Giáo án Tiếng Anh Lớp 4 - Week 28 - Năm học 2024-2025 - Cù Thị Kim Huế

Nội dung text: Giáo án Tiếng Anh Lớp 4 - Week 28 - Năm học 2024-2025 - Cù Thị Kim Huế

1. Week: 28 Date of planning: 29/03/2025 Period: 109 Date of teaching: 01/04 – 04/04 UNIT 16: WEATHER Lesson 2 (4,5,6) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – listen to and understand two communicative contexts in which pupils make knowledge & suggestions to go somewhere and respond, and match the characters with the skills right pictures. – complete two gapped exchanges with the help of picture cues. – revise the target vocabulary items and structures by playing Slap the board game. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks Attributes - Care about their friends and other people - Help their friends in pair work in group work to complete the learning tasks II. RESOURCES AND MATERIALS - Student’s book: Page 43 - Audio tracks 58 - Teacher’s guide: Pages 235-237 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 16) - 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 and encourage pupils to respond to the greeting. Option 1: Q&A (PPT) Whole Spend a few minutes revising the previous lesson by class/ inviting a few pairs to the front of the class to take turns Individual suggesting a place and giving responses. work Option 2: Ask pupils to mime a place they want to go. Their friends try to guess and say the modal sentences accordingly.
2. PRACTICE Activity 4. Listen and match. 5 minutes a. Goal To listen to and understand two communicative contexts in which pupils make suggestions to go somewhere and respond, and match the characters with the right pictures. b. Input Picture cues: 1. a picture of Ben, a picture of a food stall (a) and a picture of a bakery (b) 2. a picture of Lucy, a picture of a bookshop (a) and a picture of a water park (b) Audio script: 1. A: What’s the weather like today, Ben? B: It’s sunny. A: Nice! Do you want to go to the bakery? B: Great! Let’s go. 2. A: Do you want to go to the water park, Lucy? B: Sorry, I can’t. I can’t swim. A: Let’s go to the bookshop. B: OK. Let’s go c. Outcome Pupils can listen to and understand two communicative contexts in which pupils make suggestions to go somewhere and respond, and match the characters with the right pictures. d. Procedure Step 1: Draw pupils’ attention to the pictures of the two hole class/ characters and the places. Identify them as a class. Individual Step 2: Play the recording for Exchange 1. Ask pupils to work listen and identify the correct picture (a or b) and draw a line to match the character (Ben) to the correct place (Picture b). Play the recording again for pupils to do the task. Play the recording a third time to give pupils another listening opportunity if needed. Step 3: Repeat Step 2 for Exchange 2. Go around the classroom to offer support where necessary. Pair work/ Step 4: Get pupils to swap books with a partner, then check Individual answers as a class. Write the correct answers on the board. work Step 5: Play the recording again for pupils to double-check their answers. Key: 1. b 2. a Extension: If time allows, play the recording, sentence by sentence, for the class to listen and repeat individually and
3. in chorus. Correct 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 two gapped exchanges with the help of picture cues. b. Input Two picture cues and two incomplete exchanges. c. Outcome Pupils can complete two gapped exchanges with the help of picture cues. d. Procedure Step 1: Have pupils look at the pictures. Ask them to Whole identify the weather in the pictures. class/ Step 2: Get pupils to look at the two incomplete exchanges. Individual Draw their attention to the missing words in the sentences. work Step 3: Model Exchange 1. Have pupils look at the exchange. Ask them what is missing in the first gap (sunny). Then have them look at the picture and identify the weather. Ask them to complete the gap (What’s the weather like today? – It’s sunny.). Repeat the same procedure with the other gaps. Step 4: Have pupils complete the exchanges individually Individual and ask a few pairs of pupils to read them aloud. Correct work/ their pronunciation where necessary, praise the readers, and get the class to clap or cheer if their pronunciation is good. Pair work Key: 1. sunny; Great 2. water park; I can't e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 6. Let’s play. 8 minutes a. Goal To revise the target vocabulary items and structures by playing Slap the board and say game. b. Input A picture of a classroom. There are six flashcards on the board: pictures of a bookshop, a water park, a swimming pool, a bakery and a supermarket. The teacher is looking at the board and saying: bookshop. A girl is running to the board, slapping the picture of a bookshop and saying: I want to go to the bookshop. c. Outcome Pupils can revise the target vocabulary items and structures by playing Slap the board and say game. d. Procedure Step 1: Tell pupils the goal of the game and how to play it. Set time for pupils to play the game. Step 2: Put six flashcards or write the names of six places
