Giáo án Tiếng Anh 4 - Week 6 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 4 - Week 6 - Năm học 2024-2025

1. Week: 06 Date of planning: 12/10/2024 Period: 21 Date of teaching: 14/10 – 18/10 UNIT 3: MY WEEK Lesson 3 (1,2,3) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - correctly repeat the sounds of the letter u in isolation, in the word music knowledge & (/ju/) as in the sentence I listen to music on Saturdays, and the word Sunday skills (/ʌ/) as in I do housework on Sundays. - identify the target words music and Sunday 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 their responsibility by noticing the day of the week II. RESOURCES AND MATERIALS - Student’s book: Page 26 - Audio tracks 33, 34, 35 - Teacher’s guide: Pages 51, 52, 53 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 3) - Computer, projector, III. Warm-up and review – Listen and repeat – Listen and circle – PROCEDURE Let’s chant – 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: Have pupils answer the questions then sing the Whole song What day is it today?(ppt) class/ Option 2: Have the class sing the song What day is it Individual today? on page 25 and clap along. work Option 3: Select one song from the wrap-up part in the previous lesson to sing and have a singing competition Group work among groups. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 5 minutes a. Goal To correctly repeat the sounds of the letter u in isolation, in the words music and Sunday, and in the sentences I listen to music on Saturdays.
2. and I do housework on Sundays. with the correct pronunciation and intonation. b. Input – The letter u, the word music and the sentence I listen to music on Saturdays. – The letter u, the word Sunday and the sentence I do housework on Sundays. c. Outcome Pupils can correctly repeat the sounds of the letter u in isolation, in the word music (/ju/) as in the sentence I listen to music on Saturdays, and the word Sunday (/ʌ/) as in I do housework on Sundays. d. Procedure Step 1: Draw pupils’ attention to the letter u, the word Whole music and the sentence I listen to music on Saturdays. Play class/ the recording and encourage pupils to point at the letter, the Individual word, and the sentence while listening. work Step 2: Play the recording again and encourage pupils to listen to and repeat the sound, the word and the sentence. Do this several times until pupils feel confident. Correct their pronunciation where necessary. Step 3: Repeat Steps 1 and 2 for the same letter u, the word Sunday and the sentence I do housework on Sundays. Step 4: Have pupils work in pairs or groups, pronouncing Pair work the sounds, saying the words and reading the sentences until they feel confident. e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 2. Listen and circle. 10 minutes a. Goal To identify the target words music and Sunday while listening. b. Input Two questions, each with three options to choose Audio script: 1. I listen to music. 2. I study at school. c. Outcome Pupils can identify the target words music and Sunday while listening. d. Procedure Step 1: Tell pupils that they are going to listen to the Whole recording and circle the correct options. Get them to read class/ the options and guess the sentences they may hear in the Individual recording. work Step 2: Play the recording for pupils to listen. Play the recording again for pupils to listen and circle the correct options. Step 3: Tell pupils to swap books with a partner, then check the answers together as a class. Write the correct Pair work answers on the board. Step 4: Play the recording again for pupils to double-check Whole their answers. class/ Pair Extension: Invite one or two pupils to stand up, listen to work and repeat the sentences.
