the cinema on Saturdays, skills and the word television (/ʒ/) as in We watch television on Sundays. - identify the target words go and television 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 - Express love and care for family members. II. RESOURCES AND MATERIALS - Student’s book: Page 34 - Audio tracks 48, 49, 50 - Teacher’s guide: Pages 218, 219 - Website hoclieu.vn - Flash cards/ pictures and posters - 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: Pick the movie game (ppt) Group work - Divide pupils into groups, each group takes turns choosing a number. - Pupils read the description and choose the correct picture. - The team with the most points will be the winner. Option 2: - Have the class play the Matching game in groups or in pairs. Group work
2. /Pair work * Ask pupils to open their books at page 34 and look at Unit 15, 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 g and s in isolation, in the words go and television, and in the sentences I go to the cinema on Saturdays, and the word television (/ʒ/) as in We watch television on Sundays. b. Input – The letter g, the word go and the sentence I go to the cinema on Saturdays. – The letter s, the word television and the sentence We watch television on Sundays. c. Outcome Pupils can correctly repeat the sounds of the letters g and s in isolation, in the words go and television, and in the sentences I go to the cinema on Saturdays. and We watch television on Sundays. with the correct pronunciation and intonation. d. Procedure Step 1: Draw pupils’ attention to the letter g, the word go Whole and the sentence I go to the cinema on Saturdays. Play the class/ recording and encourage pupils to point at the letter, the Individual word and the sentence while listening work Step 2: Play the recording again and encourage pupils to listen to and repeat the sound, the word and the sentence. Do this several times until pupils feel confident. Correct their pronunciation where necessary. Step 3: Repeat Steps 1 and 2 with the letter s, the word television and the sentence We watch television on Sundays. Step 4: Let pupils work in pairs or groups, pronouncing the Pair work/ sounds, saying the words and reading the sentences until Group they feel confident. work e. - Performance products: Student’s pronunciation Assessment - Assessment tools: Observation; Questions & Answers PRACTICE Activity 2. Listen and circle. 10 minutes a. Goal To identify the target words go and television while listening. b. Input Two gapped sentences, each with three answer options Audio script:
3. 1. I go to the shopping centre on Saturdays. 2. They watch television on Sundays. c. Outcome Pupils can identify the target words go and television while listening. Key: 1. c 2. b d. Procedure Step 1: Tell pupils the goal of the activity. Explain that Whole they have to listen to the recording and circle the correct class/ options. Check comprehension. Individual Step 2: Play the recording for pupils to listen to. Play the work recording again for pupils to listen and circle the correct options. Step 3: Tell pupils to swap books with a partner, then Pair work check the answers as a class. Write the correct answers on the board. Step 4: Play the recording again for pupils to double- check their answers. Extension: Invite one or two pupils to stand up, listen to Individual and repeat the completed sentences. 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 recording of the chant. c. Outcome Pupils can say the chant with the correct rhythm and pronunciation. d. Procedure Step 1: Draw pupils’ attention to the lyrics of the chant. Whole Check their comprehension. class/ Step 2: Play the recording all the way through for pupils to Individual listen to the whole chant. Encourage them to listen carefully work to the rhythm and pronunciation. Draw pupils’ attention to the sounds of the letters g and s in the words go and television. Step 3: Play the recording, line by line, for pupils to listen and repeat. Correct their pronunciation if necessary. Step 4: Play the recording all the way through for pupils to chant along. Encourage them to clap along while chanting.