4. on the board. Divide the class into four teams. Ask one Whole representative of each team to come to the front. class/ Step 3: Say, for example bookshop. The pupil who is the Individual quickest to slap the correct picture / word gets one point for work his / her team. Repeat the same procedure with the other pictures / words on the board. Step 4: The team that gets the most points at the end of the game wins. e. - Performance products: Pupil’s interaction and performance Assessment - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Option 1: Make a dialogue (PPT) Have pupils work in pairs. Ask them to look at the given pictures and make a dialogue. Call some pairs to act in front Whole of the class. class Option 2: Game: We understand you Let pupils think about one place and things related to that place, for example a piece of bread from a bakery. Ask them to write down the word or draw. Fold and put all the writing and drawings pieces of paper into a basket. Mix and pick up a piece of paper randomly and say Do you want to go to the . Ask pupils to guess who drew or wrote that. Week: 28 Period: 110 UNIT 16: WEATHER Lesson 3 (1,2,3) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – correctly repeat the two-syllable words 'sunny and 'rainy with the stress on knowledge & the first syllable in isolation and in the sentences It’s 'sunny today. and I skills don’t like 'rainy weather. with the correct pronunciation and intonation. – identify the target words sunny and rainy 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 Attributes - Help their friends in pair work in group work to complete the learning tasks II. RESOURCES AND MATERIALS
5. - Student’s book: Page 44 - Audio tracks 59, 60, 61 - Teacher’s guide: Pages 237, 238 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 16) - 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 and encourage pupils to respond to the greeting. Whole Option 1: Spend a few minutes revising the previous class/ lesson by asking pupils to play Slap the board game using Individual the language learnt. work Option 2: Game: Lucky envelopes (PPT) Let pupils pick the envelopes and answer the corresponding questions. KNOWLEDGE CONSTRUCTION Activity 1. Listen and repeat. 5 minutes a. Goal To correctly repeat the two-syllable words 'sunny and 'rainy with the stress on the first syllable in isolation and in the sentences It’s 'sunny today. and I don’t like 'rainy weather. with the correct pronunciation and intonation. b. Input – The word 'sunny and the sentence It’s 'sunny today. – The word 'rainy and the sentence I don’t like 'rainy weather. c. Outcome – Pupils can correctly repeat the two-syllable words 'sunny and 'rainy with the stress on the first syllable in isolation and in the sentences It’s 'sunny today. and I don’t like 'rainy weather. with the correct pronunciation and intonation. d. Procedure Step 1: Draw pupils’ attention to the word 'sunny and the sentence It’s 'sunny today. Play the recording and encourage them to point at the word and sentence while listening. Explain to pupils what word stress is, in Vietnamese if necessary (word stress is the emphasis that you put on a syllable by saying it more loudly). Tell them that we use the stress mark (') to indicate word stress. Whole Step 2: Play the recording again and encourage pupils to class/ listen to and repeat the word and the sentence. Do this a few Individual
6. times until pupils feel confident. Correct their pronunciation work where necessary and praise them when their pronunciation is good. Step 3: Repeat Steps 1 and 2 for the word 'rainy and the sentence I don't like 'rainy weather. Step 4: Let pupils work in pairs or groups to say the words 'sunny and 'rainy, and read the sentences It’s 'sunny today. Pair work and I don’t like 'rainy weather. Invite a few pupils to listen to the recording and say the language in front of the class. If they perform well, praise them. e. - Performance products: Pupils’ pronunciation Assessment - Assessment tools: Observation; Questions & Answers. PRACTICE Activity 2. Listen and circle. 10 minutes a. Goal To identify the target words sunny and rainy while listening. b. Input Two gapped sentences, each with three answer options Audio script: 1. It’s rainy in Ho Chi Minh City. 2. I like sunny weather. c. Outcome Pupils can identify the target words sunny and rainy while listening. Key: 1. c 2. a d. Procedure Step 1: Draw pupils’ attention to the incomplete sentences Whole and answer options. Explain what pupils have to do. Check class/ comprehension. Individual Step 2: Play the recording for pupils to listen to. Play the work recording again for pupils to listen and circle the correct options. Pair work Step 3: Tell pupils to swap books with a partner, then check the answers as a class. Write the correct answers on the board. Individual Step 4: Play the recording again so that pupils can double- work check their answers. Extension: Invite one or two pupils to stand up, listen to and repeat the sentences. 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 rhythm and pronunciation. b. Input The lyrics and recording of the chant.