3. e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. 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: Draw pupils’ attention to the lyrics of the chant. Whole Check their comprehension. class/ Step 2: Play the recording all the way through for pupils to Individual listen to the whole chant. Encourage them to listen carefully work to the rhythm and pronunciation. Draw pupils’ attention to the sounds of the letter u in the words music and Sunday. 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 chant along. Encourage them to clap along while chanting. Extension: Divide the class into two groups to take turns Group listening to and repeating the chant, while the rest of the work class claps along. 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: Play the Memory game from Whole class/ vocabulary-game/ Group - Divide the class into groups. work - Each group takes turns to answer the question in the game - The group that gets more correct answers wins. Option 2: Miming Game
4. - Mime to show the subject or activities pupils often do on each day at school or at home. It can be played in groups or the whole class. - Award pupils stickers for their correct answer. Option 3: Game: March and Chant (You'll need a fairly long classroom with space for everyone to march up and down (or space outside). - The teacher stands at one end of the room against the left wall. - Line the students up alongside the teacher and teacher says "Go!". As pupils all march together, teacher starts calling out the days in order ("Monday", "Tuesday", etc.). Pupils repeat each day (Teacher: "Monday", Pupils: "Monday"). March along at a slow pace, but smartly (backs straight, arms swinging). - At certain points, teacher suddenly shouts "Stop!". Everyone must stop and be EXACTLY in line with the teacher. If someone is out of line, order them back in line and then continue marching where left off. Turn around each time reaching the end of the room and continue the march. - Once a round is finished, start again, but this time walk briskly. You can do it the final time running! This is even more fun when there are tables, etc, in the room that pupils need to climb over/under. After a few lessons, teacher shouldn't chorus the words - just get the pupils to chant together as they march. Week: 06 Period: 22 UNIT 3: MY WEEK Lesson 3 (4, 5, 6) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - read and show understanding of a text and complete a table about Nam’s knowledge & week. skills - complete a paragraph about what pupils do on certain days of the week by writing the target words in the gaps. - draw two pictures about weekend activities 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 listening tasks Attributes - Show their responsibility by noticing the day of the week II. RESOURCES AND MATERIALS
5. - Student’s book: Page 27 - Teacher’s guide: Pages 53, 54 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 3) - Computer, projector, III. Warm-up and review – Read and complete – Let’s write – Project – PROCEDURE 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 Option 1: Spend a few minutes revising the previous class/ lesson by having the class say the chant on page 26. Option 2: Spend a few minutes revising the previous Individual lesson by having pupils answer the questions by using work sentence patterns they have learned. (ppt) PRACTICE Activity 4. Read and complete. 5 minutes a. Goal To read and show understanding of a text and complete a table about Nam’s week. b. Input A text and an incomplete table c. Outcome Pupils can read and show understanding of a text and complete a table about Nam’s week. d. Procedure Step 1: Draw pupils’ attention to the words provided in the Whole table and the four gaps about Nam’s activities on some days class of the week. Step 2: Ask pupils to read the text and complete the table Individual with the missing words. work Step 3: Set a time limit for pupils to read the text again and look for specific information to fill in the gaps in the table. Go around the classroom to monitor their reading task. Step 4: Tell pupils to swap their answers with a partner, Pair work then check answers together as a class. Write the answers on the board. e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 5. Let’s write. 10 minutes a. Goal To complete a paragraph about what pupils do on certain days of the week by writing the target words in the gaps. b. Input A writing frame with four blanks to complete. c. Outcome Pupils can complete a paragraph about what they do on certain days of the week by writing the target words in the gaps.
6. d. Procedure Step 1: Ask pupils to read the gapped text and fill in the Whole gaps with their own information. Tell pupils that the gaps in class/ the text should focus on their activities and the days on Individual which they do the activities. Check comprehension. work Step 2: Have pupils do the first gapped sentence together as an example. Ask them to read the sentence and elicit the names. Then have them write their names in the gap, e.g. I am Lan. Step 3: Give pupils time to complete the text Pair work independently. Go around the classroom and offer help where necessary. Whole Step 4: Get pupils to swap their books with a partner and class/ Pair check their answers before checking as a class. work Extension: Invite a few pupils to read their completed texts in front of the class. e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. PRODUCTION Activity 6. Project 8 minutes a. Goal To draw two pictures about weekend activities at home and present them to the class by using the target language. b. Input A picture showing a boy presenting two pictures about what he does on Saturdays and Sundays to the class c. Outcome Pupils can draw two pictures about weekend activities 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 Whole they have to look at the pictures they have prepared at class/ home and present them to the class. Individual work Step 2: Have pupils work in groups of five or six. Each Group pupil looks at his / her pictures and tells the group about work what he / she does on Saturdays and Sundays. Step 3: Invite a few pupils to look at their pictures and tell Individual the class about them, e.g. On Saturdays, I play football. or work On Sundays, I do housework. e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes
