Giáo án Tiếng Anh 4 - Week 30 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 4 - Week 30 - Năm học 2024-2025

1. Week: 30 Date of planning: 12 /04/2025 Period: 117 Date of teaching: 14/04 – 18/04 UNIT 17: IN THE CITY Lesson 3 (4,5,6) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - read and show the understanding of the text by deciding if the statements are knowledge & true or false. skills - complete a gapped text about giving directions. - draw a map and present it by giving directions to three places with visual aids. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks Attributes - Follow the traffic rules and signs - Be aware of traffic safety II. RESOURCES AND MATERIALS - Student’s book: Page 51 - Teacher’s guide: Pages 251, 252 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 17) - 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: – Invite one or two groups of pupils to the front of the Whole class to say the chant in Lesson 3, Activity 3, Page 50. class/ The rest of the class may chant, clap and do actions along. Individual Option 2: Lead the way (PPT) work - Divide pupils into 2 groups. - Invite 2 pupils from a group to ask and answer to give instructions to one of the places on the map. After they ask and answer correctly, the teacher clicks on the place to Group work reveal the points they will get.
2. – Ask pupils to open their books at page 51 and look at Unit 17, Lesson 3, Activity 4. PRACTICE Activity 4. Read and tick True or False. 5 minutes a. Goal To read and show the understanding of the text by deciding if the statements are true or false. b. Input – A short text about the description of directions – Four statements with True and False boxes c. Outcome Pupils can read and show the understanding of the text by deciding if the statements are true or false. Key: 1. True 2. False 3. False 4. True d. Procedure Step 1: Tell pupils the goal of the activity and explain that they should read the text and tick if the Sentences 1- 4 are true or false. Check comprehension. Whole Step 2: Do Statement 1 as an example. First, have pupils class/ read Statement 1 and find what the statement is about (It’s Individual about the bakery) and where it is (in Nguyen Hue Street). work Then, find the information about the bakery in the text. Read carefully to decide if the statement is true or false. Step 3: Set a time limit for pupils to do the task independently. Go around the classroom and offer help where necessary. Pair work Step 4: Get pupils to swap their books with a partner and check their answers before checking as a class. Correct the answers where necessary. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Answer key; Questions & Answers PRODUCTION Activity 5. Let’s write. 10 minutes a. Goal To complete a gapped text about giving directions. b. Input A short gapped text c. Outcome Pupils can complete a gapped text about giving directions.
3. d. Procedure Step 1: Tell the class the goal of the activity and explain Whole that they should read the gapped text and fill in the gaps class with their own information. Check comprehension. /Individual Step 2: Have pupils do the first gapped sentence together work as an example. Ask them to read the first sentence and elicit the words (e.g. books, cakes, pencils). Then have them write it in the gap. Step 3: Give pupils time to complete other gaps independently. Go around the classroom and offer help where necessary. 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 texts in front of the class. e. - Performance products: Student's writing Assessment - Assessment tools: Observation; Sample writing PRODUCTION Activity 6. Project. 8 minutes a. Goal To draw a map and present it by giving directions to three places with visual aids. b. Input Nam’s map to make a presentation c. Outcome Pupils can draw a map and present it by giving directions to three places with visual aids. d. Procedure Step 1: Tell pupils the goal of the activity. Explain again Whole that they are making a map of their neighbourhood to give class/ directions from their house to at least three different places. Individual Draw a map, mark the directions from their house to at work least three places on the map, and prepare how to present it at home. Make a presentation to a group. Ask pupils to show their map. Step 2: Use Nam’s map and his presentation as an example. Act as Nam to make a presentation. Step 3: Have pupils work in their groups. Each pupil shows his / her map and gives the directions from their house to Group work three places. Go around the classroom and offer help where necessary. Individual Step 4: Invite a few pupils to show the map and make a work presentation in front of the class. Praise pupils when they
