Kế hoạch bài dạy Tiếng Anh Lớp 4 - Tuần 21 - Năm học 2022-2023 - Cao Văn Hùng

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 4 - Tuần 21 - Năm học 2022-2023 - Cao Văn Hùng

1. WEEK 21 Date of teaching: 7/2/2023 UNIT 12: WHAT DOES YOUR FATHER DO? Lesson 1: P 1- 2 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of this period, students will be able to: 1. use the words and phrases related to the topic Jobs. 2. ask and answer questions about someone’s job, using What does your ... do? He/She’s a ... B. LANGUAGE FOCUS. 1. Key terms: do, does, father, farmer, mother, nurse, uncle, driver, brother, factory worker 2. Key grammatical structure The sentence patterns: What does your ... do? He/She’s a ... C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 12 - Audios (Unit 4-page 12), - Flashcards - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Look, listen and repeat. Students’ answers Questions & answers Key Student’s talks, and Observation 2. Point and say. interaction Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Introduce the lesson by writing the title of the unit on the board and check comprehension. Have pupils repeat the title twice. Then write the word Jobs on the board and ask pupils What do I do? What’s my job? Prompt pupils to say You’re a teacher. Activity 1: Language input (Activity 1: Look, listen and repeat.) Give a few minutes for pupils to look at the four pictures and read the story. • Ask a few questions to check comprehension: Who’s in Picture a? What are they doing? Do you know the word “interview”? Who’s interviewing whom in Picture b? What does Mai’s father do? What does her mother do? What does her sister do? (The pupils are having an English class with Miss Hien. Nam and Mai are having an interview about jobs. Nam is interviewing Mai. Mai’s father is a teacher. Her mother is a nurse. And her sister is a student.) • Play the recording more than once, if necessary, for pupils to listen and repeat. Do choral and individual repetition, pointing to the characters speaking. • Play the recording again for pupils to listen and repeat. • If time allows, call out three pupils to act out the story Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Point and say.)
2. Tell the class that they are going to ask and answer questions about someone’s job, using What does your ... do? He’s/She’s a + (name of job). Use the pictures to teach the words farmer, nurse, driver and factory worker. Check pupils’ understanding. • Have pupils work in pairs to practise asking and answering the question, using the speech bubbles and the words under the pictures. Go around and offer help, if necessary. • Call a few pairs to act out the dialogue Task 2: Guided practice Remind pupils to use the questions What does your father/mother/brother/sister do? and What’s his/her job? • Set a time limit for the activity and ask pupils to write notes for their interviews for a class report later. • Invite a few pupils to report their interviews. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (practise asking and answering questions about someone’s job, using What does your ... do? He/She’s a ...) 2. What’re the core values of the lesson? (love labor, love people.) - Remind students to do exercises in the workbook. - Prepare for the next lesson (Unit 12.Lesson 1. 3-5 on pages 13). D.FEEDBACK ..................... ****************************************************************** WEEK 21 Date of teaching: 7/2/2023 UNIT 12: WHAT DOES YOUR FATHER DO? Lesson 1: P 3- 5 STAGE 1: DESIRED OBJECTIVES A.OBJECTIVES By the end of this period, students will be able to: 1.Listen and tick,use the words and phrases related to the topics Jobs 2.Look and write about someone’s job 3.Let’s sing: My family B. LANGUAGE FOCUS. 1. Key terms: jobs 2. Key grammatical structure The sentence patterns: What does your ... do? He/She’s a .. C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 13 - Audios (Unit 4-page 13), - Pictures, posters of activities (Activity 2 – page 13) - A computer and a projector.
3. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Listen and tick. Students’ answers Questions & answers Key Student’s talks, and Observation 2. Look and write. interaction Questions & answers Student’s sing, and Observation 3. Let’s sing. interaction Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting,chatting and play the game. Spend a few minutes revising the previous lesson by asking What do I do? What’s my job? Then invite a few pairs to act out the roles of Nam and Mai in the story in Activity 1 Activity 1: Language input (Activity 1: Listen and tick.) Introduce the activity and ask pupils what jobs are shown in the pictures. Point to each character and ask What does he/she do? (From left to right: a factory worker, a farmer, a teacher and a nurse). Tell pupils that they are going to listen to an interview between Nam and Quan about Quan’s family and tick the correct boxes. • Play the recording three times: once for pupils to listen all the way through, then for them to do the task and finally for them to check their answers. Key: Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Look and write..) Introduce the activity and ask pupils to identify the jobs shown in the pictures. • Give them a few seconds to look at the sentences and identify the missing words. Set a time limit for pupils to fill the gaps. • Get pupils to swap their answers before checking as a class. • Invite six pupils to read the complete sentences aloud. 1 family 2 farmer 3 is a nurse Key: 4 is a driver 5 is a factory worker 6 a pupil Task 2: Let’s sing. Tell pupils that they are going to sing the song My family. • Teach the song, following the procedure in Teaching the unit components in Introduction. Have pupils read the lyrics and identify the jobs of each family member. Ask them questions such as What does the grandpa do? What does the grandma do? What’s the father’s job? What’s the mother’s job? What does the songwriter do? (Explain the word songwriter). • Play the recording. When pupils are familiar with the tune, ask them to sing the song, clapping hands. If time allows, ask them to suggest other jobs for the people and sing the new version of the song. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (practise asking and answering questions about someone’s job, using What does your ... do? He/She’s a ...) 2. What’re the core values of the lesson? (love labor, love people) - Remind students to do exercises in the workbook.
4. - Prepare for the next lesson (Unit 12.Lesson 2. 1-3 on pages 14). D.FEEDBACK ****************************************************************** WEEK 21 Date of teaching: 9/2/2023 UNIT 12: WHAT DOES YOUR FATHER DO? Lesson 2: P 1- 3 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. Objectives: By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and Competence) 1. Identify the situation for the conversation between the Mai and Nam (Setting, participants, topics). 2. use the words and phrases related to the topics Jobs 3 ask and answer questions about places of work, using Where does he/she work? He/She works in ... 4. love labor and love people B. LANGUAGE FOCUS Key terms/ Vocabulary hospital, fi eld, factory and office Key grammatical structure Where does he/she work? He/She works in ... C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 4- Student’s book, page 14, Sachmem.vn, Teacher’s guide. - Flashcards for Unit 4 poster for Unit 12 - A board, a computer, a projector/TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Identify the situation for the Questions & conversation between Mai and Nam Students’ answers answers such as setting, participant, topics. Key 2. Practice a role-play conversation Students’ Talks and with classmates, using sentence Observation interaction patterns. 3. ask and answer questions about Observation places of work, using Where does Student’s talks, and Questions & he/she work? interaction answers He/She works in ... 4. Use positive attitudes and Observation Student’s interaction appropriate gestures to ask about Questions & and performance places of work answers
5. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and singing Spend a few minutes revising the previous lesson by having the class sing the song My family. Then invite a few pairs to ask and answer questions about the jobs of their parents. - Lead into the new lesson. Activity 1: Language input (Activity 1: Look, listen and repeat) Tell the class that they are going to find out about a game played by Nam and Mai. Give them a few seconds to look at the pictures and read the text before playing the recording for them to repeat. • Check their comprehension by asking: What is the name of the game Mai and Nam are playing? Where does the doctor in the picture work? How about the worker? And the farmer? Where does he/she work? (Mai and Nam are playing a game of jobs. The doctor works in a hospital. The worker works in a factory. The farmer works in a field.) Explain the words well done and great. • Play the recording more than once, if necessary, for pupils to listen and repeat the language. Do choral and individual repetition, pointing to the characters speaking. • If time allows, ask pairs of pupils to act out the story Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Point and say.) Tell pupils that they are going to ask and answer about where someone works, using Where does a ... work? A ... works in + (place of work). Check comprehension. Explain the different forms of the verb work in the question and the answer (work and works). • Use the pictures to teach the words hospital, fi eld, factory and office. Have pupils repeat the phrases in a hospital/fi eld/factory and in an office twice. • Get pupils to work in pairs. Go around to monitor and offer help, if necessary. • Call a few pairs to act out the exchanges. Task 2: Guided practice (Let’s talk) Introduce the activity by saying Now you’re going to interview your partners about the jobs of their family members. Don’t forget to write down their answers to report your interview to the class later. Check comprehension. Then get pupils to work in pairs and interview each other. Remind them to use facts about their families. • Write the following expressions on the board for pupils to practise speaking before they report their interviews: Hi, my name’s ... This is the report of my interview with ... His grandpa/ grandma/father/mother/brother/sister/is ... . He/She works in ... Thank you for listening. • Call a few pairs to report their interviews to the class. Activity 3: Wrap -up & Assignments - T asks Ss about what they have learnt in their lesson today. 1. What have you learnt from the lesson today? (ask and answer questions about places of work, using Where does he/she work? He/She works in ...) 2. What’re the core values of the lesson? (Ss love labor, and love people ). - Remind students to learn by heart vocabulary, sentence patterns. - Prepare: Lesson 2 (4-6). * FEEDBACK .