7. c. Outcome Pupils can say the chant with the correct rhythm and pronunciation. d. Procedure Step 1: Draw pupils’ attention to the lyrics of the chant. Check comprehension. Step 2: Play the recording all the way through. Encourage pupils to listen carefully to the rhythm and pronunciation. Whole Draw pupils’ attention to two-syllable words with the stress class/ on the first syllable in the chant, e.g. sunny, cloudy, windy Individual and rainy, and the sentences containing those words. work 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 while chanting. Extension: Divide the class into two or more groups to take Group turns listening to and repeating the chant while the rest of work the class claps along. e. - Performance products: Pupils’ performance & interaction Assessment - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Chant with other type of weather (PPT) - Guide pupils to feel the rhythm. Then practise with the Whole textbook version. class - Replace the words and chant slowly, then faster. - Change the new words to make it fun. Week: 28 Period: 111 UNIT 16: WEATHER Lesson 3 (4,5,6) I. OBJECTIVES By the end of the lesson, pupils will be able to: Language – read a text and circle the correct answers. knowledge & – read and write about the weather and suggestions to go somewhere; skills – make a weather chart, then tell the class about it at Project time. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks Attributes - Help their friends in pair work in group work to complete the learning tasks II. RESOURCES AND MATERIALS - Student’s book: Page 45
8. - Teacher’s guide: Pages 239, 240 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 16) - Computer, projector, III. Warm-up and review – Read and circle – Let’s write – Project – Fun PROCEDURE corner and wrap-up Procedure Teacher’s and pupils’ activities Interaction Note Warm-up and review: 5 minutes Option 1: Greet the class and encourage pupils to respond to the greeting. Spend a few minutes revising the previous lesson by inviting two groups of three to the front of the class to take Whole turns saying the two verses of the chant on Page 44 and class/ clapping their hands. Change the words to make it fun and Individual challenging. work Option 2: Play an online game: Link: Weather PRACTICE Activity 4. Read and circle. 5 minutes a. Goal To read a text and circle the correct answers. b. Input – A text about the weather, activities and places – Four incomplete sentences, each with three answer options c. Outcome Pupils can read the text and circle the correct answers. Key: 1. c 2. c 3. a 4. a d. Procedure Step 1: Draw pupils’ attention to the text and read it as a class. Check comprehension. Step 2: Draw pupils’ attention to the incomplete sentences and answer options. Explain what pupils have to do. Have Whole them pay attention to the sentences about the weather and class/ the places the characters go to. Ask pupils to read the text Individual again and circle the correct answers. work Step 3: Tell pupils to swap books with a partner, then check answers as a class. Write the correct answers on the board. Step 4: Tell pupils to return the books to their partners. Ask Pair work pupils to look at the board and check their answers again. If time allows, ask them to read the text aloud in front of the class.
