Giáo án Tiếng Anh 4 - Week 5 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 4 - Week 5 - Năm học 2024-2025

1. Week: 05 Date of planning: 06/10/2024 Period: 17 Date of teaching: 07/10 – 11/10 UNIT 3: MY WEEK 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 (pictures) in which pupils ask and answer questions about the days skills of the week. - correctly say the words and use What day is it today? – It’s _____. to ask and answer questions about the days of the week. - enhance the correct use of What day is it today? – It’s _____. to ask and answer questions about the days of the week in a freer context. 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 day of the week. II. RESOURCES AND MATERIALS - Student’s book: Page 22 - Audio tracks 26, 27 - Teacher’s guide: Pages 43, 44, 45 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 3) - Computer, projector, III. Warm-up and review – Look, listen and repeat – Listen, point and say – PROCEDURE Let’s talk – Wrap-up Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes Greet the class and encourage pupils to respond to the greeting. Whole class/ Option 1: Have the whole class sing the song What time Individual do you go to school? (ppt) 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 that makes it first will be the winner. EXPLORATION Activity 1. Look, listen and repeat. 5 minutes
2. a. Goal To understand and correctly repeat the sentences in two communicative contexts (pictures) in which pupils ask and answer questions about the days of the week. b. Input - Context a: Ms Hoa: Hi, class. What day is it today? Class: It’s Monday. - Context b: Bill: What day is it today? Lucy: It’s Friday. c. Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about the days of the week. d. Procedure Step 1: Have pupils look at Pictures a and b and identify Whole the characters in the pictures. class Step 2: Ask pupils to look at Picture a. Play the recording /Individual for them to listen. Play the recording again, sentence by work sentence, for pupils to listen and repeat. Repeat the same procedure with Picture b. Correct their pronunciation where necessary. Step 3: Play the recording again for pupils to listen and repeat in chorus sentence by sentence. Step 4: Invite a few pairs to the front of the classroom to Pair work listen to and repeat the sentences in the recording. Step 5: Draw their attention to the question What day is it Whole today? and the answer It's Monday. and It’s Friday. Tell class pupils that they have a question and answers about the days /Individual of the week. work Extension: Invite a few pairs of pupils to ask and answer Pair work about the days of the week. e. - Performance products: Pupils’ 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 What day is it today? – It’s _____. to ask and answer questions about the days of the week. b. Input – Picture cues: a. Monday b. Tuesday c. Wednesday d. Thursday – Speech bubbles: What day is it today? – It’s _____. Audio script: a. Monday b. Tuesday c. Wednesday d. Thursday a. A: What day is it today? B: It’s Monday. b. A: What day is it today? B: It’s Tuesday. c. A: What day is it today? B: It’s Wednesday. d. A: What day is it today? B: It’s Thursday. c. Outcome Pupils can correctly say the words and use What day is it today? – It’s
3. _____. to ask and answer questions about the days of the week. d. Procedure Step 1: Have pupils look at the pictures and elicit the days Whole of the week. class/ Step 2: Have pupils point at Picture a, listen to the Individual recording and repeat the word (Monday). Repeat the same work procedure with the other three pictures. Have the class repeat the words a few times. Step 3: Point at the bubbles and Picture a and have pupils listen to and repeat after the recording (What day is it today? – It’s Monday.). Repeat the same procedure with the other three pictures (b, c, d). Have the class repeat the questions and answers a few times. Step 4: Have pairs practise asking and answering the Pair work question What day is it today? – It’s _____. Step 5: Invite a few pairs to point at the pictures and say Whole the questions and answers in front of the class. class/ Pair work e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 3. Let’s talk. 8 minutes a. Goal To enhance the correct use of What day is it today? – It’s _____. to ask and answer questions about the days of the week in a freer context. b. Input – Picture cue: a boy asks a girl about the days of the week: Tuesday, Wednesday, Thursday, Friday (illustrated by calendars) – Speech bubbles: What day is it today? – It’s _____. c. Outcome Pupils can enhance the correct use of What day is it today? – It’s_____. to ask and answer questions about the days of the week in a freer context. d. Procedure Step 1: Draw pupils’ attention to the picture. Ask questions Whole to help them identify the context (see Input). class/ Individual work Step 2: Put pupils into pairs and encourage them to ask and Pair work answer questions about the days of the week. Go around the classroom to offer support. Step 3: Invite a few pairs to the front of the class to ask and answer questions about the days of the week using What day is it today? – It’s _____. and the picture cue. Praise pupils if they perform well. e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Option 1: Memory game Group work vocabulary-game/ Option 2: Game: Racing horses
