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

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

1. Week: 04 Date of planning: 29/09/2024 Period: 13 Date of teaching: 30/09 – 04/10 UNIT 2: TIME AND DAILY ROUTINES 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 focusing on asking and answering questions about the characters’ skills daily routines. - correctly say the phrases and use What time do you _____? – I _____ at _____. to ask and answer questions about daily routines. - enhance the correct use of What time do you _____? - I _____ at ______. to ask and answer about someone’s daily routines. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks - Self-control & independent learning: perform listening tasks Attributes - Show their responsibility by noticing the time and follow the timetable on time. II. RESOURCES AND MATERIALS - Student’s book: Page 18 - Audio tracks 19, 20 - Teacher’s guide: Pages 34, 35, 36, 37 - 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 Greet the class. Option 1: Whole Sing the song What time is it? class/ Link: Individual work/ Option 2: Game: Which clock says ...? Group work Spend a few minutes revising the previous lesson by
2. having the class play the game Which clock says ...? Option 3: Game: What’s missing? - Divide the class into 2 teams. - Have pupils look at the screen with numbers from 1 to 10. Then hide 1 number each time and have the teams raise their hands to answer. Give points for each correct answer. 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 the characters’ daily routines. b. Input – Context a: Minh: What time do you get up? Mary: I get up at six o’clock. And you? Minh: At five forty-five. – Context b: Mary: What time do you have breakfast? Minh: At six fifteen. c. Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about the characters’ daily routines. d. Step 1: Ask pupils to look at Pictures a and b and identify Whole Procedure the time on the clocks in the pictures. class/ Step 2: Ask pupils to look at Picture a. Play the recording Individual for them to listen. 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 class to listen to Pair work and repeat the sentences in the recording. Step 5: Draw pupils’ attention to the exchanges What time Whole do you get up? – I get up at six o’clock. and What time do class you have breakfast? – At six fifteen. Tell pupils that these are questions and answers about daily routines. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers KNOWLEDGE CONSTRUCTION Activity 2. Listen, point and say. 10 minutes
3. a. Goal To correctly say the phrases and use What time do you _____? – I _____ at _____. to ask and answer questions about daily routines. b. Input – Picture cues: a. a girl is getting up; a clock shows 5:00 AM b. a boy is having breakfast; a clock shows 6:15 AM c. a pupil is going to school; a clock shows 1:15 PM d. a boy is sleeping in bed; a clock shows 9:00 PM – Speech bubbles: What time do you _____? – I _____ at _____. Audio script: a. five o’clock; get up b. six fifteen; have breakfast c. one fifteen; go to school d. nine o’clock; go to bed a. A: What time do you get up? B: I get up at five o’clock. b. A: What time do you have breakfast? B: I have breakfast at six fifteen. c. A: What time do you go to school? B: I go to school at one fifteen. d. A: What time do you go to bed? B: I go to bed at nine o’clock. c. Outcome Pupils can correctly say the phrases and use What time do you _ ____? - I _______ at________. to ask and answer questions about daily routines. d. Step 1: Have pupils look at the pictures and elicit the Whole Procedure activities and the time from them. class/ Step 2: Have pupils point at Picture a, listen to the Individual recording, and repeat the phrase (get up). Repeat the same work procedure with the other three pictures. Have the class repeat the phrases a few times. Step 3: Point at the first bubble and have pupils listen and repeat after the recording (What time do you get up?). Point at Picture a and have pupils listen and repeat after the recording (I get up at five o’clock.). Repeat the same procedure with the other three pictures. Step 4: Set a time limit for pupils to work in pairs, point at Pair work the pictures, and practice asking and answering the
