Giáo án Tiếng Anh 4 - Week 29 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 4 - Week 29 - Năm học 2024-2025

1. Week: 29 Date of planning: 05 /04/2025 Period: 113 Date of teaching: 07/04 – 11/04 UNIT 17: IN THE CITY Lesson 1 (4,5,6) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - listen to and understand four communicative contexts in which pupils ask knowledge & and answer questions about the road signs and tick or cross the pictures. skills – complete four gapped exchanges with the help of picture cues. – sing the song Cross the road with the correct pronunciation, rhythm and melody. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform learning tasks Attributes - Follow the traffic rules and signs - Be aware of traffic safety II. RESOURCES AND MATERIALS - Student’s book: Page 47 - Audio tracks 64, 65 - Teacher’s guide: Pages 243 - 245 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 17) - Computer, projector, III. Warm-up and review – Listen and tick or cross – Look, complete and PROCEDURE read – Let’s sing – Fun corner and wrap-up Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes Greet the class. Option 1: Review with flashcards – Use flashcards to revise the words and phrases in period Whole 1. class/ Option 2: Race and slap the board Individual
2. – Number pupils from 1-10 in teams. work – Teacher spins the wheel and calls out a random number, and the pupil with that number races to slap the correct word for the chosen picture. Get pupils to open their books at page 47 and look at Unit 17, Lesson 1, Activity 4. PRACTICE Activity 4. Listen and tick or cross. 5 minutes a. Goal To listen to and understand four communicative contexts in which pupils ask and answer questions about the road signs and tick or cross the pictures. b. Input Picture cues: a. a road sign for turn right b. a road sign for turn left c. a road sign for go straight d. a red traffic light Audio script: 1. A: What does it say? B: It says ʽturn rightʼ. 2. A: What does it say? B: It says ʽstopʼ. 3. A: What does it say? B: It says ʽgo straightʼ. 4. A: What does it say? B: It says ʽturn leftʼ. c. Outcome To listen to and understand four communicative contexts in which pupils ask and answer questions about the road signs and tick or cross the pictures. Key: 1. ✓ 2. x 3. ✓ 4. x d. Procedure Step 1: Draw pupils’ attention to the pictures and elicit the Whole meaning of the road signs. Play Yes or No with each road class/ sign. Point at a road sign, say a phrase or a word to have Individual pupils decide if it is correct or not by saying Yes or No. work
3. Step 2: Play the recording all the way through. Then play the recording again for pupils to listen and tick or cross the pictures. Pair work Step 3: Get pupils to swap books with a partner and check their answers before checking as a class. Correct the answers where necessary. Extension: If time allows, play the recording, sentence by sentence, for pupils 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 PRACTICE Activity 5. Look, complete and read. 10 minutes a. Goal To complete four gapped exchanges with the help of picture cues. b. Input – Four picture cues – Four gapped exchanges to complete c. Outcome Pupils can complete four gapped exchanges with the help of picture cues. Key: 1. stop 2. go straight 3. What; turn right 4. say; turn left d. Procedure Step 1: Model gapped Exchange 1 as an example. Have pupils read the exchange and guess the missing word in the answer. Then draw pupils’ attention to the picture and elicit the answer to fill in the gap (stop). Step 2: Give pupils time to do the task independently. Go Whole around the classroom to offer help where necessary. class/ Individual Step 3: Get pupils to swap books with a partner and check work their answers before checking as a class. Nominate a pupil to write the answers on the board. Give further support to those pupils who find it difficult to do the task. Step 4: Invite four pairs of pupils to act out four completed Pair work exchanges in front of the class. Correct their pronunciation where necessary. e. - Performance products: Student's answers Assessment - Assessment tools: Observation; Answer keys