4. Extension: Divide the class into two groups to take turns listening to and repeating the chant while the rest of the Group class claps along. work e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game: Listen and choose (ppt) Group - Have pupils listen to a sentence several times, then ask work them to find the sound /g/ or /ʒ/ with the given word. Pupils identify the word by throwing the sticky ball. - When pupils answer correctly, the teacher or pupils click to reveal the score for that question. Option 2: Game: Slap the board - Divide pupils into 2 - 3 groups. - Each team sends one representative to the board. Teacher draws two boxes and writes g and s in each box. - Teacher reads a word and the representatives slap the box containing letters g or s according to the sound that they hear. - The first pupil to touch the box gets one point. Week: 26 Period: 102 UNIT 15: MY FAMILY’S WEEKENDS Lesson 3 (4,5,6) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - read a text and decide whether the statements about Ben and his knowledge & family’s Sunday activities are true or false. skills - complete a text about what Mai’s family members do at the weekend by writing the target words in the gaps. - make notes about where pupils’ family members go and what they do at the weekend, and present the results to the class, using the target language. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks
5. Attributes - Express love and care for family members. II. RESOURCES AND MATERIALS - Student’s book: Page 35 - Teacher’s guide: Pages 220, 221 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 15) - Computer, projector, III. Warm-up and review – Read and tick True or False – Let’s write – PROCEDURE Project – 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: Catch the sentence! (ppt) Group work - Divide the class into 2 or 3 teams. - Teacher calls one pupil from each team to come up to the front. - Teacher explains the rules. - Letters or words will appear then disappear. - Pupils read them quickly. The quicker one gets points for their team. Option 2: Whole - Spend a few minutes revising the previous lesson by class/ having the class say the chant on page 34. Individual work * Ask pupils to open their books at page 35 and look at Unit 15, Lesson 3, Activity 4. PRACTICE Activity 4. Read and tick True or False. 5 minutes a. Goal To read a text and decide whether the statements about Ben and his family’s Sunday activities are true or false. b. Input A text and four statements with True and False boxes c. Outcome Pupils can read a text and decide whether the statements about Ben and his family’s Sunday activities are true or false. Key: 1. T 2. F 3. T 4. T d. Procedure Step 1: Draw pupils’ attention to the four statements, Whole focusing on the activities of each member of Ben’s family class/
6. on Sunday. Individual Step 2: Ask pupils to read the text individually first, then in work pairs to decide if the statements are true or false. Step 3: Set a time limit for pupils to do the task. Go around the classroom and offer help where necessary. Step 4: Select a few pupils to read their answers in front of the class. Get them to provide reasons for their answers. Then check answers as a class and give explanations where necessary. 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 text about what Mai’s family members do at the weekend by writing the target words in the gaps. b. Input A gapped text c. Outcome Pupils can complete a text about what Mai’s family members do at the weekend by writing the target words in the gaps. d. Procedure Step 1: Ask pupils to read the gapped text and fill in the Whole gaps with information about Mai’s family members’ class/ activities. Tell pupils that the gaps in the text focus on Individual Mai’s family members’ activities at the weekend. Check work comprehension. Step 2: Have pupils do the first gapped sentence together as an example. Ask them to read the sentence and elicit Mai’s father’s activities. Then have them write an answer, e.g. plays tennis, in the gap. Individual Step 3: Give pupils time to complete the text work independently. Go around the classroom and offer help if Pair work necessary. Step 4: Get pupils to swap their books with a partner and Individual check their answers. work Extension: Invite a few pupils to read their completed texts in front of the class. e. - Performance products: Student's answers Assessment - Assessment tools: Observation; Answer keys PRODUCTION Activity 6. Project. 8 minutes