4. question What time do you _____? – I _____ at _____. Step 5: Invite a few pairs to the front of the class to take turns pointing at the pictures, asking and answering the question What time do you _____? – I _____ at _____. e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; Questions & answers PRACTICE Activity 3. Let’s talk. 8 minutes a. Goal To enhance the correct use of What time do you _____? – I _____ at _____. to ask and answer questions about pupils’ daily routines in a freer context. b. Input - Picture cue: Nam and Lucy ask and answer questions about Lucy’s daily routines. - Speech bubbles: What time do you ____? – _________. c. Outcome Pupils can enhance the correct use of What time do you _____? – I _____ at _____. to ask and answer questions about their daily routines in a freer context. d. Step 1: Have pupils look at the picture and explain that Whole Procedure Nam and Lucy are asking and answering questions about class/ Lucy’s daily routines. Get pupils to look at the first speech Individual bubble and point at the picture of Lucy getting up to work complete the question What time do you get up? Ask them to repeat the question. Then point at the answer bubble and say I get up at five o’clock. for pupils to repeat. Let pupils listen to and repeat the question and the answer a few times individually and in chorus. Step 2: Set a time limit for pairs of pupils to practise asking Pair work and answering the question What time do you _____? – I _____ at _____. Step 3: Go around the classroom to offer help where necessary. Step 4: Invite some pairs of pupils to the front of the class Pair work/ to take turns asking and answering questions about their Whole daily routines. class e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes
5. Option 1: Game: Magic wheel (ppt) Group Press Spin to play. If pupils have the correct answer, they work will be added the same number that shows on the slide. The team with the most scores will be the winner at the end of the game. Option 2: Game: Pass the ball - Divide the class into 3 teams. - Each team has 1 sticky ball. - Play the music. Have pupils in each team take turns to pass the ball. When the music ends, 3 students who are keeping the balls will stand up and say the time, using the sentence model. Option 3: Game: Whack the watermelon - Prepare a set of flashcards of clocks. - Divide the class into 3 teams. - The teams take turns to send 2 pupils to go to the board and choose a flashcard to ask and answer about time, using the model sentences and the number in the card. - If they give the correct answers, they can whack a watermelon to get points for their teams. - The team with more points is the winner. Option 4: Ask students to answer the following question: What have you learnt from the lesson today? (- Use the phrases get up, go to bed, go to school and have breakfast in relation to the topic Time and daily routines to talk about the daily routines. - Use sentence patterns What time do you _____? I_____at_______. to ask and answer about someone’s daily routines.) Week: 04 Period: 14 UNIT 2: TIME AND DAILY ROUTINES Lesson 2 (4,5,6) I. OBJECTIVES By the end of the lesson, pupils will be able to:
6. Language - listen to and understand four communicative contexts in which pupils ask knowledge & and answer questions about daily routines and number the correct pictures. skills - complete four gapped exchanges with the help of picture cues. - sing the song What time do you go to school? 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 - Show their responsibility by noticing the time and follow the timetable on time. II. RESOURCES AND MATERIALS - Student’s book: Page 19 - Audio tracks 21, 22 - Teacher’s guide: Pages 37, 38, 39 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 2) - Computer, projector, III. Warm-up and review – Listen and number – Look, complete and read – PROCEDURE Let’s sing – Fun corner and wrap-up Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes - Greet the class. Option 1: Game: Slap the board (ppt) Group Use the vocabulary from the previous lesson. Have work students stand in 2-3 rows of 5 or more pupils and take turns to slap the board. Give the points to the team with the faster and correct answers. Option 2: Spend a few minutes revising the previous lesson by inviting a few pairs to the front of the class to take turns asking and answering questions about their daily routines Pair work with What time do you ____? – I ____ at ____. PRACTICE Activity 4. Listen and number. 5 minutes a. Goal To listen to and understand four communicative contexts in which pupils ask and answer questions about daily routines and number the correct
7. pictures. b. Input Picture cues: a. a girl getting up at 5:45 a.m. b. a boy having breakfast at 6:00 a.m. c. a girl going to school at 6:30 a.m. d. a girl is in bed at 9:15 p.m. Audio script: 1. A: What time do you go to bed? B: I go to bed at nine fifteen. 2. A: What time do you go to school? B: I go to school at six thirty. 