4. PRACTICE Activity 6. Let’s sing. 8 minutes a. Goal To sing the song Cross the road with the correct pronunciation, rhythm and melody. b. Input The lyrics and the recording of the song Cross the road c. Outcome Pupils can sing the song Cross the road with 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 picture to reinforce Whole their understanding. class/ Step 2: Have pupils read the first verse of the lyrics. Individual Explain that the first verse is about crossing the road. Have work pupils listen to the first verse, drawing their attention to the pronunciation, rhythm and melody. Step 3: Play the recording of the first verse once or twice for pupils to listen and repeat, line by line, while doing actions for cross the road, stop, look, listen and think and stop or clap their hands. Repeat the same procedure with the second verse. Check comprehension and give feedback. Step 4: Ask pupils to listen to and sing the whole song while doing actions or clapping their hands. Go around the classroom and offer help where necessary. Whole Step 5: Invite a few groups to the front of the class to sing class/ the song. The class may sing along to reinforce the activity. Group 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: The Angry bird (PPT) - Divide the class into 2 teams. - Pupils from each team choose a number, then choose the correct answer. If the pupils answer correctly, they get the points for that question. - The team with the most points is the winner. Whole Option 2: Game: “What does the sign say?” class/Team
5. - Divide the class into 2 teams. work - Ask one player from each team to come to the board and face the class. - Teacher draws one traffic sign on the board. The players from each team ask “What does it say?”, listen to their teams and do the action as the traffic sign. (turn left, turn right, go straight, ) - The faster team to do the correct action will get points. After 6 turns, the team with the most points is the winner. Week: 29 Period: 114 UNIT 17: IN THE CITY 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 (pictures) focusing on asking for and giving directions. skills - correctly say the phrases and use How can I get to the _____? – _____. to ask for and give directions. - enhance the correct use of How can I get to the _____? – _____. to ask for and give directions 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 - Follow the traffic rules and signs - Be aware of traffic safety II. RESOURCES AND MATERIALS - Student’s book: Page 48 - Teacher’s guide: Pages 245 - 247 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 17) - Computer, projector, III. Warm-up and review – Look, listen and repeat – Listen, point and say –
6. PROCEDURE Let’s talk – Fun corner and wrap-up Not Procedure Teacher’s and pupils’ activities Interaction e Warm-up and review: 5 minutes Greet the class. Option 1: – Greet the class, then have pupils sing the song Cross the road. Whole Option 2: Look and answer (PPT) class/ – Have students look at the board and answer the questions. Individual work – Play hangman game to review the words. * Get pupils to open their books at page 48 and look at Unit 17, Lesson 2, Activity 1. Tell pupils what they will learn in this lesson. EXPLORATION Activity 1. Look, listen and repeat. a. Goal To understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on asking for and giving directions. b. Input – Context a: Mary: We want to buy some books. Man: There’s a bookshop in Hoa Binh Street. – Context b: Mary: How can we get there? Man: Go straight and turn left. Mary: Thank you. c. Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on asking for and giving directions. d. Procedure Step 1: Ask pupils to look at Pictures a and b and identify the Whole characters and predict what they want to buy, where they can buy class/ Individu it (e.g. buy some books, bookshop).
7. Step 2: Ask pupils to look at Picture a. Play the recording for al work them to listen and check the prediction. 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 3: Invite a few pairs to the front of the classroom to listen to Pair and act out the conversations. work Step 4: Draw pupils’ attention to the question How can we get there? and the answer Go straight and turn left. Explain that they are used to ask for and give directions. Whole class e. Assessment - Performance products: Student’s answers. - Assessment tools: Observation; Questions & Answers, Peer correction KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. a. Goal To correctly say the phrases and use How can I get to the _____? – _____. to ask for and give directions. b. Input – Picture cues: a. go straight to the bookshop b. turn right to the supermarket c. turn left to the cinema d. turn round to the bakery – Speech bubbles: How can I get to the _____? – _____. Audio script: a. go straight b. turn right c. turn left d. turn round a. A: How can I get to the bookshop? B: Go straight. b. A: How can I get to the supermarket? B: Turn right. c. A: How can I get to the cinema? B: Turn left. d. A: How can I get to the bakery? B: Turn round.
