Giáo án Tiếng Anh 4 - Week 3 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 4 - Week 3 - Năm học 2024-2025

1. Week: 03 Date of planning: 22/09/2024 Period: 09 Date of teaching: 23/09 – 27/09 UNIT 1: MY FRIENDS 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 a and ia in isolation, in the knowledge & words America and Australia, and in the sentences I’m from America. and skills She’s from Australia. with the correct pronunciation and intonation; - identify the target words America and Australia while listening; - say the chant with the correct pronunciation and rhythm. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - 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 gestures and intonation when asking and answering about nationality. II. RESOURCES AND MATERIALS - Student’s book: Page 14 - Audio tracks 13, 14, 15 - Teacher’s guide: Pages 26, 27, 28 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1) - 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: Sing a song Group - Invite one or two groups of pupils to come to the front of work the class and sing the song Where are you from in Activity 6, Lesson 1. - Ask pupils to open their books at page 14 and look at Unit 1, Lesson 3. Tell them what they will learn in this
2. lesson. Option 2: Hangman game (Review country names) - Divide the class into teams. Group - Set up the game by drawing a gallow and an underline for work each letter in the unknown word. As letters in the word are guessed, write them above the corresponding line. If pupils guess a letter which is not in the wỏd, draw a picture of a person on the gallow – one part for each incorrect letter guess. Most frequently, the person is drawn in 6 parts (for 6 letter guesses) in the order: head, body, left leg, right leg, left arm, right arm. If too many letters which do not appear in the word are guessed, the player is hanged (and loses). KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 5 minutes a. Goal To correctly pronounce the sounds of the letters a and ia in isolation, in the words America and Australia, and in the sentences I’m from America. and She’s from Australia. with the correct pronunciation and intonation. b. Input – The letter a, the word America and the sentence I’m from America. – The letters ia, the word Australia and the sentence She’s from Australia. c. Outcome Pupils can correctly repeat the sounds of the letters a and ia in isolation, in the words America and Australia, and in the sentences I’m from America. and She’s from Australia. with the correct pronunciation and intonation d. Procedure Step 1: Have pupils point at the letter a, the word America Whole and the sentence I’m from America. Play the recording for class/ them to listen and repeat in chorus and individually until Individual they feel confident. Correct their pronunciation if work necessary. Individual Step 2: Invite a few pupils to listen to and repeat the sound, work 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 letters, the word and the sentence in the second line. Go around the classroom and correct their pronunciation if necessary. Whole Step 4: Have pupils work in pairs or groups, pronounce the class/ sounds, say the words and read the sentences until they feel Individual confident. work Pair work/ Group work
3. 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 America and Australia while listening. b. Input Two gapped sentences, each with three answer options Audio script: 1. I’m from America. 2. He’s from Australia. c. Outcome Pupils can identify the target words America and Australia while listening. 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: Get pupils to read the gapped sentences and guess work which option can be chosen to fill in the gaps 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. Step 4: Invite a few pupils to read aloud the completed Whole sentences in front of the class. Go around the classroom and class/ Pair correct their pronunciation where necessary. work e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; Answer keys Key: 1. a 2. b PRACTICE Activity 3. Let’s chant. 8 minutes a. Goal To say the chant with the correct pronunciation and rhythm. b. Input The lyrics and recording of the chant. c. Outcome Pupils can say the chant with the correct pronunciation and rhythm. d. Procedure Step 1: Have pupils read the first verse of the chant and Whole draw their attention to the sound of the letter a in the word class/ America and in the sentences Mary’s from America. And Individual She’s from America. Check comprehension. work Step 2: Play the recording of the first verse for pupils to listen. Play the recording again, linen by line, for pupils to listen and repeat. Draw their attention to the rhythm and