4. do the task well. e. - Performance products: Student’s map and presentation Assessment - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game: Who wants to be the millionaire (PPT) - Divide the class into 3 groups. - Have pupils read the questions, then invite a pupil to answer (or have them raise answer cards A, B, C or D). Option 2: - Have pupils mark their friends’ survey/presentation Whole according to a rubric. class/ - Vote for the best presentation. Individual * Ask students about what they have learnt through the work Unit. Week: 30 Period: 118 UNIT 18: AT THE SHOPPING CENTRE Lesson 1 (1,2,3) I. OBJECTIVES By the end of the unit, pupils will be able to: - understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about locations of Language some shops at the shopping centre. knowledge & - correctly say the words and use Where’s the bookshop? – It’s _____. skills - ask and answer questions about locations - enhance the correct use of Where’s the _____? – It’s _____. to ask and answer questions about locations in a freer context. - Communication and collaboration: work in pairs and groups to complete the Competences learning tasks - Self-control & independent learning: perform learning tasks - use appropriate gestures and intonation when asking about locations of some Attributes places in a shopping centre. II. RESOURCES AND MATERIALS
5. - Student’s book: Page 52 - Audio tracks 72, 73 - Teacher’s guide: Pages 253 - 255 - 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 Warm-up and review: 5 minutes - Greet the class. Option 1: Say the chant on page 50 - Ask pupils to open their books at page 50 and look at Activity 3. - Ask pupils to chant and do the actions in Unit 17, Lesson Whole class/ 3 in groups. Individual - Give points to the groups and encourage them. work Option 2: Pass the ball - Divide the class into 3 teams. - Each team has 1 sticky ball. - Play the music, pupils in each team take turns passing the ball. After the music ends, 3 pupils who have the balls will stand up and say the model sentences How can I get to the _________?. EXPLORATION Activity 1. Look, listen and repeat. 5 minutes a. Goal To understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about locations of some shops at the shopping centre.
6. b. Input – Context a: Bill: Excuse me! Shop assistant: Yes? – Context b: Bill: Where’s the bakery, please? Shop assistant: It’s near the gift shop c. Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about locations of some shops in the shopping centre. d. Procedure Step 1: Ask pupils to look at Pictures a and b, and identify the characters in the pictures. Encourage pupils to talk about Whole details in the backgrounds of the pictures. class/ Step 2: Ask pupils to look at Picture a. Play the recording Individual for them to listen to the conversation a few times. work 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 the front of the classroom to Pair work listen to and repeat the sentences in the recording. Give corrections and feedback where necessary. Step 5: Draw pupils’ attention to the question Where’s the bakery, please? and the answer It’s near the gift shop. Tell pupils that they are used to ask and answer questions about locations. 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’s the bookshop? – It’s _____. - To ask and answer questions about locations of a bookshop. b. Input – Picture cues: a. a bookshop that is near a bakery b. a bookshop that is opposite a sports shop c. a bookshop that is behind a bakery d. a bookshop that is between a gift shop and a bakery – Speech bubbles: Where’s the bookshop? – It’s _____. Audio script: a. near b. opposite c. behind d. between
7. a. A: Where’s the bookshop? B: It’s near the bakery. b. A: Where’s the bookshop? B: It’s opposite the sports shop. c. A: Where’s the bookshop? B: It’s behind the bakery. d. A: Where’s the bookshop? B: It’s between the gift shop and the bakery c. Outcome Pupils can correctly say the words and use What’s the bookshop? – It’s _____. to ask and answer questions about locations of a bookshop. d. Procedure Step 1: Have pupils point at Picture a, listen to the recording and repeat the word near. Repeat the same Whole procedure with Pictures b, c and d. Have the class repeat class/ the words a few times and correct their pronunciation where necessary. Individual Step 2: Draw pupils’ attention to the speech bubbles and work elicit the missing words in the answer by pointing at Picture a. Play the recording for pupils to listen to and repeat the sentences in both bubbles a few times (Where's the bookshop? – It's near the bakery.). Repeat the same procedure with Pictures b, c and d. Step 3: Divide the class into two groups to take turns repeating the question and the answer for Picture a until they feel confident. Repeat the same procedure with Pictures b, c and d. Pair work Step 4: Have pairs practise asking and answering the questions using the pictures. Invite a few pairs to point at the pictures and say the questions and answers in front of the class. Give corrections and feedback where necessary. 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’s the _____? – It’s _____. to ask and answer questions about locations in a freer context. b. Input – Picture cue: two characters talking at a shopping centre – Speech bubbles: Where’s the _____? c. Outcome Pupils can enhance the correct use of Where’s the _____? – It’s _____. to ask and answer questions about locations in a freer context. d. Procedure Step 1: Draw pupils’ attention to the picture and elicit the