8. c. Outcome Pupils can correctly say the phrases and use How can I get to the _____? – _____. to ask for and give directions. d. Procedure Step 1: Ask pupils to look at Pictures a, b, c, and d and identify Whole the places in the pictures and directions. Have pupils describe class/ what they can see in each picture. Individu al work Step 2: Play the recording for pupils to listen to and repeat the phrases in chorus and individually until they feel confident. Step 3: Draw pupils’ attention to the speech bubbles and elicit the missing words in the question and answer by pointing at Picture a. Play the recording for pupils to listen to and repeat the sentences in both bubbles a few times. Repeat the same procedure with Pictures b, c and d. Step 4: Let pupils point at the pictures and say the sentences in pairs. Go around the classroom to offer help where necessary. Pair Step 5: Invite a few pairs to act out the exchanges in front of the work class. e. Assessment - Performance products: Student's talks and interaction - Assessment tools: Observation; PRACTICE Activity 3. Let’s talk. a. Goal To enhance the correct use of How can I get to the _____? – _____. to ask for and give directions in a freer context. b. Input – Picture cue: A map and the directions to the bookshop, cinema, bakery and supermarket – Speech bubbles: How can I get to the _____? – _____. c. Outcome Pupils can enhance the correct use of How can I get to the _____? – _____. to ask for and give directions in a freer context. d. Procedure Step 1: Ask pupils to look at the picture and elicit the places on the map and the direction to each place. Whole Step 2: Give pupils time to work in pairs and take turns pointing class at the picture and asking How can I get to the _____? and giving directions. Step 3: Invite a few pairs to come to the front of the classroom and act out the roles. Pair work
9. e. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation Fun corner and wrap-up: 5 minutes Option 1: Racing car - Teacher divides the class into 3 teams (blue, green, red). - Each team takes turns to choose the number and answer the question. - The team that reaches the finish line first is the winner. Option 2: “Miming game” Gro - Teacher divides the class into teams. up - One pupil in each team stands in front of the board and faces his/her wor team. k - Teacher writes/shows a phrase (e.g. stop). - The other students mime the action written on the board while their teammate guesses the action and gives the answer. The team that gives the correct answer first gets one point. - The team with the most points is the winner. Week: 29 Period: 115 UNIT 17: IN THE CITY 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 directions and tick the correct pictures. skills - complete two gapped dialogues with the help of picture cues. - review the target vocabulary related to the topic “In the city” by playing Memory game. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Follow the traffic rules and signs - Be aware of traffic safety
10. II. RESOURCES AND MATERIALS - Student’s book: Page 49 - Audio tracks 68 - Teacher’s guide: Pages 247, 248 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 13) - Computer, projector, III. Warm-up and review – Listen and tick – 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: Whole – Use the flashcards to revise the words and phrases on p. class/ 48. Individual work Option 2: Matching game (PPT) – Teacher clicks on the number to reveal the picture/phrase behind. If they do not make a pair, the teacher clicks on the red icon to cover the block again. Group work – Continue until all pairs are found. Get pupils to open their books at page 49 and look at Unit 17, Lesson 2, Activity 4. 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 directions and tick the correct pictures. b. Input Picture cues: 1a. a direction to the swimming pool: turn left 1b. a direction to the swimming pool: turn round 2a. a direction to the bakery: go straight 2b. a direction to the bakery: turn right Audio script: 1. A: How can I get to the swimming pool?
11. B: Turn left over there. A: Thank you. 2. A: I want to buy a cake. B: There’s a bakery in Park Street. A: How can I get there? B: Turn right. A: Thank you. c. Outcome Pupils can listen to and understand two communicative contexts in which pupils ask and answer questions about directions and tick the correct pictures. Key: 1. a 2. b d. Procedure Step 1: Draw pupils’ attention to the pictures and ask Whole questions to elicit the places and directions to the places in class the pictures. Remind them to look at each pair of pictures to contrast. Step 2: Play the recording all the way through. Then play Individual the recording again for pupils to listen and choose the work places that the speakers are talking about. Step 3: Get pupils to swap books with a partner and check Pair work their answers before checking as a class. Correct the answers where necessary. Extension: If time allows, play the recording, sentence by sentence, for pupils to listen and repeat individually and in Whole chorus. Correct their pronunciation where necessary. class e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Answer key; Questions & Answers PRACTICE Activity 5. Look, complete and read. 10 minutes a. Goal To complete two gapped dialogues with the help of picture cues. b. Input – Two picture cues – Two gapped dialogues c. Outcome Pupils can complete two gapped dialogues with the help of picture cues. Key: 1. The shopping centre; left 2. How; right