3. A: What time do you get up? B: I get up at five forty-five. 4. A: What time do you have breakfast? B: I have breakfast at six o’clock. c. Outcome Pupils can listen to and understand four communicative contexts in which pupils ask and answer questions about daily routines and number the correct pictures. Key: 1. d 2. c 3. a 4. b d. Procedure Step 1: Have pupils look at the pictures. Elicit the activities Whole and the time in the pictures. Draw pupils’ attention to the class/ boxes at the bottom right-hand corners of the pictures. Individual Step 2: Play the recording of the first dialogue. Tell pupils work that they will need to pay attention to the activity and time (e.g. go to bed, 9:15) and look for the right picture. Step 3: Play the recording of the other dialogues and get pupils to number the pictures. Set a time limit for pupils to Whole swap books with a partner and check the answers before class/ Pair checking as a class. Correct the answers where necessary. work Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat individually and in chorus. Correct their pronunciation where necessary. e. - Performance products: Student’s answers
8. 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 with four gapped exchanges to complete c. Outcome Pupils can complete four gapped exchanges with the help of picture cues. Key: 1. six o’clock 2. six thirty 3. What time; six forty-five 4. go to bed; go to bed; nine fifteen d. Procedure Step 1: Get pupils to look at Picture 1. Have them identify Whole the time (6:00 AM) in the picture. Elicit the missing words class/ in the answer (six o’clock). Complete the answer. Individual Step 2: Repeat the same procedure with Picture 2 (six work thirty). Step 3: Get pupils to look at Picture 3. Elicit the missing Individual words in the question and answer from pupils (What time; work six forty-five). Then have them complete the gaps (What time do you go to school? – I go to school at six forty- five.). Repeat the same procedure with Picture 4 (go to bed; go to bed; nine fifteen). Step 4: Set a time limit for pupils to complete the Pair work exchanges individually, then invite a few pairs to take turns reading the completed exchanges. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers PRACTICE Activity 6. Let’s sing. 8 minutes a. Goal To sing the song What time do you go to school? with the correct pronunciation, rhythm, and melody. b. Input The lyrics and the recording of the song What time do you go to school? c. Outcome Pupils can sing the song What time do you go to school? with the correct pronunciation, rhythm and melody. d. Procedure Step 1: Have pupils read the lyrics to familiarize Whole themselves with the questions and answers. Check class/ comprehension and give feedback. Individual Step 2: Have pupils listen to the whole song, drawing work their attention to the pronunciation, rhythm, and melody. Encourage them to point at the pictures to reinforce their understanding.
9. Step 3: Play the recording of the song again, once or twice, for pupils to listen and repeat line by line and do related actions, e.g. using a finger to trace the words or clapping hands. 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 hands. Step 5: Invite a few groups to the front of the class to sing the song and do the actions. The class may sing along to Group work reinforce the activity. e. - Performance products: Student’s interaction and performance Assessment Fun corner and wrap-up: 5 minutes Option 1: Rearrange the words (ppt) Whole Pupils take turns to rearrange the words into a complete class/ sentence. Individual work Option 2: Game: Pass the ball Group work - Divide the class into 3 teams. - Each team has 1 sticky ball. - Play the music, students in each team take turns to pass the ball. After the music ends, 3 students holding the ball will stand up and say the name, using the sentence model. Group work Option 3: 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. Week: 04 Period: 15 UNIT 2: TIME AND DAILY ROUTINES Lesson 3 (1,2,3) I. OBJECTIVES By the end of the lesson, pupils will be able to:
10. Language - correctly repeat the sounds of the letters t and d in isolation, in the words get knowledge & and bed, and in the questions What time do you get up? and What time do you skills go to bed? - identify the sounds of the letters t and d in sentences 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 task, solve problems Attributes - Show their responsibility by noticing the time and follow the timetable on time. II. RESOURCES AND MATERIALS - Student’s book: Page 20 - Audio tracks 23, 24, 25 - Teacher’s guide: Pages 39, 40 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 2) - 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. Encourage pupils to respond to your Whole class/ greeting. Individual Option 1: work - Spend a few minutes revising the previous lesson by inviting two groups of three to the front of the class to take turns singing the song What time do you go to school? - Ask pupils to open their books at page 20 and look at Unit 2, Lesson 3, Activity 1. Option 2: Game: Pass the ball - Divide the class into 3 teams. Group work - Each team has 1 sticky ball. - Play the music, students in each team take turns to pass the ball. After the music ends, 3 students holding the ball will stand up and say the name, using the sentence model. Option 3: Game: Sentence Puzzle