6. . . ****************************************************************** WEEK 21 Date of teaching: 9/2/2023 UNIT 12: WHAT DOES YOUR FATHER DO? Lesson 2: P 4- 6 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. Objectives: By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and Competence) 1. Identify specific information through listening to conversations to number correct pictures. 2. Read and fill the gapped exchanges, using the pictures. . 3. Let’s play Pelmanism 4. Ss love labor, and love people. B. LANGUAGE FOCUS Key terms/ Vocabulary Revision. Key grammatical structure Revision. C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 4- Student’s book, page 15, Sachmem.vn, Teacher’s guide. - Flashcards for Unit 4, posters for Unit 12 - A board, a computer, a projector/TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products 1. Identify specific information Observation through listening to conversations to Students’ answers Questions & answers number correct pictures. Key Observation 2 Read and fill the gapped Students’ answers Questions & answers exchanges, using the pictures. Key Observation 3. Let’s play. Student’s answers Questions & answers Key Student’s 4. Use positive attitudes and Observation interaction and appropriate gestures to practice. Questions & answers performance STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and playing
7. Spend a few minutes revising the previous lesson by inviting a few pupils to report their interviews in Activity 3. - Lead into the new lesson. Activity 1: Listening practice (Activity 1: Listen and number.) Introduce the activity and give a few seconds for pupils to look at the pictures. Check comprehension by eliciting pupils’ answers to questions such as: What can you see? What does she/he do? What’s her/his job? Where does she/he work? • Play the recording more than once, if necessary, for pupils to listen and number the pictures. Ask them to focus on the jobs of the people. • Get them to swap their answers before you check as a class. • If time allows, invite one or two pupils to select a picture and describe it. Key: a 2 b 4 c 1 d 3 Activity 2: Controlled & guided practice Task 1: Writing practice (Activity 2: Look and write) Introduce the activity to the class. Give pupils a few seconds to look at the pictures and read the text. Then check comprehension by asking: What’s her job? Where does she work? What’s his job? Where does he work? • Set a time limit and go around to monitor and offer help, if necessary. • Check answers as a class and call one or two pupils to read aloud the completed text. Key: 1 a doctor/a nurse, in a hospital 2 a farmer, in a field Task 2: Guided practice (Activity 3. Let’s play) Prepare cards with jobs and the workplaces for the jobs. Remind pupils how to play Pelmanism: in pairs, pupils take turns turning over a pair of cards. If the cards show a job and a workplace that match, the player scores a point and continues to turn over another pair of cards. If they do not match, the other player has a turn. The player who gets the most points will be the winner. • To make the game more challenging, you may ask pupils to make sentences with the words on the cards they have. Award an extra point for every grammatically correct sentence. Activity 3: Wrap –up & Assignments - T asks Ss about what they have learnt in their lesson today. 1. What have you learnt from the lesson today? (Look, read, listen, number the pictures, and complete the sentences). 2. What’s the core values of the lesson? (Ss love labor, and love people.). - Remind students to learn by heart vocabulary, sentence patterns, revise. - Prepare Unit 12: Lesson 3 * FEEDBACK . .