7. Option 1: Game: Be a chant composer! (ppt) Whole Option 2: Singing along Seven days a week song class/ Individual - Have pupils listen and sing along several times, change the work/ lyrics to the most common activities that pupils in the class Group choose to do at weekends and sing with the new lyrics. work - Have different groups present the song with their own lyrics if their language proficiency is good enough. Option 3: Game: Touching the wall Give each pair something to stick the cards on the wall with. Ask everyone to randomly stick the cards all over the walls around the room. Then bring everyone into the middle of the room. Shout out Monday and everyone has to race over to a Monday card and touch it. Then Tuesday and so on (in the correct order) until you make it through all the weekdays. Play another round, this time faster! Week: 06 Period: 23 UNIT 4: MY BIRTHDAY PARTY 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 answering questions about birthdays. skills - correctly say the words and use When’s your birthday? – It’s in _____. to ask and answer questions about someone’s birthday. - enhance the correct use of When’s your birthday? – It’s in _____. to ask and answer questions about someone’s birthday 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 pride in the date of birth of themselves and others’ and respect to their parents for their presence. II. RESOURCES AND MATERIALS - Student’s book: Page 28 - Audio tracks 36, 37 - Teacher’s guide: Pages 55, 56, 57 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 4) - Computer, projector, III. Warm-up and review – Look, listen and repeat – Listen, point and say –
8. 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: Group - Play Guessing words game. work Option 2: - Spend a few minutes revising Unit 3 by asking the class Whole to do the project in Lesson 3 or to sing the song What day class/ is it today? on page 25 and clap hands. Individual - Ask pupils to open their books at page 28 and look at work Unit 4, Lesson 1, Activity 1. Get pupils to look at the title of the unit and check comprehension. Have them repeat it once or twice. Tell pupils what they will learn in this lesson. 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 birthdays. b. Input – Context a: Nam: Hi, Lucy. What are you doing? Lucy: I’m making a hat for my birthday party. – Context b: Nam: When’s your birthday? Lucy: It’s in May. c. Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts focusing on asking and answering questions about birthdays. 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 When’s your Whole birthday? and the answer It’s in May. Tell pupils that these class/
9. are a question and an answer about someone’s birthday. Individual work 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 When’s your birthday? – It’s in _____. to ask and answer questions about someone’s birthday. b. Input – Picture cues: a. a calendar showing January b. a calendar showing February c. a calendar showing March d. a calendar showing April – Speech bubbles: When’s your birthday? – It’s in _____. Audio script: a. January b. February c. March d. April a. A: When’s your birthday? B: It’s in January. b. A: When’s your birthday? B: It’s in February. c. A: When’s your birthday? B: It’s in March. d. A: When’s your birthday? B: It’s in April. c. Outcome Pupils can correctly say the words and use When’s your birthday? – It’s in _____. to ask and answer questions about someone’s birthday d. Procedure Step 1: Have pupils watch a video about months of the Whole year, then introduce the five first months by having them class/ look at the pictures and elicit the names of the months. Individual Have them repeat the word a few times. Teacher may also work let them play the Board Race game to consolidate the new Individual words (Teacher says the months, pupils race to the board work to write the corresponding numbers). Step 2: Have pupils open the book at page 28, point at Whole Picture a, listen to the recording and repeat the word class/ (January). Repeat the same procedure with the other three Individual pictures. work Step 3: Point at the bubbles and have pupils listen to and Pair work repeat after the recording (When’s your birthday? – It’s in January.). Point at Picture a and have pupils listen to and repeat the sentences until they feel confident. Repeat the same procedure with Pictures b, c, and d. Step 4: Have pupils work in pairs and practise asking and answering the question When’s your birthday? – It’s in _____. using the speech bubbles and the pictures. Step 5: Invite a few pairs to point at the pictures and say
10. the questions and answers in front of the class. 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 When’s your birthday? – It’s in _____. to ask and answer questions about someone’s birthday in a freer context. b. Input – Picture cue: A teacher asks some pupils when their birthdays are. – Speech bubbles: When’s your birthday? – _____. c. Outcome Pupils can enhance the correct use of When’s your birthday? – It’s in _____. to ask and answer questions about someone’s birthday in a freer context. d. Procedure Step 1: Draw pupils’ attention to the picture. Have them Whole say the names of the months in the picture. Ask questions class/ to help them identify the context (see Input). Individual Step 2: Elicit the missing words in the speech bubble and work write them on the board. Get pupils to say the completed sentences. Step 3: Have pupils look at the bubbles to understand how the sentence pattern is used. Have pupils role-play to practise asking the questions and giving their answers in pairs, using picture cues. Make sure pupils understand the structure and say them with the right pronunciation and intonation. Go around to observe and provide help. Step 4: Invite some pupils to practise asking and answering questions in front of the class. Praise them if they perform well. Extension: For a more able class, have pupils ask and answer questions about their birthdays, using the structures learnt. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game: SpongeBob Group - Divide the class into 3 teams. work - Pupils from each team take turns to choose a letter and answer a question. - Pupils answer correctly to get some points corresponding