4. pronunciation. Encourage them to clap while chanting. Step 3: Repeat Steps 1 and 2 for the second verse of the chant. Draw pupils’ attention to the sound of the letters ia in the word Australia and in the sentences Ben’s from Australia. and He’s from Australia. Step 4: Play the recording all the way through for pupils to chant and clap along. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1 (Extension): Listen and choose Whole class/ - Introduce 4 new words: Canada, China, India, Individual Cambodia. work - Play the audio and the pupils choose the letters a or ia according to the sound that they hear. Group work Option 2: Slap the board - Introduce 4 new words: Canada, China, India, Cambodia. - Divide pupils into 2 or 3 teams. - Each team sends one representative to the board. Teacher draws two boxes and writes a and ia in each box. - Students read a country name and the representatives slap the box containing letters a or ia according to the sound that they hear. - The first pupil to touch the box gets one point. Week: 3 Period: 10 UNIT 1: MY FRIENDS Lesson 3 (4,5,6) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - read and show understanding the sentences by deciding if the statements are knowledge & true or false; skills - complete a gapped text about themselves and their friends; - make pupil cards at home and present them to the class by using the target language. Competences - Communication and collaboration: work in pairs and groups to complete the
5. 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 gestures and intonation when asking and answering about nationality. II. RESOURCES AND MATERIALS - Student’s book: Page 15 - Teacher’s guide: Pages 28, 29 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 1) - Computer, projector, III. Warm-up and review – Read and tick True or False – Let’s write – PROCEDURE Games – Project Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes Greet the class. Option 1: Whole - Greet the class, then invite one or two groups of pupils to class/ the front of the class to say the chant in Lesson 3, Activity 3. Individual The rest of the class may chant and clap along. work - Ask pupils to work in pairs, ask and answer the questions Where from? - from Option 2: Backward spelling Group work - T divides class into teams. - Each team takes turns to have a pupil stand in front of the board. - The rest pupils spell the word written by the teacher on the board backwards. - The team that guesses the word first gets 1 point. The team with the most points is the winner. Ex: N-A-P-A-J JAPAN M-A-N-T-E-I-V VIETNAM E-R-O-P-A-G-N-I-S SINGAPORE PRACTICE Activity 4. Read and tick True or False. 5 minutes a. Goal To read and show understanding the sentences by deciding if the statements are true or false.
6. b. Input - A short text about Minh and his two new friends Tony and Laura - Four sentences with True and False boxes under the text c. Outcome Pupils can read and show understanding of the sentences by deciding if the statements are true or false. Key: 1. True 2. True 3. False 4. False d. Procedure Step 1: Tell pupils the goal of the activity and explain that Whole they should read the sentences and tick True or False. Check class/ Individual comprehension. work Step 2: Do Sentence 1 as an example. First, have pupils read the sentence and identify Minh’s age. Then have them read the text and find the correct information to tick the appropriate box. Step 3: Set a time limit for pupils to do the task independently. Go around the classroom and offer help if necessary. Step 4: Get pupils to swap their books with a partner and check their answers before checking as a class. Correct the Pair work answers where necessary. Extension: Invite one or two pupils to read the text and the sentences in front of the class. You may ask pupils to correct the false sentences if necessary. e. - Performance products: Pupil’s answers Assessment - Assessment tools: Observation; Questions & Answers, Peer correction PRODUCTION Activity 5. Let’s write. 8 minutes a. Goal To complete a gapped text about themselves and their friends. b. Input A short gapped text c. Outcome Pupils can complete a gapped text about themselves and their friends. d. Procedure Step 1: Tell the class the goal of the activity and explain that Whole they should read the gapped text and fill in the gaps with their class/ Individual own information. Explain that the gaps in the text focus on work their names and age(s), their friends’ names and where they are from. Check comprehension. Step 2: Have pupils do the first gapped sentence together as Individual an example. Ask them to read the sentence and elicit the work names. Then have them write their names in the gap. Step 3: Give pupils time to complete the text independently. Go around the classroom and offer help if necessary.