11. 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. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 5 minutes a. Goal To correctly repeat the sounds of the letters t and d in isolation, in the words get and bed, and in the questions What time do you get up? and What time do you go to bed? b. Input – The letter t, the word get and the question What time do you get up? – The letter d, the word bed and the question What time do you go to bed? c. Outcome Pupils can correctly repeat the sounds of the letters t and d in isolation, in the words get and bed, and in the questions What time do you get up? and What time do you go to bed? with the correct pronunciation and intonation. d. Procedure Step 1: Have pupils look at the letter t, listen to the Whole class/ recording and repeat the letter until they feel confident. Individual Correct the pronunciation where necessary. work Step 2: Have pupils point at the word get, listen to the recording and repeat the word until they feel confident. Monitor the activity and offer help where necessary. Step 3: Get pupils to point at the sentence What time do you get up?, listen to the recording and repeat it several times. Then invite a few pupils to stand up to listen to and repeat the sentence. Step 4: Repeat Steps 1 to 3 for the letter d. Go around the classroom and correct the pronunciation where necessary. Step 5: Give pupils a time limit to practise pronouncing the letters, saying the words, and reading the sentences in pairs or groups. 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 sounds of the letters t and d in sentences while listening. b. Input Two gapped sentences with three answer options Audio script: 1. I read a book at six thirty.
12. 2. I go out at five forty-five. c. Outcome Pupils can identify the sounds of the letters t and d in sentences while listening. Key: 1. c 2. a d. Procedure Step 1: Have pupils read the incomplete sentences. Explain Whole that they must listen to the recording and circle the correct class/ options to complete the sentences. Check comprehension. Individual work Step 2: Play the recording and have pupils listen and circle Pair work the correct options. Then get pupils to swap books with a partner to check their answers before checking as a class. Correct the answers where necessary. Step 3: Invite a few pupils to stand up and read the Whole completed sentences. Remind the class how to stress the class/ target sentences. Individual work e. - Performance products: Student's talks and interaction 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 the recording of the chant c. Outcome Pupils can say the chant with the correct rhythm and pronunciation. d. Procedure Step 1: Have pupils scan the chant, and elicit the words Whole class/ ending with t and d in the lines (get, bed). Check pupils’ Individual comprehension of the chant. work Step 2: Play the recording. Get pupils to listen to and repeat the first verse, line by line. Show them how to chant and clap hands. Step 3: Play the recording of the first verse again for pupils to do choral and individual repetition. Step 4: Repeat Steps 2 and 3 for the second verse of the chant. Go around the classroom and offer help where necessary. Extension: If there is enough time, divide the class into two Group work groups to take turns chanting and clapping hands. Each of the groups should sing one verse of the chant. Then invite some groups to the front of the class to chant and clap.
13. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1: Game: Spin and say (ppt) Group work Click the needle to start and then again to stop the wheel. Then say aloud the words to practise the target sounds. (Teachers can divide class into 2 - 3 groups and let them take turns to spin the wheel (add star for correct answers). 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 that makes it first will be the winner. Option 3: Game: Tug of war - Divide the class into 2 teams. - Pupils will choose t or d to fill in the blanks. For each correct answer, pupils will get 5 stars for their teams. Option 4: Whole class Ask students to answer the following question: What have you learnt from the lesson today? (- Correctly pronounce the sound of the letters t and d in isolation, in the words get and bed and in the correct questions What time do you get up? and What time do you go to bed? - Identify the specific information by listening to 2 sentences to identify the target word.) Week: 04 Period: 16 UNIT 2: TIME AND DAILY ROUTINES Lesson 3 (4,5,6) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - read and match the activities in a paragraph with the clocks showing the knowledge & corresponding time. - complete a paragraph about pupils’ daily routines.
