Giáo án Tiếng Anh 4 - Week 9 - Năm học 2024-2025

Nội dung text: Giáo án Tiếng Anh 4 - Week 9 - Năm học 2024-2025

1. Week: 09 Date of planning: 02/11/2024 Period: 33 Date of teaching: 04/11 – 08/11 UNIT 5: THINGS WE CAN DO 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 letters y and n in isolation, in the words knowledge & yes and no, and in the sentences Can you draw? – Yes, I can. and Can she skills swim? – – No, she can’t. with the correct pronunciation and intonation. – - identify the target words yes and no 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 - Problem solving Attributes - Show pride in what they can do and great respect for other people’s abilities by using appropriate gestures and intonation when asking and answering about abilities. II. RESOURCES AND MATERIALS - Student’s book: Page 38 - Audio tracks 53, 54, 55 - Teacher’s guide: Pages 77, 78 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 5) - Computer, projector, III. Warm-up and review – Listen and repeat – Listen and circle – PROCEDURE Let’s chant – Fun corner and wrap-up Not Procedure Teacher’s and pupils’ activities Interaction e Warm-up and review: 5 minutes Option 1: Whole class/ - Greet the class, then ask pupils to sing the song Things Individual they can do on page 37. work - Get pupils to open their books at page 38 and look at Unit 5, Lesson 3, Activity 1. Tell them what they will learn in this lesson. Option 2: Game: Slap the board Group work - Divide the class into two or three teams. - Teacher puts up a set of pictures or words on a board. - A pupil from each team comes up to the board with fly
2. swatters. - They listen as the teacher calls out a word or a sentence and they race to slap the correct picture. - Whoever is the fastest with the correct slap gets a point for their team. - Team with the most points is the winner. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 5 minutes a. Goal To correctly repeat the sounds of the letters y and n in isolation, in the words yes and no, and in the sentences Can you draw? – Yes, I can. and Can she swim? – No, she can’t. with the correct pronunciation and intonation. b. Input – The letter y, the word yes and the sentences Can you draw? – Yes, I can. – The letter n, the word no and the sentences Can she swim? – No, she can’t. c. Outcome Pupils can correctly repeat the sounds of the letters y and n in isolation, in the words yes and no, and in the sentences Can you draw? – Yes, I can. and Can she swim? – No, she can’t. with the correct pronunciation and intonation. d. Step 1: Have pupils point at the letter y, the word yes, and Whole class/ Procedure the sentences Can you draw? – Yes, I can. Play the Individual recording for them to listen and repeat in chorus and work individually until they feel confident. Correct their pronunciation where necessary. Step 2: Invite a few pupils to listen to the recording and repeat the sound, the word and the sentences in front of the class. Praise them if their pronunciation is good. Step 3: Repeat Steps 1 and 2 for the letter, the word and the sentences in the second line. Go around the classroom and correct their pronunciation where necessary. Group work Step 4: Have pupils work in pairs or groups, pronouncing the sounds, saying the words and reading the sentences until they feel confident. e. - Performance products: Student’s answers Assessmen - Assessment tools: Observation; Questions & Answers t PRACTICE Activity 2. Listen and circle. 10 minutes a. Goal To identify the target words yes and no while listening. b. Input Two questions, each with two answer options Audio script: 1. Can he swim? – Yes, he can. 2. Can they draw? – No, they can’t. c. Outcome Pupils can identify the target words yes and no while listening.