7. Step 4: Get pupils to swap their books with a partner and Pair work check their answers before checking as a class. Extension: Invite one or two pupils to read their completed Individual work texts in front of the class. e. - Performance products: Pupil's answer Assessment - Assessment tools: Observation; Answer keys Games: 5 minutes Option 1: Game Find the treasure - 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: Hot potato - Teacher prepares a small ball and some cards with a name, a number (age) and a country on them. - Teacher plays the music and pupils start to pass the ball. The pupil who holds the ball when the music stops picks a card and makes sentences: is years old. She is from Linda/ 8 / Britain Linda is eight years old. She is from Britain. PRODUCTION Activity 6. Project 10 minutes a. Goal To make pupil cards at home and present them to the class by using the target language b. Input The pupil cards of two pupils in Unit 1. The cards contain the pupils’ names, ages, and where they are from c. Outcome Pupils can make pupil cards at home and present them to the class by using the target language. d. Procedure Step 1: Tell pupils the goal of the activity. Explain that they Group have to show the two pupil cards that they have prepared at work/ home and present them to the class. Pair work Step 2: Have pupils work in groups of five. Each pupil shows Pair work his / her pupil cards and tells the group about them, e.g. This is Alice. She’s nine years old. She’s from Britain. And this is Bob. He’s ten years old. He’s from Australia. Go around the classroom and offer help if necessary. Step 3: Invite a few pupils to show their cards and tell the Group class about them, e.g. Hi. My name’s Lan. I’m from Viet Nam. work/
8. This is Alice. She’s nine years old. She’s from Britain. And this Pair work is Bob. He’s ten years old. He’s from Australia. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation Week: 3 Period: 11 UNIT 2: TIME AND DAILY ROUTINES Lesson 1 (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 telling the time. skills - correctly say the phrases and use What time is it? – It’s _____. to ask and tell the time. - enhance the correct use of What time is it? – _____. to ask and tell the time 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 Show their responsibility by noticing the time and follow the timetable on time. II. RESOURCES AND MATERIALS - Student’s book: Page 16 - Audio tracks 16, 17 - Teacher’s guide: Pages 30, 31, 32 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 2) - 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
9. Option 1: Whole Sing the song What time is it? class/ Link: Individual work Option 2: Game: Slap the board - Divide class into 3 teams, invite 1 member from each Group team for each turn. work - Say the numbers for the pupils to slap and say aloud. - Give points to the pupils with the correct choice and encourage them. Option 3: Sing a song from youtube ( Whole - Ask pupils to sing a song. class/ - Give points to the pupils and encourage them. Individual work 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 telling the time. b. Input – Context a: Ms Hoa: What time is it? Class: It’s eight thirty. Ms Hoa: Let’s have a break. – Context b: Bill: What time is it? Linh: It’s three fifteen. Let’s go into the classroom. c. Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and telling the time. d. Procedure Step 1: Ask pupils to look at Pictures a and b and identify Whole the characters and the time shown on the clocks in the class/ pictures. Individual Step 2: Ask pupils to look at Picture a. Play the recording work 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 stand up to listen to and Pair work repeat the sentences in the recording.