9. e. - Performance products: Pupils’ answers. Assessment - Assessment tools: Observation; Questions & Answers. PRODUCTION Activity 5. Let’s write. 10 minutes a. Goal To write a short paragraph about the weather and a family going to the supermarket with the help of the suggested questions and an incomplete paragraph. b. Input – The title and some suggested questions – An incomplete paragraph with the first two guiding sentence c. Outcome Pupils can write a short paragraph about the weather and a family going shopping with the help of the suggested questions and an incomplete paragraph. Suggested answer: The weather is lovely today. My family wants to go to the supermarket. My father wants to buy some bread. My mother wants to buy some juice. I want to buy some books. My sister wants to buy some toys. d. Procedure Step 1: Tell the class the goal of this activity: pupils read Whole the questions and incomplete paragraphs to identify how the class/ task is done. Check comprehension. Individual Step 2: Give pupils time to read the incomplete paragraph work and guess what they have to write. Then have them read the suggested questions and write their answers in their notebooks. Set a time limit for them to do the writing independently. Monitor the activity and offer help if necessary. Step 3: Get pupils to swap their work with a partner before Pair work checking as a class. Step 4: If time allows, invite a few pupils to read the sentences they have written 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 make a weather chart and present it to the class by using the target language. b. Input A picture of a girl holding a weather chart and saying It was sunny in Ha Noi last weekend. It’s rainy in Ha Noi today. c. Outcome Pupils can make a weather chart and present it to the class by using the target language. d. Procedure Step 1: Tell pupils the goal of this activity. Explain that Whole
10. they are going to show weather charts that they have made class/ at home and tell the class about the weather last weekend Individual and today in different places. work Step 2: Have pupils work in groups of five. Each pupil shows his / her chart that they have made at home and tells the group about the weather last weekend and today in Group different places, e.g. It was sunny in Ha Noi last weekend. work It’s rainy in Ha Noi today. It was sunny in Da Nang last weekend. It’s windy in Da Nang today. Go around the classroom and offer help if necessary (e.g. when pupils need some more vocabulary to talk about weather). Step 3: Invite some pupils to show their work and talk about the weather in front of the class. Have pupils stick Individual their charts on the wall as a display. work e. - Performance products: Pupils’ weather chart and presentation Assessment - Assessment tools: Observation; Questions & Answers. Fun corner and wrap-up: 5 minutes Game: Tongue twister 'Whether the weather is warm, whether the weather is hot, we have to put up with the weather, whether we like it or not.' Whole Teach pupils to say each word one by one slowly and then class faster. Give them some time to practise. Have a competition to find out who can speak the fastest. Week: 28 Period: 112 UNIT 17: IN THE CITY 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) focusing on asking and answering questions to identify skills some road signs. – correctly say the words and phrases and use What does it say? – It says ʽ _____ʼ. to ask and answer questions to identify some road signs. – enhance the correct use of What does it say? – It says ʽ_____ʼ. to ask and answer questions to identify some road signs in a freer context. Competences - Communication and collaboration: work in pairs and groups to complete the learning tasks
11. - Self-control & independent learning: perform learning tasks Attributes - Follow the traffic rules and signs - Be aware of traffic safety II. RESOURCES AND MATERIALS - Student’s book: Page 46 - Audio tracks 62, 63 - Teacher’s guide: Pages 241-243 - Website hoclieu.vn - Flash cards/ pictures and posters (Unit 17) - Computer, projector, III. Warm-up and review – Look, listen and repeat – Look, 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. – Ask pupils to talk about the weather and say the chant on page 44. Whole - Get pupils to open their books at page 46 and look at class/ Unit 17, Lesson 1, Activity 1. Write the title “In the city” Individual on the board and read it for the class to repeat a few times. work 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 (pictures) focusing on asking and answering questions to identify some road signs. b. Input – Context a: Teacher: What does it say? Bill: It says ʽgoʼ. – Context b: Teacher: What does it say? Mai: It says ʽstopʼ. c. Outcome Pupils can understand and correctly repeat the sentences in two communicative contexts (pictures) focusing on asking and answering questions to identify some road signs. d. Procedure Step 1: Ask pupils to look at Pictures a and b and identify the characters and say what they can see in the pictures. Step 2: Have pupils look at Picture a and talk about the meaning of these signs. Pupils can use Vietnamese, then repeat their responses in English. Step 3: Play the recording and encourage pupils to point at