7. a. Goal To make notes about where pupils’ family members go and what they do at the weekend, and present the results to the class, using the target language. b. Input - A picture of a pupil giving a presentation in front of the class using the notes. - Speech bubble: On Sundays, my father goes to the sports centre. He plays tennis. c. Outcome Pupils can make notes about where their family members go and what they do at the weekend, and present the results to the class, using the target language. d. Procedure Step 1: Tell pupils the goal of the activity. Explain that Group they have to look at the notes they have prepared at home work and present the results to the class. Step 2: Have pupils work in groups of five. Each pupil looks at his / her notes and tells the group about where each member of his / her family goes at the weekend and what each of them does there. Step 3: Invite a few pupils to look at their notes and tell the Individual class about them, e.g. On Sundays, my father goes to the work sports centre. He plays tennis. Step 4: Have the rest of the class applaud if pupils perform Whole well. class e. - Performance products: Pupils’ notes and presentation Assessment - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Game: Whispering (ppt) Group - Teacher divides the class into groups of 4. work - Teacher asks 2 groups to get in 2 lines and stand back to the board. - Teacher asks the first pupil of each line to look at 1 out of 4 pictures and whisper to the next one. - The last one of each line comes to the board and chooses the picture and sticks it on the board. - Change the position of the first pupil and repeat the activities. Week: 26
8. Period: 103 REVIEW 3 Period 1 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – review the following sentence patterns: knowledge & ● Where do you live? – I live ____. skills ● What’s the ____ like? – It’s ____. ● What does he / she do? – He’s / She’s ____. ● Where does he / she work? – He / She works ____. ● What does he / she look like? – He’s / She’s ____. ● What does he / she look like? – He / She has ____. ● When do you watch TV? – I watch TV ____. ● What do you do in the morning? – I ____. ● Where does he / she go on Saturdays? – He / She goes to the ____. ● What does he / she do on Sundays? – He / She ____. – listen to and understand four communicative contexts and number the correct pictures. – ask and answer questions using picture cues. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform learning tasks II. RESOURCES AND MATERIALS - Student’s book: Page 36 - Audio tracks 51 - Teacher’s guide: Pages 222 - 224 - Website hoclieu.vn - Flash cards/ pictures and posters - Computer, projector, III. Warm-up and review – Listen and number – Ask and answer – Fun PROCEDURE corner and wrap-up Procedure Teacher’s activities Pupils’ Note activities
9. Warm-up and review: 5 minutes - Greet the class. – Spend a few minutes revising Unit 15 by having pupils Whole sing the song Where do they go on Saturdays? on page 31 class/ and / or say the chant on page 34. Individual – Ask pupils to open their books at page 36 and look at work Review 3. Tell them what they will learn in this unit. Activity 1. Listen and number. 10 minutes a. Goal To listen to and understand four communicative contexts and number the correct pictures. b. Input Picture cues: a. a farmer b. a man playing tennis c. a busy street d. a tall boy Audio script: 1. A: What’s the street like? B: It’s a busy street. 2. A: What does he do? B: He’s a farmer. 3. A: What does your brother look like? B: He’s tall. 4. A: What does your father do on Sundays? B: He plays tennis. c. Outcome Pupils can listen to and understand five communicative contexts and number the correct pictures. Key: 1. c 2. a 3. d 4. b d. Procedure Step 1: Draw pupils’ attention to Pictures a, b, c and d. Elicit what is shown in each picture (See Input). Check comprehension. Whole Step 2: Play the recording for Question a. Play the class/ recording again for pupils to do the task. Play the recording Individual a third time to give pupils another listening opportunity if work needed. Step 3: Repeat Step 2 for the rest of the pictures. Pair work Step 4: Get pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board. Step 5: Play the recording for pupils to double-check their answers. Whole class Extension: If time allows, play the recording, sentence by
10. sentence, for the class to listen and repeat in chorus. Correct their pronunciation where necessary. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Answer key; Questions & Answers Activity 2. Ask and answer. 10 minutes a. Goal To ask and answer questions using picture cues. b. Input – Four questions for pupils to ask and answer – Four pictures c. Outcome Pupils can ask and answer questions using picture cues. d. Procedure Step 1: Draw pupils’ attention to the first picture. Get them Whole to look at Mary’s thought bubble to identify what the girl class/ looks like. Check comprehension. Individual Step 2: Draw pupils’ attention to Nam’s question (What work does your sister look like?). Have pupils look at the girl in Mary’s thought bubble to answer the question. Step 3: Repeat Steps 1 and 2 with the rest of the pictures. Step 4: Have pupils work in pairs to role-play the four exchanges. Go around the classroom to monitor the activity. Pair work Extension: Invite some pairs of pupils to stand up and take it in turns to role-play the target exchanges. e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; Answer keys Fun corner and wrap-up: 10 minutes Option 1: Review Game (PPT) - Divide the class into teams. - Teacher reminds pupils of 4 topics that pupils have learnt Whole about: Jobs, Appearance, Daily activities, My family’s class/ weekend. Group - T calls 1 pupil from each team to choose a topic and the work points they want to get. Then, they answer the questions. If the pupil answers correctly, they will get the chosen points for that question. Week: 26 Period: 104