10. Step 5: Draw pupils’ attention to the contextual pictures. Tell pupils that the question What time is it? and the answers It’s eight thirty. and It’s three fifteen. are used to ask and tell the time. 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 time is it? – It’s _____. to ask and tell the time. b. Input – Picture cues: a. a clock showing 6:00 AM b. a clock showing 6:15 AM c. a clock showing 6:30 PM d. a clock showing 6:45 PM – Speech bubbles: What time is it? – It’s _____. Audio script: a. six o’clock b. six fifteen c. six thirty d. six forty-five a. A: What time is it? B: It’s six o’clock. b. A: What time is it? B: It’s six fifteen. c. A: What time is it? B: It’s six thirty. d. A: What time is it? B: It’s six forty-five. c. Outcome Pupils can correctly say the phrases and use What time is it? – It’s _____. to ask and tell the time. d. Procedure Step 1: Have pupils look at the pictures. Elicit the time on Whole the clocks. Spend a few minutes explaining how to tell the class/ time. Give the meaning of a.m. and p.m., and when to say Individual o’clock in telling the time. work Note: a.m. is used to tell the time in the morning, from 00:00 to 12:00; p.m. is used to tell the time in the afternoon and evening (afternoon is from 12:00:01 to 17:00 or 18:00, and evening is from 17:00 or 18:00 to 23:59:59). Step 2: Have pupils point at Picture a (6:00 AM), listen to the recording and repeat. Repeat the same procedure with Pictures b, c and d. Have the class point at the pictures and repeat the time a few times. Step 3: Point at the first bubble and have pupils listen to
11. and repeat after the recording (What time is it?). Point at Picture a and have pupils listen to and repeat after the recording (It’s six o’clock.). Repeat the same procedure with Pictures b, c and d. Step 4: Set a time limit for pupils to work in pairs to practise asking and answering the question What time is it? – It’s _____. Step 5: Invite a few pairs to the front of the class to take Pair work turns pointing at the pictures and saying the questions and answers. 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 What time is it? – _____. to ask and tell the time in a freer context. b. Input – Picture cue: Two pupils ask and tell the time shown on different clocks: 7:00 AM, 8:15 AM, 2:30 PM and 4:45 PM. – Speech bubbles: What time is it? – _____. c. Outcome Pupils can enhance the correct use of What time is it? – _____. to ask and tell the time in a freer context. d. Procedure Step 1: Draw pupils’ attention to the two speech bubbles. Whole Read the question aloud and ask pupils to repeat it. Ask class/ them to look at the second bubble and identify what the Individual answer should be. Elicit the answer: It's seven o’clock. Get work pupils to repeat the questions and answers several times. Step 2: Set a time limit for pupils to work in pairs, point at the different clocks in the picture, ask and tell the time using What time is it? – _____. Go around the classroom to observe and offer help where necessary. Whole Step 3: Invite some pairs to ask and tell the time in front class/ Pair of the class. 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: Dart board (ppt) Group work Pupils answer the correct answers with the score, if not the
12. arrow will fall down (They cannot get the score for that question). Option 2: Game: Sentence Puzzle Divide the class into groups of four. Give each group a sentence that is broken/ cut into pieces. Ask the pupils to arrange them to make a complete sentence, then read it aloud. Option 3: Whole class Ask students to answer the following question: What have you learnt from the lesson today? (- Use the words at, fifteen, forty-five, o’clock, thirty in relation to the topic Time and daily routines to talk about the time. - Use sentence pattern What time is it? – It’s _____. to ask and tell the time.) * Preparation for the project: Tell pupils about the project on page 21. Ask them to prepare for it at home by drawing some pictures in relation to their daily routines. Remind pupils to bring their pictures to the class at Project time in Lesson 3. Week: 3 Period: 12 UNIT 2: TIME AND DAILY ROUTINES Lesson 1 (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 two pupils knowledge & play a game asking and telling the time and tick the correct pictures. skills - complete four gapped exchanges with the help of picture cues. - review telling the time by playing the game Which clock says ...? Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform learning tasks