3. d. Step 1: Tell pupils the goal of the activity. Explain that Whole class/ Procedure they have to listen to the recording and circle the correct Individual options. Check comprehension. work Step 2: Get pupils to read the questions and guess the answer options they may hear in the recording. Step 3: Play the recording, once or twice, for pupils to Pair work listen and circle the correct options. Get pupils to swap books with a partner and check their answers before checking as a class. Play the recording again for pupils to double-check their answers. Step 4: Invite a few pupils to read aloud the two Whole class/ completed exchanges in front of the class. Go around the Pair work classroom and correct their pronunciation where necessary. e. - Performance products: Student's talks and interaction Assessmen - Assessment tools: Observation; Answer keys t Key: 1. a 2. b PRACTICE Activity 3. Let’s chant. 8 minutes a. Goal To say the chant with the correct pronunciation and rhythm. b. Input The lyrics and recording of the chant. c. Outcome Pupils can say the chant with the correct pronunciation and rhythm. d. Step 1: Have pupils look at the pictures and tell what they Whole class/ Procedure can see in the pictures and predict what the pupils can do. Individual Play the recording for them to check their prediction. work Step 2: Have pupils read the first verse of the chant and draw their attention to the sounds of the letters y and n, the words yes and no. Check comprehension. Whole class/ Step 3: Play the recording of the first verse. Play the Individual recording again, line by line, for pupils to listen and work repeat. Draw their attention to the rhythm and pronunciation. Encourage them to clap hands while chanting. Step 4: Repeat Steps 2 and 3 for the second verse of the chant. Step 5: Play the recording all the way through for pupils to chant and clap along. e. - Performance products: Student’s interaction and performance Assessmen - Assessment tools: Observation; Questions & answers t Fun corner and wrap-up: 5 minutes Option 1: Fun Game Group work - Divide the class into 2 teams (Boys and Girls). - Pupils take turns to choose a number. - Look at the picture, read and say the answer.
4. - Get points when the balloon flies away. - If they have the correct answers, they get the points for their teams. If the answer is not correct, the other team answers and gets points. Option 2: Game: Hot seat Group work - Divide the class into 2 or 3 teams. - Call a pupil to come up to the front and pick a flash card. - He/ She has to use gestures to show their friends what the word or phrase is. - A pupil from each team asks a question to find out the answer. - The team that has the correct answer gets a point. Whole class Option 3: Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Correctly repeat the sounds of the letters y and n in isolation, in the words yes and no, and in the sentences Can you draw? – Yes, I can. and Can she swim? – No, she can’t. with the correct pronunciation and intonation, say the chant with the correct pronunciation and rhythm.) 2. What are the core values of the lesson? (Show pride in what they can do and great respect for other people’s abilities by using appropriate gestures and intonation when asking and answering about abilities.) Week: 09 Period: 34 UNIT 5: THINGS WE CAN DO 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 by deciding if the statements are knowledge & true or false; skills – - complete a gapped text about the abilities and lack of abilities of Lucy, Ben and the pupils themselves; - carry out a school club survey, collect the information and present their friends’ abilities and lack of abilities 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 - Express pupils’ happiness when they carry out a school club survey, collect the information and present their friends’ abilities and lack of abilities to the class by using the target language. II. RESOURCES AND MATERIALS
5. - Student’s book: Page 39 - Teacher’s guide: Pages 78, 79, 80 - Website hoclieu.vn - Flash cards - Computer, projector, III. Warm-up and review – Read and tick True or False – Let’s write – PROCEDURE Project Interactio Procedure Teacher’s and pupils’ activities Note n Warm-up and review: 5 minutes Greet the class. Option 1: Whole - Have the whole class say the chant on page 38. class Option 2: - Put 4 flash cards on 4 different chairs. - Two pupils play each round. Whole class/ - Teacher speaks a sentence in English. Individual - Have pupils quickly sit on the chair with the flash card on. work - Who is faster is the winner. After the game, have the whole class repeat the sentences in chorus. PRACTICE Activity 1. Read and tick True or False. 5 minutes a. Goal To read and show understanding of a text by deciding if the statements are true or false. b. Input - A short text about what a group of friends can or can’t do - Four statements with True and False boxes c. Outcome Pupils can read and show understanding of the text by deciding if the statements are true or false. d. Step 1: Tell pupils the goal of the activity and explain that Whole Procedure they should read the text and tick if the Sentences 1 to 4 are class/ true or false. Check comprehension. Individual Step 2: Do Sentence 1 as an example. Have pupils read work Sentence 1 and find who the sentence is about (It’s about Ha.) and what Ha can do (Ha can swim.). Then, ask pupils to find the information about Ha in the text. Ask them to read carefully to decide if the sentence 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. Extension: Invite one or two pupils to read the text in front of the class. Correct their pronunciation where necessary.
6. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers PRODUCTION Activity 2. Let’s write. 10 minutes a. Goal To complete a gapped text about the abilities and lack of abilities of Lucy, Ben and the pupils themselves. b. Input A short gapped text about what a group of friends can or can’t do c. Outcome Pupils can complete a gapped text about the abilities and lack of abilities of Lucy and Ben. d. Step 1: Tell the class the goal of the activity and explain Whole Procedure that they should read the gapped text and fill in the gaps class/ using the picture cues and with their own information. Individual Explain that the gaps in the text focus on the things that work people can or can’t do. Check comprehension. Step 2: Have pupils do the first gapped sentence together as an example. Ask them to read the sentence, look at the Individual picture about Lucy and complete the sentence. Then have work them write the answer in the gap. Pair work Step 3: Give pupils time to complete the text independently. Go around the classroom and offer help where necessary. Whole Step 4: Get pupils to swap their books with a partner and class/ check their answers before checking as a class. Individual Extension: Invite one or two pupils to read their completed work texts in front of the class. e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation; Answer keys PRODUCTION Activity 3. Project 8 minutes a. Goal To carry out a school club survey, collect the information and present their friends’ abilities and lack of abilities to the class by using the target language. b. Input A pupil, her survey results and a sentence from her presentation c. Outcome Pupils can carry out a school club survey, collect the information and present their friends’ abilities and lack of abilities to the class by using the target language. d. Step 1: Tell pupils the goal of the activity. Explain again Whole Procedure that they need to work in groups of four or five to complete class/ a school club survey. Each group should choose two clubs Individual such as sports or music. Each pupil in a group needs to write work questions to ask their friends to find out what they can or can’t do to find members for the club, and then presents his / her survey results to the class. Ask pupils to show the completed survey that they have prepared at home. Step 2: Have pupils work in their groups. Each pupil should Group hold up their survey results and tell their group about them, work
7. e.g. Hoa can swim, but she can’t roller skate. Go around the classroom and offer help where necessary. Step 3: Invite a few groups to present their surveys to the Group class. Praise pupils when they do the task well. work e. - Performance products: Student’s interaction and Assessment performance - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1: Whole Ask students to answer the following questions: class 1. What have you learnt from the lesson today? (Carry out a school club survey, collect the information and present their friends’ abilities and lack of abilities to the class by using the target language.) 2. What are the core values of the lesson? (Express pupils’ happiness when they carry out a school club survey, collect the information and present their friends’ abilities and lack of abilities to the class by using the target language.) Option 2: Game: Lucky number Group - Divide the class into 3 teams. work - Pupils from each team choose a number, then ask and answer with the picture in that number. - Pupil or teacher clicks the “play” button to roll the dice and clicks the “stop” button to get points. - After 9 numbers, the team with the most points is the winner. Week: 09 Period: 35 REVIEW 1 Period 1 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - correctly use the following sentence patterns: knowledge & + Where are you from? - I’m from ______. skills + Can you ______? Yes, I can. / No, I can’t. + Can he/she ______? - Yes, he/she can./ No, he/she can’t, but ____. + When’s your birthday? - It’s in _______. + What do you do on ______? - I ________. + What time do you ______? I _______ at ________. + What do you want to eat/drink? - I want _______. Competences Self-control & independent learning: perform learning tasks Communication and collaboration: work in pairs or groups Attributes - Work hard to consolidate what they have learnt and make good progress