4. - Divide children into groups of four. - Give each group one paper dice. - Race to find the winner. Group work Option 3: Ask pupils two questions related to days of the week. Which day do you like most in a week? Monday? Tuesday?... Why? Why do we need Saturday and Sunday? Option 4: Ask students to answer the following question: What have you learnt from the lesson today? (- Use the words Monday, Tuesday, Wednesday, Thursday, Friday in relation to the topic My week to talk about the days of the week. - Use sentence patterns What day is it today? – It’s _____. to ask and answer questions about the days of the week.) * Preparation for the project: Tell pupils about the project on page 27, Lesson 3, Activity 6. Ask them to take notes of weekend activities at home and present them to the class at Project time. RACING HORSES How to play: Divide children into groups of four. Give each group one paper dice. Race to find the winner. START THE DAY THE DAY THE DAY GO BACK GET A GIFT BEFORE AFTER AFTER TWO FROM THE THURSDA THURSDA MONDAY SPACES TEACHER Y Y THE DAY GO THREE AFTER GO BACK 6 DAYS FOUR DAYS FORWAR DAYS WEDNESDA ONE AFTER BEFORE D TWO AFTER Y SPACE SUNDAY SATURDAY SPACES SUNDAY GO BACK GO THREE THE DAY TO THE THE DAY SING A FORWARD DAYS BEFORE START AFTER SONG ONE AFTER WEDNESDA TUESDAY SPACE FRIDAY Y GO BACK 5 PICK ONE THE DAY THE DAY TWO DAYS FINISH
5. SPACES FRIEND BEFORE AFTER START TO ASK SUNDAY SATURDA WITH T HIM/ HER Y TO SING A SONG Week: 05 Period: 18 UNIT 3: MY WEEK 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 about the days of the knowledge & week and tick the correct pictures. skills - complete four gapped exchanges with the help of picture cues. - revise target words about the days of the week by playing the game Slap the board. 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 day of the week II. RESOURCES AND MATERIALS - Student’s book: Page 23 - Audio tracks 29 - Teacher’s guide: Pages 45, 46, 47 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 3) - Computer, projector, III. Warm-up and review – Listen and tick – Look, complete and read – PROCEDURE Let’s play – Wrap up Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes Greet the class and encourage pupils to respond to the greeting. Option 1: Spend a few minutes revising the previous Whole lesson by asking the question What day is it today? and class/ have a few pupils answer the question. Have the class give Individual comments. work Option 2: Sing along the song What day is it today?
6. Option 3: Game: Look and guess (ppt) Group work PRACTICE Activity 4. Listen and tick. 5 minutes a. Goal To listen to and understand two communicative contexts about the days of the week and tick the correct pictures. b. Input Picture cues: 1a. Tuesday 12 1b. Wednesday 13 2a. Thursday 14 2b. Friday 15 Audio script: 1. Ms Hoa: Hello, Nam. Nam: Hello, Ms Hoa. Ms Hoa: What day is it today? Nam: It’s Wednesday. Ms Hoa: OK. 2. Mr Long: Hello, Mai. Mai: Hello, Mr Long. Mr Long: What day is it today? Mai: It’s Thursday. Mr Long: Good. Key: 1. b 2. a c. Outcome Pupils can listen to and understand two communicative contexts about the days of the week and tick the correct pictures. d. Procedure Step 1: Draw pupils attention to Pictures 1a and 1b. Ask Whole questions to help them identify the days of the week. class Step 2: Play the recording for Question 1 for pupils to /Individual listen. Then play the recording again for pupils to listen and work tick the correct picture. Step 3: Repeat Steps 1 and 2 for Pictures 2a and 2b. Step 4: Tell pupils to swap books with a partner, then Pair work check answers together as a class. Write the correct answers on the board. Play the recording again for pupils to double- check their answers. Extension: If time allows, play the recording, sentence by Whole sentence, for the class to listen and repeat in chorus. Correct class their pronunciation where necessary. e. - Performance products: Pupils’ 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 and four gapped exchanges to complete.