13. Attributes - Show their responsibility by noticing the time and follow the timetable on time. II. RESOURCES AND MATERIALS - Student’s book: Page 17 - Audio track 18 - Teacher’s guide: Pages 32, 33, 34 - Website hoclieu.vn - Flash cards/ pictures (Unit 2) - 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 Option 1: Whole Sing the song What time is it? class/ Individual Link: work Option 2: Game: Slap the board (ppt) Use the vocabulary from the previous lesson. Have students stand in 2 rows of 5 or more pupils and take turns to slap Group work the board. Give the points to the team with the faster and correct answers. Option 3: Game: Who’s faster? - Divide the class into 2 teams. - Have children look at the pictures on the screen and shout out the numbers which are hidden. - Give points to the team with the faster and correct answers. PRACTICE Activity 4. Listen and tick. 5 minutes a. Goal To listen to and understand two communicative contexts in which two pupils play a game asking and telling the time and tick the correct pictures. b. Input Picture cues: 1a. a clock showing 9:00 AM 1b. a clock showing 9:15 AM
14. 2a. a clock showing 4:00 PM 2b. a clock showing 4:30 PM Audio script: 1. A: Let’s play a game. B: OK! A: Look. What time is it? B: It’s nine fifteen. A: Very good! 2. A: Now what time is it? B: It’s four o’clock. A: No it isn’t. It’s four thirty. c. Outcome Pupils can listen to and understand two communicative contexts in which two pupils play a game asking and telling the time and tick the correct pictures. Key: 1. b 2. b d. Step 1: Draw pupils’ attention to the pictures and ask them Whole Procedure to identify the time on the clocks. class/ Step 2: Play the recording of the first dialogue for pupils to Individual listen and tick the correct picture. Play the recording again work for pupils to listen and check their answers. Praise pupils if they have the correct answer (Picture 1b). Step 3: Repeat Step 2 with the second dialogue. Step 4: Set a time limit for pupils to swap books with a Pair work partner to check their answers in pairs before checking as a class. Whole Extension: If time allows, play the recording, sentence by class/ sentence, for the class to listen and repeat individually and in Individual chorus. Correct their pronunciation where necessary. work e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers, Peer correction 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 and four gapped exchanges to complete c. Outcome Pupils can complete four gapped exchanges with the help of picture cues. Key: 1. ten 2. is it 3. What time; thirty 4. What time; four forty-five
15. d. Step 1: Ask pupils to look at the pictures and identify the Whole Procedure time on the four clocks. class/ Step 2: Ask pupils to look at each gapped exchange. Draw Individual their attention to the missing words and time. Remind them work to complete the answers using words, not numbers. Step 3: Have pupils look at Picture 1. Ask them what is Individual missing in the answer (ten). Then have them complete the work gap (It’s ten o’clock.). Repeat the same procedure with Pictures 2, 3 and 4. Step 4: Set a time limit for pupils to complete the gapped Individual exchanges individually, then invite a few pairs to stand up to work/ Pair ask and tell the time on the clock faces. work 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 review telling the time by playing the game Which clock says ...? b. Input A picture shows two pupils playing the game. Minh says It’s five fifteen. Mary finds the clock showing the time, points at it and says It’s clock F! c. Outcome Pupils can review telling the time by playing the game Which clock says ...? d. Step 1: Tell pupils that they are going to play a game that Group work/ Procedure involves finding and saying which clock shows the time told Pair work by another player. Step 2: Invite two volunteers to stand in front of the board. Tell them to decide who is the time teller and who is the Pair work clock finder. Step 3: The time teller will tell a certain time, for example 5:15, for the other player to find the clock which shows the Group work/ correct time by saying its letter. If it is correct, the correct Pair work finder will get one point. Every player has eight tries. After the first round, the time teller will become the clock finder. All the clocks on the board are kept for later use. When the game is over, the player who has the most points is the winner. Encourage the class to cheer whenever a player gets a point. e. - Performance products: Student’s interaction and performance
16. Assessment - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1: Rearrange the words (ppt) Group work Pupils take turns to rearrange the words into a complete sentence. Option 2: Game: Sentence Puzzle Divide the class into groups of four. Give each group a sentence that is broken/ cut into pieces. Ask them to arrange them to make a complete sentence, then read it aloud. The group who makes it first will be the winner. Option 3: Game: Spin the Wheel - Divide the class into teams. - Teacher calls pupils from each team to answer the question What time is it? - Pupils/ teachers click the “spin” button to get points.