8. words or phrases to describe locations. Whole Step 2: Elicit the missing word in the first bubble. Ask class/ pupils to look at the second bubble and identify what the Individual answer should be. Give an example conversation: Where’s work the bakery? – It’s near the bookshop. Get pupils to repeat the question and answer several times. Step 3: Have pairs practise asking and answering questions about the locations of the shops in the picture. Go around the classroom to observe and provide help. Pair work Step 4: Invite a few pairs to practise asking and answering questions in front of the class. Give corrections and feedback where necessary. e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game: Lucky number - Divide the class into 2 teams (boys and girls). Each team takes turns to choose a number. They need to ask and answer with the picture corresponding to that number to get points. - The group with more points at the end of the game will be the winner. * Project preparation: Ask pupils to prepare for the project on page 57 by making a shopping list as homework so that they can give a short presentation in front of the class at Project time in Lesson 3, Activity 6. Week: 30 Period: 119 UNIT 18: AT THE SHOPPING CENTRE Lesson 1 (4,5,6) I. OBJECTIVES By the end of the unit, pupils will be able to: - listen to and understand two communicative contexts in which pupils ask and answer questions about the locations of shops at the shopping centre and tick Language the correct pictures. knowledge & – complete four gapped exchanges about locations with the help of picture skills cues. – sing the song Where’s the bookshop? with the correct pronunciation, rhythm and melody.
9. - Communication and collaboration: work in pairs and groups to complete the Competences learning tasks - Self-control & independent learning: perform learning tasks - use appropriate gestures and intonation when asking about locations of some Attributes places in a shopping centre. II. RESOURCES AND MATERIALS - Student’s book: Page 53 - Audio tracks 74, 75 - Teacher’s guide: Pages 256, 257 - Website hoclieu.vn - Flash cards/ pictures and posters - Computer, projector, III. Warm-up and review – Listen and tick – Look, complete and read – Let’s PROCEDURE 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: - Teacher asks a pupil: "Which one do you choose?" The pupil chooses a box to open, e.g. 1A. Whole class The pupil has to answer the teacher's question related to the /Individual last lesson. Pupils will get points for correct answers. work Option 2: Game: Slap the board - T divides the class into 2 teams: BOYS and GIRLS. - T shows a picture, 1 boy and 1 girl from each team come to the board, look at the sentence under the picture and choose the best words to make correct sentences (Pupils slap the words on the board). 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 the locations of shops at the shopping centre and tick the correct pictures.
10. b. Input Picture cues: 1a. a gift shop that is opposite a bookshop 1b. a gift shop that is near a bookshop 2a. a bakery that is behind a sports shop 2b. a bakery that is between a sports shop and a pet shop Audio script: 1. A: Excuse me. Where’s the gift shop? B: It’s over there. Can you see it? A: Yes. I can see it now. The gift shop is opposite the bookshop. B: That’s right. 2. A: I want to buy some cakes. Where’s the bakery? B: Go straight and turn right. It’s between the sports shop and the pet shop. c. Outcome Pupils can listen to and understand two communicative contexts in which pupils ask and answer questions about the locations of shops at the shopping centre and tick the correct pictures. Key: 1. a 2. b d. Procedure Step 1: Have pupils look at Activity 4. Ask them How many Whole pairs of pictures are there? and What can you see in each class/ picture? Draw pupils’ attention to the boxes in the corners Individual of the pictures. Check their comprehension. work Step 2: Have pupils look at Pictures 1a and 1b. Get them to talk about the differences between the two pictures. Play the recording of the first dialogue. Then play the recording again for pupils to listen and tick the correct picture. Pair work Step 3: Repeat Step 2 with Pictures 2a and 2b. Have pupils swap their books with a partner and check the answers. Correct the answers as a class. Extension: If there is enough time, play the recording, sentence by sentence, for pupils to listen and repeat individually and in chorus. Correct their pronunciation if necessary. e. - Performance products: Pupil’s answers Assessment - Assessment tools: Observation; Questions & Answers PRACTICE Activity 5. Look, complete and read. 10 minutes a. Goal To complete four gapped exchanges about locations with the help of picture cues.