7. c. Outcome Pupils can correctly complete four gapped exchanges with the help of picture cues. Key: 1. Monday 2. Friday 3. What day; It’s 4. today; It’s Thursday d. Procedure Step 1: Have pupils look at the pictures. Get them to Whole identify the days of the week in the pictures. class/ Step 2: Have pupils look at the gapped exchanges. Draw Individual their attention to the missing words in the questions and work answers. Step 3: Model Picture 1. Have pupils look at the answer. Pair work Ask them what word is missing in the answer (Monday). Then have pupils complete it (It’s Monday.). Repeat the same procedure with Pictures 2, 3 and 4. Step 4: Have pupils complete the gapped exchanges Whole individually and ask a few pairs to read them aloud. class/ Pair work e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 3. Let’s play. 8 minutes a. Goal To revise target words about the days of the week by playing the game Slap the board. b. Input Some words of the target vocabulary on the board: Monday, Tuesday, Wednesday, Thursday, Friday (jumbled) c. Outcome Pupils can revise target words about the days of the week by playing the game Slap the board. d. Procedure Step 1: Tell pupils that they are going to listen to and slap Whole the correct words as quickly as possible. Have them look at class/ the days of the week on the board to recall the days of the Individual week (as in Input). work Step 2: Call two pupils to the front. Get them to stand at a certain distance from the board. Step 3: Say a day of the week using It’s ____. with one of Pair work the words on the board, for example, It’s Monday. The pupil who is the quickest to slap the right word (Monday) gets one point. The pupil who slaps the most words is the winner. Step 4: Invite a few pairs to the front of the class to play the game. Praise pupils if they perform well. e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes
8. Option 1: Memory game Group work vocabulary-game/ Option 2: Game: Guess the words (ppt) Option 3: Sing along the song What day is it today? Whole class Week: 05 Period: 19 UNIT 3: MY WEEK 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 what someone skills does on certain days of the week. - correctly say the phrases and use What do you do on _____? – I _____. to ask and answer questions about what someone does on certain days of the week. - enhance the correct use of What do you do on _____? – _____. to ask and answer questions about what someone does on certain days of the week in a freer context. 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 day of the week II. RESOURCES AND MATERIALS - Student’s book: Page 24 - Audio tracks 29, 30 - Teacher’s guide: Pages 47, 48, 49 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 3) - Computer, projector, III. Warm-up and review – Look, listen and repeat – Listen, point and say – PROCEDURE Let’s talk – Wrap up Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes
9. - Greet the class and encourage pupils to respond to your greeting. Whole Option 1: class/ - Get a few pupils to play the game Slap the board in front Individual of the class. Have the class give comments. work Option 2: Listen and guess - Spell the first letter of any day/ spell any letter in a day, pupils guess. - Flash the cards to consolidate pupils’ pronunciation and spelling. 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 what someone does on certain days of the week. b. Input – Context a: Ms Hoa: What day is it today? Nam: It’s Thursday. Ms Hoa: What do you do on Thursdays? Nam: I study at school. – Context b: Bill: What do you do on Saturdays? Mai: I do housework. c. Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about what someone does on certain days of the week. d. Procedure Step 1: Have pupils look at Pictures a and b and identify Whole the characters in the pictures. class/ Step 2: Ask pupils to look at Picture a. Play the recording Individual for them to listen. Play the recording again, sentence by work sentence, for pupils to listen and repeat. Repeat the same procedure with Picture b. Correct their pronunciation where necessary. Step 3: Play the recording again for pupils to listen and repeat in chorus sentence by sentence. Step 4: Invite a few pairs to the front of the classroom to Pair work listen to and repeat the sentences in the recording. Step 5: Draw their attention to the questions What do you Whole class do on Thursdays / Saturdays? and the answers I study at school and I do housework. Tell pupils that they are questions and answers about what someone does on certain days of the week. e. Assessment - Performance products: Pupils’ answers. - 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 do you do on _____? – I _____. to ask and answer questions about what someone does on certain