12. d. Procedure Step 1: Model the first gapped dialogue. Have pupils read the dialogue and guess the missing words. Then draw pupils’ attention to the picture and elicit the place and the direction to complete the sentences. Whole class/ Step 2: Give pupils a time limit to read the gapped Individual dialogues, look at the pictures and fill in the gaps work independently. Go around the classroom and give further support to pupils who find it difficult to do the task. Step 3: Get pupils to swap books with a partner and check Pair work their answers before checking as a class. Invite one pupil to write the answers on the board. Extension: Invite two pairs of pupils to act out the completed dialogues in front of the class. Check pronunciation where necessary e. - Performance products: Student's answers Assessment - Assessment tools: Observation; Answer keys PRACTICE Activity 6. Let’s play. 8 minutes a. Goal To review the target vocabulary related to the topic “In the city” by playing Show me the way. b. Input - A picture of a teacher in front of the class - A map about places and directions c. Outcome Pupils can review the target vocabulary related to the topic “In the city” by playing Show me the way. d. Procedure Step 1: Divide the class into two teams. Step 2: Have pupils look at the map, listen to the teacher, Whole find the place and give the directions. Pupils put their hand class up to say the answer. If a pupil’s answer is correct, the team gets one star. Pair work Step 3: The team that gets the most stars wins. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes
13. Option 1: Game: Lucky Number (PPT) - Divide the class into 2 teams. - Pupils from each team choose a number, then choose the correct answer. If the pupils answer correctly, they get the points for that question. - The team with the most points is the winner. Option 2: Game: Show me the way Whole - Divide class into pairs. class/ - Give each pair a map and have them play in pairs. One Team work pupil chooses a place and says “I want to go to the ___”, the other pupil gives instructions to go to that place. Week: 29 Period: 116 UNIT 17: IN THE CITY Lesson 3 (1,2,3) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - correctly repeat the words 'bookshop and 'campsite with the stress on the knowledge & first syllable in isolation and in the sentences How can I get to the skills 'bookshop? and How can I get to the 'campsite? with the correct pronunciation and intonation. - identify the target words bookshop and campsite while listening. - say the chant with the correct pronunciation, word stress and rhythm. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform learning tasks Attributes - Follow the traffic rules and signs - Be aware of traffic safety II. RESOURCES AND MATERIALS - Student’s book: Page 50 - Audio tracks 69, 70, 71 - Teacher’s guide: Pages 249 - 251 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 17)
14. - 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. Option 1: – Greet the class, then have the class play the Memory Whole game using the learnt vocabulary: turn left, turn right, go class/ straight, turn round, bakery, bookshop, campsite, library. Individual Option 2: Watch a video work (Link: – Have pupils listen, sing and dance along to the song “Clap it out – Syllable for kids”. Get pupils to open their books at page 50 and look at Unit 17, 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 words 'bookshop and 'campsite with the stress on the first syllable in isolation and in the sentences How can I get to the 'bookshop? and How can I get to the 'campsite? with the correct pronunciation and intonation. b. Input The word 'bookshop and the sentence How can I get to the 'bookshop? The word 'campsite and the sentence How can I get to the 'campsite? c. Outcome Pupils can correctly repeat the words 'bookshop and 'campsite with the stress on the first syllable in isolation and in the sentences How can I get to the 'bookshop? And How can I get to the 'campsite? with the correct pronunciation and intonation. d. Procedure Step 1: Have pupils point at the word 'bookshop and the Whole sentence How can I get to the 'bookshop? Play the class/ recording for them to listen and repeat in chorus and Individual individually until they feel confident. Correct their work
15. pronunciation where necessary. Step 2: Invite a few pupils to listen to and repeat the word and the sentence in front of the class. Praise them when their pronunciation is good. Step 3: Repeat Steps 1 and 2 for the word 'campsite and the sentence How can I get to the 'campsite?. Go around the Pair work/ classroom and correct their pronunciation when necessary. Group Step 4: Let pupils work in pairs or groups, saying the work words and reading the sentences. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers PRACTICE Activity 2. Listen and circle. 10 minutes a. Goal To identify the target words bookshop and campsite while listening. b. Input Two questions, each with three answer options Audio script: 1. How can I get to the bookshop? 2. How can I get to the campsite? c. Outcome Pupils can identify the target words bookshop and campsite while listening. Key: 1. c 2. a 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 questions, the options and work guess the option they may hear in the recording. Step 3: Play the recording, once or twice, for pupils to Pair work 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. Whole Step 4: Invite a few pupils to read aloud all the two class completed questions in front of the class. Go around the classroom and correct their pronunciation and word stress if necessary.
16. e. - Performance products: Student's answers and pronunciation Assessment - Assessment tools: Observation; Answer keys PRACTICE Activity 3. Let’s chant. 8 minutes a. Goal To say the chant with the correct pronunciation, word stress and rhythm. b. Input The lyrics and the recording of the chant. c. Outcome Pupils can say the chant with the correct pronunciation, word stress and rhythm. d. Procedure Step 1: Have pupils look at the picture and tell the places they can see in the picture, and how to get there. Step 2: Have pupils read the first verse of the chant and draw their attention to the word bookshop. Check comprehension. Whole class/ Step 3: Play the recording of the first verse. Play the Individual recording again, line by line, for pupils to listen and repeat. work Draw their attention to the rhythm, word stress and pronunciation. Encourage them to clap and do actions while chanting. Step 4: Repeat Steps 2 and 3 for the second verse of the chant. Step 5: Play the recording all the way through for pupils 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 Clap to the syllables (PPT) Whole - Have pupils listen to the words and teach them how to clap class/ on each syllable. Individual work - Have them practise with their friends in pairs.