11. to the number of hamburgers. Option 2: Individual - Ask students what they have learnt through the lesson work/ Whole (Correctly say the words and use When’s your birthday? – class It’s in _____. to ask and answer questions about someone’s birthday.) *Preparation for the project: Tell pupils about the project on page 33. Ask them to prepare for it at home by making birthday party invitations. Remind them to bring the invitations to class to present them at Project time. Week: 06 Period: 24 UNIT 4: MY BIRTHDAY PARTY Lesson 1 (4,5,6) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - listen to and understand four communicative contexts in which pupils ask knowledge & and answer questions about their birthdays and number the correct pictures. skills - complete four target gapped exchanges with the help of picture cues. - sing the song When's your birthday? 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 pride in the date of birth of themselves and others’ and respect to their parents for their presence II. RESOURCES AND MATERIALS - Student’s book: Page 29 - Audio tracks 39, 40 - Teacher’s guide: Pages 57, 58, 59, 60 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 4) - 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
12. Greet the class. Whole Option 1: class/ - Spend a few minutes revising the previous lesson. Get a Individual few pupils to ask and answer questions about birthdays in work front of the class. Have the class give comments. Group Option 2: Game: Yes or No work - Play YES/ NO physical game (PPT slides) to review months that pupils have learnt in the previous lesson. 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 their birthdays and number the correct pictures. b. Input Picture cues: a. a calendar showing February b. a calendar showing April c. a calendar showing January d. a calendar showing March Audio script: 1. A: When’s your birthday? B: It’s in April. 2. A: When’s your birthday? B: It’s in February. 3. A: When’s your birthday? B: It’s in March. A: Thank you. 4. A: When’s your birthday? B: It’s in January. A: My birthday’s in January too. c. Outcome Pupils can listen to and understand four communicative contexts in which pupils ask and answer questions about their birthdays and number the correct pictures. d. Procedure Step 1: Draw pupils’ attention to the pictures. Elicit the Whole name of the month in each picture. class/ Step 2: Play the recording all the way through so that Individual pupils can become familiar with the characters’ voices. work Then play the recording for them to listen and number the pictures. Step 3: Play the recording again for pupils to do the task. Play the recording a third time to give pupils another listening opportunity. Step 4: Check answers as a class. Play the recording again for pupils to double-check their answers and correct their answers in pairs. Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat in chorus. Correct their pronunciation where necessary. If they repeat well,
13. praise them. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers PRACTICE Activity 5. Look, complete and read. 10 minutes a. Goal To complete four target gapped exchanges with the help of picture cues. b. Input Four picture cues and four exchanges with the target sentences to complete c. Outcome Pupils can complete four target gapped exchanges with the help of picture cues. Key: 1. March 2. May 3. birthday; February 4. When’s; in April d. Procedure Step 1: Have pupils look at the pictures. Have them Whole identify the birthdays (months) in the pictures. class/ Step 2: Have pupils look at the four incomplete dialogues. Individual Draw their attention to the missing words in the sentences. work Step 3: Model Picture 1. Have pupils look at the dialogue. Then have them look at the picture and identify the month. Ask them what is missing in the answer (March). Ask Individual them to complete the gap (When’s your birthday? – It’s in work March.). Repeat the same procedure with Pictures 2, 3 and 4. Whole Step 4: Have pupils complete the dialogues individually class/ and nominate a few pairs to read them aloud. Correct their Individual pronunciation where necessary, praise the readers, and get work the class to clap or cheer if their pronunciation is good. Pair work e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; Answer keys PRODUCTION Activity 6. Let’s sing. 8 minutes a. Goal To sing the song When's your birthday? with the correct pronunciation, rhythm and melody. b. Input The lyrics and the recording of the song When's your birthday? c. Outcome Pupils can sing the song When's your birthday? 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 pictures to reinforce class/ the understanding. Individual Step 2: Play the recording all the way through. Encourage work them to listen carefully to the pronunciation and melody. Step 3: Play the recording line by line for pupils to listen and repeat. Correct their pronunciation where necessary.
14. Step 4: Play the recording all the way through and have pupils sing along. Extension: Put pupils into groups to make up their own Group actions for the song. Invite groups to the front of the class work to perform, while the rest of the class sings and / or claps along. Encourage the class to praise or cheer the performers. e. - Performance products: Student’s interaction and performance Assessment - Assessment tools: Observation; Questions & Answers Fun corner and wrap-up: 5 minutes Option 1: Game: SnowWhite Group - Divide the class into 3 teams. work - Pupils from each team take turns to answer questions to help Snow White avoid the poisonous apples. Option 2: Ask students about what they have learnt from the lesson Individual - listen and number the correct pictures about months of work/ birth Whole class - complete four target gapped exchanges - sing the song When's your birthday?