11. REVIEW 3 Period 2 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – review the following sentence patterns: knowledge & ● Where do you live? – I live ____. skills ● What’s the ____ like? – It’s ____. ● What does he / she do? – He’s / She’s ____. ● Where does he / she work? – He / She works ____. ● What does he / she look like? – He’s / She’s ____. ● What does he / she look like? – He / She has ____. ● When do you watch TV? – I watch TV ____. ● What do you do in the morning? – I ____. ● Where does he / she go on Saturdays? – He / She goes to the ____. ● What does he / she do on Sundays? – He / She ____. – read and match pairs of target sentence patterns – read and show understanding of a text by completing the gaps. – complete a gapped paragraph using a picture cue. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks II. RESOURCES AND MATERIALS - Student’s book: Page 37 - Teacher’s guide: Pages 224,225 - Website hoclieu.vn - Flash cards/ pictures and posters - Computer, projector, III. Warm-up and review – Read and match – Read and complete – Let’s PROCEDURE write – Fun corner and wrap-up Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes - Greet the class. Option 1: Play a game - Pick 5 - 10 pupils to stand up
12. - One pupil reads the word or sentence on the screen. - Then, the next person goes. Whole - If Billy is struck by lightning when you’re reading, class/ you’re out (sit down). Individual work - The last person standing is the winner! Option 2: - Spend a few minutes revising Units 11 to 15 by having pupils play a game (e.g. Whispering, Guessing game, Tic-tac-toe) using language learnt in these units. *Ask pupils to open their books at page 37 and look at Review 3, Activity 3. Tell them what they will learn in this unit. Activity 3. Read and match. 10 minutes a. Goal To read and match pairs of target sentence patterns b. Input Five pairs of sentence patterns, which together form simple exchanges between two pupils c. Outcome Pupils can read and match pairs of target sentence patterns. Key: 1. d 2. a 3. e 4. c 5. b d. Procedure Step 1: Draw pupils’ attention to the sentences. Tell them Whole about this activity. Point at Sentence 1, elicit the answer and class/ give feedback. Draw a line to match Sentence 1 with the Individual letter d. work Step 2: Give pupils time to do the task individually. Go around the classroom to offer support. Step 3: Get pupils to swap books with a partner, then check Pair work answers as a class. Write the correct answers on the board. Extension: Invite some pairs of pupils to stand up and read the matched exchanges aloud. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers Activity 4. Read and complete. 10 minutes a. Goal To read and show understanding of a text by completing the gaps. b. Input A gapped paragraph with five word cues to complete
13. c. Outcome Pupils can read and complete the gapped paragraph. Key: 1. factory 2. slim 3. works 4. pupil 5. watch d. Procedure Step 1: Draw pupils’ attention to the words in the box and Whole the paragraph. Point at the first gapped sentence and have class/ pupils read it aloud as a class. Elicit the missing word and Individual give feedback. Complete the sentence and get pupils to read work the completed sentence in chorus. Step 2: Give pupils time to do the task individually. Go around the classroom to offer support where necessary. Step 3: Get pupils to swap books with a partner, then check Pair work answers as a class. Write the correct answers on the board. Extension: Invite a few pupils to stand up and read the Individual completed paragraph aloud. work e. - Performance products: Student's answers Assessment - Assessment tools: Observation; Answer keys Activity 5. Let’s write. 5 minutes a. Goal To use the target language to complete a gapped paragraph using a picture cue. b. Input – A short text with gapped sentences to complete. – A picture cue. c. Outcome Pupils can use the target language to complete a gapped paragraph using a picture cue. Key: 1. cooks meals 2. cleans the floor 3. washes the dishes 4. clean the table d. Procedure Step 1: Tell the class the goal of this activity: to read the gapped text and fill in the gaps using the picture cue. Check comprehension. Whole Step 2: Write the sentence with the first gap on the board: class/ My father ____. Ask pupils to point at the father in the picture and encourage pupils to say what he does on Individual Sundays (cooks meals). Give pupils time to write the work answers. Step 3: Repeat Step 2 for the other gaps. Step 4: If time allows, invite a few pupils to read the Individual paragraph they have completed in front of the class. work
14. e. - Performance products: Student's answers Assessment - Assessment tools: Observation; Answer keys Fun corner and wrap-up: 10 minutes Review Game (PPT) Whole - Divide the class into 2 or 4 teams. class/ Group - Pupils spin the wheel, answer a question from the teacher work and get points. - The team with the most points is the winner.