12. the characters while listening. Step 4: Play the recording again, sentence by sentence, for Whole pupils to listen and repeat individually and in chorus. class/ Correct their pronunciation where necessary. Repeat the Individual same procedure with Picture b. work Step 5: Draw their attention to the question What does it say? and the answers It says ʽgoʼ. and It says ʽstopʼ. Tell pupils that they are used to asking and answering questions to identify road signs. Extension: Invite a few pairs of pupils to act out the conversations in front of the class. Pair 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 phrases and use What does it say? – It says ʽ _____ʼ. to ask and answer questions to identify some road signs. b. Input – Picture cues: a. a red traffic light b. a road sign for go straight c. a road sign for turn right d. a road sign for turn left – Speech bubbles: What does it say? – It says ʽ_____ʼ. Audio script: a. stop b. go straight c. turn right d. turn left a. A: What does it say? B: It says ʽstopʼ. b. A: What does it say? B: It says ʽgo straightʼ. c. A: What does it say? B: It says ʽturn rightʼ. d. A: What does it say? B: It says ʽturn leftʼ. c. Outcome Pupils can correctly say the words and phrases, and use What does it say? – It says ʽ _____ʼ. to ask and answer questions to identify some road signs.
13. d. Procedure Step 1: Have pupils look at Pictures a, b, c and d and identify the meaning of the road signs using gestures. Step 2: Play the recording for pupils to listen to and repeat the words and phrases under the pictures in chorus and individually until they feel confident. Use the flashcards for ‘stop, go straight, turn right, turn left’ to practise the words Whole and phrases. class/ Step 3: Draw pupils’ attention to the speech bubbles and Individual elicit the missing words in the answer by pointing at Picture work a. Play the recording for pupils to listen to and repeat the sentences in both bubbles a few times. Repeat the same procedure with Pictures b, c, and d. Step 4: Let pupils practise asking and answering questions in pairs. Go around the classroom to offer help if necessary. Step 5: Invite a few pairs to point at the pictures and ask Pair work and answer questions about the meaning of the road signs in front of the class. e. - Performance products: Student's talks and interaction Assessment - Assessment tools: Observation PRACTICE Activity 3. Let’s talk. 8 minutes a. Goal To enhance the correct use of What does it say? – It says ʽ_____ʼ. to ask and answer questions to identify some road signs in a freer context. b. Input – Picture cue: Teacher and some pupils in a traffic safety lesson with some road signs in the school yard. – Speech bubbles: What does it say? – _____. c. Outcome Pupils can enhance the correct use of What does it say? – It says ʽ_____ʼ. to ask and answer questions to identify some road signs in a freer context. d. Procedure Step 1: Draw pupils’ attention to the picture. Ask questions to help them understand the context (see Input). Whole Step 2: Elicit the answers to the question and write them on class the board. Get pupils to say the completed sentences. Step 3: Put pupils into pairs to ask and answer questions to identify the road signs. Go around the classroom to offer support where necessary. Step 4: Invite a few pairs to the front of the classroom to ask and answer questions to identify road signs. Pair work e. - Performance products: Student’s interaction and performance - Assessment tools: Observation; Questions & Answers
14. Assessment Fun corner and wrap-up: 5 minutes Game: Lucky Number (PPT) Whole - Divide the class into 2 teams. class/ Individual - Pupils from each team choose a number, then answer the work question. If the pupils answer correctly, they get points for that question. - The team with the most points is the winner. * Project preparation Tell pupils about the project on page 51. Ask them to prepare it at home by drawing a map of their neighbourhood to give directions from their house to at least three different places of their choices. Remind them to bring their maps to the class to present them at Project time.