8. II. RESOURCES AND MATERIAL: - Student’s book: Page 40 - Audio track 56 - Teacher’s guide: Pages 81, 82, 83 - Website hoclieu.vn - Computer, projector, III. Warm-up and review – Review – Listen and tick – Ask and answer – PROCEDURE Fun corner and wrap-up Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 15 minutes Greet the class. Whole Option 1: Sing What time do you go to school? class/ song. Individual (Teacher may play the animation video of the song work and have pupils sing along. Group work GAWoPPtI8c&list=PL8_ETpRL2xNay3h-a- vBjWhplE1wXFpSJ&index=6) Option 2: Game: Lucky numbers (ppt) - Teacher divides the class into 2 groups (boys and girls). - Each team takes turns choosing the number and answering the question. -The team that has more points will be the winner. 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. PRACTICE Activity 1. Listen and tick . 5 minutes a. Goal To listen to and understand five communicative contexts and tick the correct pictures. b. Input Picture cues: 1a. the Vietnamese flag 1b. the British flag 1c. the Japanese flag 2a. a boy roller skating 2b. a boy cooking 2c. a boy drawing 3a. a calendar showing 8 February
9. 3b. a calendar showing 8 March 3c. a calendar showing 8 April 4a. a girl studying at school on Fridays 4b. a girl listening to music on Fridays 4c. a girl doing housework on Fridays 5a. a boy having breakfast at 6:15 a.m. 5b. a boy having breakfast at 6:30 a.m. 5c. a boy having breakfast at 6:45 a.m. Audio script: 1. A: Where are you from? B: I’m from Japan. 2. A: Can he roller skate? B: Yes, he can. 3. A: When’s your birthday? B: It’s in April. 4. A: What do you do on Fridays? B: I listen to music. 5. A: What time do you have breakfast? B: At six forty-five. c. Outcome Pupils can listen to and understand five communicative contexts and tick the correct pictures. Key: 1. c 2. a 3. c 4. b 5. c d. Procedure Step 1: Draw pupils’ attention to Pictures 1a, 1b Whole and 1c. Elicit the countries with the flags. Then class/ play the recording for Question 1. Play the Individual recording again for pupils to do the task. Play the work recording a third time for pupils to check their answers. Repeat the same procedure with the rest of the questions. Step 2: Get pupils to swap books with a partner, then check answers as a class. Write the correct Pair work answers on the board. Step 3: Play the recording for pupils to double- check their answers. Whole Extension: If time allows, play the recording, class/ sentence by sentence, for the class to listen and Individual repeat in chorus. Correct their pronunciation where work necessary. e. Assessment - Performance products: Student’s answers - Assessment tools: Observation; Questions & Answers, Peer correction PRACTICE Activity 2. Ask and answer. 7 minutes a. Goal To ask and answer questions using picture cues. b. Input Four picture cues and four questions
10. c. Outcome Pupils can ask and answer questions using picture cues. d. Procedure Step 1: Draw pupils’ attention to the first picture. Whole Get them to look at the clock to identify the time class/ shown on it. Check pupils’ comprehension. Individual Step 2: Draw pupils’ attention to Question 1. Have work pupils look at the clock in the picture to answer the question. Step 3: Repeat Steps 1 and 2 with the rest of the questions. Step 4: Have pupils work in pairs to role-play the four exchanges. Go around the classroom to Pair work monitor the activity. Extension: Invite pairs of pupils to stand up and take it in turns to role-play the target exchanges. d. Assessment - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & answers Fun corner and wrap-up: 5 minutes Option 1: Game: Spin the wheel (ppt) Group work - Divide the class into 2 teams. - Pupils take turns spinning the wheel. - Teacher presses the “spin” button to spin and presses again to stop, then asks pupils the suggested questions in the box. - If they have the correct answers, they get the points corresponding to * for their teams. If the answer is not correct, the other team has a turn. Week: 09 Period: 36 REVIEW 1 Period 2 I. OBJECTIVES By the end of the lesson, pupils will be able to: Language - correctly use the following sentence patterns: knowledge & + Where are you from? - I’m from ______. skills + Where’s he/she from? - He’s/ She’s from _______. + What time is it? + Can you ______? Yes, I can. / No, I can’t. + Can he/she ______? - Yes, he/she can./ No, he/she can’t, but ____. + When’s your birthday? - It’s in _______. + What do you do on ______? - I ________. + What time do you ______? I _______ at ________. + What do you want to eat/drink? - I want _______.