11. b. Input Four picture cues and four gapped exchanges showing the locations of shops. c. Outcome Pupils can complete four gapped exchanges about locations with the help of picture cues. Key: 1. near 2. between 3. bookshop; opposite 4. Where’s; behind d. Procedure Step 1: Ask pupils to look at the pictures and identify the locations of shops in them. Step 2: Ask pupils to look at the incomplete exchanges. Draw their attention to the missing words in the sentences. Encourage pupils to guess the missing words. Whole Step 3: Model Exchange 1. Have them look at the picture class/ and identify the location. Have pupils look at the exchange. Individual Ask them what is missing in the answer (near). Then have work them complete the gap with the word (near). Repeat the same procedure with Pictures 2, 3 and 4. Step 4: Get pupils to complete the exchanges individually, Pair work then ask a few pairs to read them aloud. Check their answers, and give corrections and feedback where necessary. 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’s the bookshop? with the correct pronunciation, rhythm and melody. b. Input The lyrics and the recording of the song Where’s the bookshop? c. Outcome Pupils can sing the song Where’s the bookshop? with the correct pronunciation, rhythm and melody. d. Procedure Step 1: Have pupils read the lyrics to familiarise themselves Whole with the questions and answers. Check comprehension and class/ give feedback. Individual Step 2: Have pupils listen to the whole song, drawing their work attention to the pronunciation, the rhythm and the melody. Step 3: Play the recording of the song once or twice for pupils to listen and repeat, line after line, and do related actions. Step 4: When pupils feel confident and are familiar with the tune and melody, ask them to sing the whole song while doing actions or clapping their hands.
12. Step 5: Invite a few groups to the front of the class to sing Group work the song. The class may sing along to reinforce the activity. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes : Game: Lucky number - Divide the class into 2 teams (boys and girls). Each team takes turns to choose a number. They need to ask and answer with the picture corresponding to that number to get points. - The group with more points at the end of the game will be the winner. - Praise the winner, encourage the other team. Week: 30 Period: 120 UNIT 18: AT THE SHOPPING CENTRE Lesson 2 (1,2,3) I. OBJECTIVES By the end of the lesson, pupils will be able to: – use the words behind, between, near, opposite, gift shop, skirt, T-shirt, dong and thousand in relation to the topic “At the shopping centre”; Language – use How much is the ____? – It’s ____. to ask and answer questions about knowledge & prices; skills – listen to and demonstrate understanding of simple communicative contexts in relation to the topic “At the shopping centre”; – read and write about locations and prices; - Communication and collaboration: work in pairs and groups to complete the Competences learning tasks - Self-control & independent learning: perform learning tasks - use appropriate gestures and intonation when asking and answering about Attributes prices. II. RESOURCES AND MATERIALS - Student’s book: Page 54 - Audio tracks 76, 77
13. - Teacher’s guide: Pages 258, 259, 260 - 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 Warm-up and review: 5 minutes Greet the class. Option1: - Spend a few minutes revising Lesson 1 by singing the song Where’s the bookshop? Whole class Option 2: - Divide the class into pairs, give each pair a set of YES/ NO cards (or pupils can use their hands, left hand for No and right hand for Yes) Pair work - Pupils read, look at the picture and guess if the sentences are correct or not, then show YES/NO cards. - Each pair gets 1 point for a correct answer. The pair with the most points will be the winner. Ask pupils to open their books at page 54 and look at Unit 18, 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 focusing on asking and answering questions about prices. b. Input - Context a: Linh’s mother: How much is the T-shirt, Linh? Linh: It’s sixty thousand dong. - Context b: Linh: How much is the skirt, Mum?