10. days of the week. b. Input – Picture cues: a. a girl studying at school b. a girl going to school c. a boy doing housework d. a boy listening to music – Speech bubbles: What do you do on _____? – I _____. Audio script: a. Mondays / study at school b. Wednesdays/ go to school c. Saturdays / do housework d. Sundays/ listen to music a. A: What do you do on Mondays? B: I study at school. b. A: What do you do on Wednesdays? B: I go to school. c. A: What do you do on Saturdays? B: I do housework. d. A: What do you do on Sundays? B: I listen to music. c. Outcome Pupils can correctly say the phrases and use What do you do on _____? – I _____. to ask and answer questions about what someone does on certain days of the week. d. Procedure Step 1: Have pupils look at the pictures and elicit the Whole activities and the days of the week. class/ Step 2: Have pupils point at Picture a, listen to the Individual recording and repeat the phrase (Mondays / study at work school). Repeat the same procedure with the other three pictures. Have the class repeat the phrases a few times. Step 3: Point at the bubbles and Picture a, then have pupils listen to and repeat after the recording (What do you do on Mondays? – I study at school.). Repeat the same procedure with the other three pictures b, c and d. Step 4: Have pairs practise asking and answering the Pair work question What do you do on _____? – I _____. Whole Step 5: Invite a few pairs to point at the pictures and say class/ Pair the questions and answers in front of the class. work e. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 3. Let’s talk. 8 minutes a. Goal To enhance the correct use of What do you do on _____? – _____. to ask and answer questions about what someone does on certain days of the week in a freer context. b. Input – Picture cue: A boy asks a girl about what she does on Tuesdays, Fridays and Sundays (illustrated by the calendars and her activities) – Speech bubbles: What do you do on _____? – ______. c. Outcome Pupils can enhance the correct use of What do you do on _____? – _____. to ask and answer questions about what someone does on certain
11. days of the week in a freer context. d. Procedure Step 1: Draw pupils’ attention to the picture. Ask questions Whole to help them identify the context (see Input). class/ Step 2: Put pupils into pairs and encourage them to ask and Individual answer questions about what someone does on certain days work of the week. Go around the classroom to offer support. Step 3: Invite a few pairs to the front of the class to Pair work perform their conversations. Step 4: Invite a few pairs to practise asking and answering questions about what they do on certain days of the week. Praise pupils if they perform well. e. Assessment - Performance products: Pupils’ answers. - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Option 1: Spelling game Whole - Teacher says: Can you spell - pause - pretends to think, class/ then say Mondays, waits for pupils to spell, shows the word Group work - Have Ss repeat with others. - can play in two groups, the fastest gets one sticker. Option 2: Sing along the song What day is it today? Option 3: Find the treasure - Explain each day is a treasure like time is valuable to all. - Hide flashcards in different places, for example Monday learners have English, then the card Monday is hidden in an English textbook. In the same rule, hide 14 cards in different places in the classroom or outside if possible. - Divide Ss into groups of 7. Teacher stands in the middle of the class, acts or draws to the air the subject learners have on each different day. Learners run and find the cards, put into a basket. The group with more flashcards after a limited time wins. Play again with different groups, using miming to help depending on the learners’ language competence. Week: 05 Period: 20 UNIT 3: MY WEEK Lesson 2 (4,5,6) I. OBJECTIVES By the end of the lesson, pupils will be able to:
12. Language - listen to and understand four communicative contexts about days of the knowledge & week and what someone does on certain days of the week and number the skills correct pictures. - complete four gapped exchanges with the help of picture cues. - sing the song My week 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 listening tasks Attributes - Show their responsibility by noticing the day of the week II. RESOURCES AND MATERIALS - Student’s book: Page 25 - Audio tracks 31, 32 - Teacher’s guide: Pages 49, 50, 51 - Website hoclieu.vn - Flash cards/ pictures (Unit 3) - Computer, projector, III. Warm-up and review – Listen and number – Look, complete and read – PROCEDURE Let’s sing – Wrap up Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes Greet the class and encourage pupils to respond to the greeting. Option 1: Spend a few minutes revising the previous lesson by Whole getting a few pairs to ask and answer questions about what class/ they do on certain days of the week. Individual Option 2: Miming game (ppt) work Group work PRACTICE Activity 4. Listen and number. 5 minutes a. Goal To listen to and understand four communicative contexts about days of the week and what someone does on certain days of the week and number the correct pictures. b. Input Picture cues: a. a girl listening to music on Sundays b. a calendar: Friday c. a calendar: Monday d. a boy doing housework on Saturdays Audio script: 1. A: What day is it today? B: It’s Monday. 2. A: What do you do on Saturdays? B: I do housework.