11. Competences Communication and collaboration: work in pairs or groups Attributes Work hard to consolidate what they have learnt and make good progress II. RESOURCES AND MATERIAL: - Student’s book: Page 41 - Teacher’s guide: Pages 83, 84 - Website hoclieu.vn - Computer, projector, III. Warm-up and review – Read and match – Read and complete – PROCEDUR Let’s write – Fun corner and wrap-up E Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes Greet the class. Option 1: Sing Where are you from? song on page 11. Whole class/ Option 2: Game: Odd one out (ppt) Individual - Teacher displays four flashcards connected to a theme work (time, days of the week, months, countries,...) with one Group work “odd one out”. - Pupils say all the words together. - Then, ask them to raise their hands when they have found an odd one out and explain their reasons. Option 3: Game: Bingo - Teacher distributes a sheet of paper with 9 squares on it to each pupil. - Teacher shows a list of words (days of the week, months Individual of the year, time, food, drink, ) and asks pupils to work/ choose the words and fill in the squares on the sheet of Group work paper. PRACTICE Activity 3. Read and match. 8 minutes a. Goal To read and match pairs of target sentence patterns. b. Input Five pairs of sentence patterns, which together form simple exchanges between two pupils c. Outcome Pupils can read and match pairs of target sentence patterns. Key: 1. c 2. d 3. b 4. e 5. a d. Step 1: Draw pupils’ attention to the sentences. Tell them Whole Procedure how to do the activity. Point at Sentence 1, elicit the class/ answer and give feedback. Draw a line to match Sentence Individual 1 with the letter c. work Step 2: Give pupils time to do the task. Go around the classroom to offer support. Step 3: Get pupils to swap their books with their partners, then check answers together as a class. Write the correct Pair work
12. answers on the board. Extension: Invite pairs of pupils to stand up and read the matched exchanges aloud. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers PRACTICE Activity 4. Read and complete. 9 minutes a. Goal: To read and complete a gapped passage about Ben. b. Input: - A passage about Ben - A gapped passage to complete c. Pupils can read and complete the gapped passage. Outcome: Key: 1. Australia 2. Fridays 3. guitar 4. Saturdays d. Step 1: Have pupils read the passage about Ben. Check Whole Procedure: comprehension. class/ Step 2: Have pupils look at the gapped passage. Draw the Individual pupil's attention to the gaps in the passage. Point at the work sentence with the first gap and read it as a class. Elicit the missing word and give feedback. Complete the sentence and get pupils to read the completed sentence in chorus. Step 3: Repeat Step 2 with the rest of the gaps. Go around the classroom to offer support where necessary. Step 4: Get pupils to swap books with a partner, then check answers as a class. Write the correct answer on the Pair work board. Extension: Invite some pupils to stand up and read the completed passage aloud. Mini game: Reading comprehension Individual - Ask pupils to read the passage again. work - Then work in pairs and answer the questions: Whole 1. A: Where’s Ben from? class/ B: He’s from Australia. Pair work 2. A: How many days does Ben go to school? B: Five days (from Monday to Friday). 3. A: Can he play football? B: Yes, he can. 4. A: Can he play the guitar? B: Yes, he can. 5. A: Does he go to school on Saturdays? B: No, he doesn’t. e. - Performance products: Student’s answers Assessment - Assessment tools: Observation; Questions & Answers PRACTICE Activity 5. Let’s write. 8 minutes a. Goal To complete a gapped text with the help of picture cues. b. Input A short gapped text with picture cues and target sentences to complete
13. c. Outcome Pupils can complete the gapped text using picture cues. Key: 1. America 2. April 3. sing 4. draw 5. roller skate d. Step 1: Tell the class the goal of this activity: to read the Whole Procedure gapped text and fill in the gaps using picture cues. Check class/ comprehension. Individual Step 2: Write the sentence with the first gap on the board. work Read the sentence as a class. When you reach the gap, ask pupils to point at the picture (the American flag) and encourage pupils to say the name of the country (America). Give pupils time to write the answers. Step 3: Repeat Step 2 for the other gaps. Step 4: If time allows, invite a few pupils to read the sentences they have completed aloud in front of the class. The class observes and praises their work. e. - Performance products: Student's answers Assessment - Assessment tools: Observation; Answer keys Fun corner and wrap-up: 5 minutes Game: Noughts and crosses Group work - Divide the class into 2 teams (Team X and Team O). - Invite one pupil from each team to choose any numbers from 1 - 9 to complete the following sentences. If he/ she answers correctly, teacher will click on the corresponding symbol of the team (X or O). - The team who wins this game gets three of your symbols in a row horizontally, vertically or diagonally.