14. Linh’s mother: It’s seventy thousand dong. c. Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about prices. d. Procedure Step 1: Ask pupils to look at Pictures a and b, and identify the characters in the pictures. Ask them to tell what they can Whole see in the backgrounds of the pictures. class/ Step 2: Ask pupils to look at Picture a. Play the recording Individual for them to listen to the conversation a few times. work 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 the front of the classroom to listen to and repeat the sentences in the recording. Give corrections and feedback where necessary. Pair work Step 5: Draw pupils’ attention to the questions How much is the T-shirt? and How much is the skirt?, and the answers It’s sixty thousand dong. and It’s seventy thousand dong. Tell pupils that they are used to ask and answer questions about prices. e. - Performance products: Pupil’s answers Assessment - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. a. Goal To correctly say the words and phrases and use How much is the_____? – It’s _____. to ask and answer questions about prices.
15. b. Input – Picture cues: a. a pen with its price tag of twenty thousand dong b. a skirt with its price tag of eighty thousand dong c. a T-shirt with its price tag of fifty thousand dong d. a school bag with its price tag of ninety thousand dong – Speech bubbles: How much is the _____? – It’s _____. Audio script: a. pen / twenty thousand dong b. skirt / eighty thousand dong c. T-shirt / fifty thousand dong d. school bag / ninety thousand dong a. A: How much is the pen? B: It’s twenty thousand dong. b. A: How much is the skirt? B: It’s eighty thousand dong. c. A: How much is the T-shirt? B: It’s fifty thousand dong. d. A: How much is the school bag? B: It’s ninety thousand dong. c. Outcome Pupils can correctly say the words and phrases and use How much is the _____? – It’s _____. to ask and answer questions about prices.
16. d. Procedure Step 1: Have pupils point at Picture a, listen to the recording and repeat the word and phrase pen / twenty thousand dong. Repeat the same procedure with Pictures b, Whole c and d. Have the class repeat the words and phrases a few class/ times. Individual Step 2: Point at the speech bubbles and Picture a again and work have pupils listen to and repeat after the recording (How much is the pen? – It’s twenty thousand dong.). Have the class repeat the question and answer a few times. Repeat the same procedure with Pictures b, c and d. Step 3: Divide the class into two groups to take turns repeating the questions and the answers until they feel confident. Step 4: Have pairs practise asking and answering the Pair work questions and answers with the pictures. Then, invite a few pairs to point at the pictures and say the questions and answers in front of the class. Give corrections and feedback where necessary. e. - Performance products: Pupil's talks and interaction Assessment - Assessment tools: Observation ;questions & answers PRACTICE Activity 3. Let’s talk. a. Goal To enhance the correct use of How much is the _____? – It’s _____. to ask and answer questions about prices in a freer context. b. Input – Picture cue: some items with their price tags at the shopping centre – Speech bubbles: How much is_____? –_____. c. Outcome Pupils can enhance the correct use of How much is _____? – It’s _____. to ask and answer questions about prices in a freer context.
17. d. Procedure Step 1: Draw pupils’ attention to the picture and elicit the Whole words or phrases used to describe prices. class Step 2: Elicit the missing words in the first bubble. Ask pupils to look at the second bubble and identify what the answer should be. Give an example conversation, e.g. How much is the T-shirt? – It’s fifty thousand dong. Get pupils to repeat the question and the answer several times. Step 3: Have pairs practise asking and answering the questions about the prices of the items in the picture. Go around the classroom to observe and provide help. Pair work Step 4: Invite a few pairs to practise asking and answering questions in front of the class. Give corrections and feedback where necessary. e. - Performance products: Pupil’s talk and interaction Assessment - Assessment tools: Observation; questions & answers Fun corner and wrap-up: 5 minutes Game: Let’s go shopping (PPT) - Divide the class into 2 teams. - Pupils from each team choose an object they want to buy, then answer the question. If the pupils answer correctly, they get the points (coins) for that question to buy that object. - The team with the most points is the winner.