14. skills - draw pictures of their daily routines 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 learning tasks - Self-control & independent learning: perform presentation skill Attributes Show their responsibility by noticing the time and follow the timetable on time. II. RESOURCES AND MATERIALS - Student’s book: Page 21 - Teacher’s guide: Pages 41, 42 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 2) - Computer, projector, III. Warm-up and review – Read and match – Let’s write – Game – Project PROCEDURE Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes - Greet the class. Encourage pupils to respond to your greeting. Option 1: - Spend a few minutes revising the previous lesson by Whole class/ inviting two groups of three to the front of the class to take Individual turns saying the two verses of the chant. work Option 2: Racing game - Divide the class into 2 teams standing in lines. - Have a pupil in the front row choose a number. The pupil Group work MUST give the answer before the time’s up. If they answer correctly, they will get stars. If their answer is wrong or given after the time meter goes off, they will have to go to the back of the line. - How to use a time-meter: After clicking a number, simply click on the time meter to start it. - Click the STAR at the corner to turn back to the Select Menu. - Give points to the pupils (corresponding to the stars on the pictures). PRACTICE Activity 4. Read and match. 5 minutes
15. a. Goal To read and match the activities in a paragraph with the clocks showing the corresponding time. b. Input The paragraph, the sentences referring to activities in the text and the clocks showing the corresponding time c. Outcome Pupils can read and match the activities in a paragraph with the clocks showing the corresponding time. Key: 1. d 2. c 3. b 4. a d. Procedure Step 1: Have pupils read the paragraph, the sentences, and Whole class the time on the clocks. Tell them to scan the paragraph for /Individual the appropriate time for the activities. Model Sentence 1 work (clock d). Step 2: Set a time limit for pupils to do the activity independently. Go around the classroom and offer help where necessary. Pair work Step 3: Get pupils to swap books with a partner and check their answers before checking as a class. Whole class Step 4: Invite some pupils to stand up to read the paragraph aloud. /Individual work e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers, Keys PRODUCTION Activity 5. Let’s write. 10 minutes a. Goal To complete a paragraph about pupils’ daily routines. b. Input An incomplete paragraph with four gaps to fill in c. Outcome Pupils can complete a paragraph about their daily routines. Suggested answer: I get up at six o’clock. I have breakfast at seven o’clock. I go to school at seven fifteen. What about you? What time do you go to school? d. Procedure Step 1: Tell pupils what they are going to do. Then get them Whole to read the incomplete paragraph. Ask them what the class/ paragraph is about (daily routines). Remind them to pay Individual attention to the contexts of the sentences before completing work them with the appropriate information. Step 2: Set a time limit for pupils to complete the paragraph independently. Go around the classroom and offer help where necessary. Step 3: Get pupils to swap books and check their answers in Pair work pairs or groups before checking as a class.
16. e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; Answer keys PRODUCTION Activity 6. Project 8 minutes a. Goal To draw pictures of their daily routines at home and present them to the class by using the target language. b. Input A picture showing Ben presenting some pictures about his daily routine to his classmates c. Outcome Pupils can draw pictures of their daily routines at home and present them to the class by using the target language. d. Procedure Step 1: Explain that pupils have to show simple pictures of Whole their daily routines (getting up, having breakfast, etc.) which class/ they have prepared at home as homework. They will tell the Individual class about their daily routines in the pictures. work Step 2: Invite a pupil to the front of the class to model the presentation. Help him / her stick pictures of his / her daily routine on the board. Observe and offer help with the presentation language where necessary. Put the key presentation language on the board (e.g. I get up at six fifteen.). Have pupils repeat the key presentation language a Group work few times to make them feel confident when they present their daily routines before an audience. Step 3: Set a time limit for pupils to work in groups. Each pupil shows his / her pictures to the group and describes his Whole / her daily routine. class/ Step 4: Invite a few pupils to the front of the class to present Individual the project. Encourage the class to cheer to praise the good work presenters. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1: Game: Angry bird (ppt) Group work Pupils choose the correct answer and have the score for their team. Option 2: Game: Sentence line-up Put pupils into two teams, A and B, and have them sit on chairs facing the rest of the class. Give each team a set of word cards that together form a sentence (each team’s set
17. should be different to the other’s). Read a sentence, e.g. “This is Lan.” If team A has the word cards containing this, is, Lan and the full stop, they should stand up and move quickly into a line to show the sentence in the correct order. Team B should remain seated. If they stand up when T says team A’s sentence, they will lose the game, and vice versa. Option 3: 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. Whole class The group that makes it first will be the winner.