13. 3. A: What day is it today? B: It’s Friday. 4. A: What do you do on Sundays? B: I listen to music. c. Outcome Pupils can listen to and understand four communicative contexts about days of the week and what someone does on certain days of the week and number the correct pictures. d. Procedure Step 1: Draw pupils’ attention to the pictures. Elicit the Whole activities and the days of the week. class/ Step 2: Play the recording for pupils to do the task by Individual numbering the pictures. Play the recording again to give work pupils another listening opportunity. Pair work Step 3: Check answers together as a class. Play the recording a third time for pupils to double-check their answers and correct their answers in pairs. Extension: If time allows, play the recording, sentence by Whole sentence, for the class to listen and repeat in chorus. Correct class their pronunciation where necessary. e. - Performance products: Pupils’ 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 with four gapped exchanges to complete. c. Outcome Pupils can complete four gapped exchanges with the help of picture cues. d. Procedure Step 1: Have pupils look at the pictures. Get them to Whole identify the days of the week and the activities in the class/ pictures. Individual Step 2: Have pupils look at the four gapped exchanges. work Draw their attention to the missing words in the questions and answers. Step 3: Model Picture 1. Have pupils look at the answer. Ask them what word is missing (Tuesday). Then have them complete the answer (It’s Tuesday.). Repeat the same procedure with Pictures 2, 3 and 4. Whole Step 4: Have pupils complete the gaps individually and ask class/ Pair a few pairs to read the four completed exchanges aloud. work e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 6. Let’s sing. 8 minutes a. Goal To sing the song What day is it today? with the correct pronunciation, rhythm and melody.
14. b. Input The lyrics and the recording of the song What day is it today? c. Outcome Pupils can sing the song What day is it today? with the correct pronunciation, rhythm and melody. d. Procedure Step 1: Draw pupils’ attention to the title and lyrics of the Whole song. Encourage them to point at the characters’ activities class/ to reinforce their understanding. Individual Step 2: Play the recording all the way through for pupils to work listen to the whole song. Encourage them to listen carefully to the pronunciation, rhythm and the melody. Step 3: Play the recording line by line for pupils to listen and repeat. Correct their pronunciation where necessary. Step 4: Play the recording all the way through for pupils to sing along. Step 5: Play the recording again for pupils to sing and clap along with the recording. Pupils can sing the song What day is it today? with the correct pronunciation, rhythm and melody. e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Option 1: Play the song What day is it today? again, divide Whole pupils into small groups, have them join in a singing class/ competition to find out the best singers. Give all pupils Group encouragement. work Option 2: Sing the song Days of the week from Let pupils listen to the song several times, sing along together and draw the first letter of the day to memorize the spelling. Option 3: Sing the song Seven days of the week with TPR technique Let pupils listen to the song several times, sing along and act together. Option 4: Game: Word search (ppt)