Kế hoạch bài dạy Tiếng Anh Lớp 4 - Tuần 24 - Năm học 2022-2023 - Cao Văn Hùng

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 4 - Tuần 24 - Năm học 2022-2023 - Cao Văn Hùng

1. WEEK 24 Date of teaching: 28/2/2023 UNIT 14: WHAT DOES HE LOOK LIKE? 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 Physical appearance. 2. ask and answer questions about someone’s physical appearance, using What does he/she look like? He’s/She’s ... B. LANGUAGE FOCUS. 1. Key terms: look like, tall, short, slim, old, young 2. Key grammatical structure The sentence patterns: What does he/she look like? He’s/She’s ... C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 24 - Audios (Unit 4-page 24), - 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: Ask pupils to bring a photo of their father/mother and talk about him/her (e.g. his/her name, age, job and hobby Activity 1: Language input (Activity 1: Look, listen and repeat.) Tell the class that they are going to read a story in which Phong asks Linda questions about her brother. • Ask pupils to look at the four pictures to identify the characters (Linda and Phong) and the context in which the language is used. Ask them questions such as Where are they? What are they doing? (In Picture a, Linda is sitting at the computer and writing an e-mail to her brother, and Phong is standing nearby. In Pictures b, c and d, Phong is asking Linda about her brother (the place he lives, his job and his appearance)). Explain the meaning of the question What does he look like? and the answer He’s tall. Check comprehension. • 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. Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Point and say.) Tell pup ils that they are going to practise asking and answering questions about someone’s physical appearance. • Have them look at the bubbles to understand how to use the language. Ask them
2. to look at the five pictures to identify the physical appearance of the people. Elicit the meaning of the adjectives describing people’s appearance: tall, short, slim, old and young. • Point to the first picture and model the task with one pupil, using the expressions in the bubbles and the word under the picture. (Teacher: What does she look like? Pupil: She’s tall.) Ask pupils to say the sentences chorally and individually. Repeat the same procedure with the rest of the pictures. • Ask them to practise in pairs, using the prompts in the bubbles and pictures. • Select some pairs to role-play the dialogue in front of the class. Monitor the activity and offer help, if necessary. Task 2: Guided practice Tell pupils that they are going to ask and answer questions about the appearance of their classmates’ family members, using What does your father/mother/brother/sister look like? And He’s/She’s • Ask them to work in pairs: one pupil asks the question and the other gives the answer about appearance of their family members. Monitor the activity and offer help, if necessary. • Select some pairs to role-play the dialogue in front of the class. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (ask and answer questions about someone’s physical appearance, using What does he/she look like? He’s/She’s ...) 2. What’re the core values of the lesson? (love, love people.) - Remind students to do exercises in the workbook. - Prepare for the next lesson (Unit 14.Lesson 1. 3-5 on pages 25). D.FEEDBACK ..................... ****************************************************************** WEEK 24 Date of teaching: 28/2/2023 UNIT 14: WHAT DOES HE LOOK LIKE? 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 Physical appearance 2.Look and write about Physical appearance 3.Let’s play: Find someone who B. LANGUAGE FOCUS. 1. Key terms: Physical appearance 2. Key grammatical structure The sentence patterns: What does he/she look like? He’s/She’s ... C. INSTRUCTIONAL RESOURCES.
3. - Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 25 - Audios (Unit 4-page 25), - Pictures, posters of activities (Activity 2 – page 25) - A computer and a projector. 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 play. interaction Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting,chatting and play the game. Spend a few minutes revising the question What does he/she look like? and the answer He’s/She’s ... Get pairs to role-play the question and the answer. Activity 1: Language input (Activity 1: Listen and tick.) Tell the class that they are going to listen to three dialogues about people’s appearance and tick the correct pictures. • Ask pupils to look at the pictures to identify the appearance of the people. Ask them questions such as Is she tall or short? Is he big or small? Check understanding. • Play the recording more than once, if necessary, for pupils to listen and tick the correct pictures. • Play the recording again for pupils to check their answers. • Get them to swap their answers before you check as a class. Key: 1 c 2 c 3 a Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Look and write..) Tell pupils that they are going to complete the answers about someone’s appearance, using the picture cues. • Ask them to look at the four pictures to identify the physical appearance of the person/ people in each picture. Then ask them to read the questions and write the answers. Get pupils to work in pairs, if necessary. • Give pupils time to do the task independently. Go around offering help, if necessary. • Get them to swap their answers before checking as a class. If there is enough time, invite some pupils to read the complete sentences aloud. 1 He’s tall/slim 2 She’s short/young Key: 3 They’re old 4 They’re young/tall Task 2: Let’s play. Tell pupils that they are going to play the game Find someone who ..., using the words related to people’s physical appearance. • Divide the class into groups of five. Say to pupils Find someone who ... (e.g. Find someone who’s tall.) The group which is the quickest to point to a classmate who fits that description and says the correct sentence (e.g. Tu is tall.) gets a point. The group that gets most points wins.
4. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (ask and answer questions about someone’s physical appearance, using What does he/she look like? He’s/She’s ...) 2. What’re the core values of the lesson? (love, love people.) - Remind students to do exercises in the workbook. - Prepare for the next lesson (Unit 14.Lesson 2. 1-3 on pages 26). D.FEEDBACK . ****************************************************************** WEEK 24 Date of teaching: 2/3/2023 UNIT 14: WHAT DOES HE LOOK LIKE? Lesson 2: P 1-2-3 STAGE 1: DESIRED OBJECTIVES A.OBJECTIVES By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and Competence) 1.Identify the situation for the conversation between Nam and Peter (setting, participants, topics); 2. make comparisons, using Who is + (comparative)? ... is + (comparative). B. LANGUAGE FOCUS Vocabulary : tall – taller, short – shorter, big – bigger, small – smaller, old – older, young – younger Key grammatical structure: Who is + (comparative)? ... is + (comparative) C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 4- Student’s book, page 26, Sachmem.vn, Teacher’s guide. - Flashcards - A computer, a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment tools products 1. Answer the questions about the Observation situation for the conversation between Questions & Students’ answers Nam and Peter such as setting, answers participant, topics. Key 2. Practice a role-play conversation with Students' talks and Observation classmates, using the picture prompts. interaction Observation 3. make comparisons, using Who is + Student’s talks, and Questions & (comparative)? ... is + (comparative). interaction answers 4. Use positive attitudes and appropriate Observation Student’s interaction gestures to compare people’s Questions & and performance appearance.. answers
5. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Spend a few minutes revising the previous lesson. Call some pupils to the front of the class to ask and answer questions about the physical appearance of their classmates, using What does he/she look like? He’s/She’s ... - Lead into new lesson Activity 1: Language input (Activity 1: Look, listen and repeat.) Tell the class that they are going to listen to two boys asking and answering questions about their family members. • Ask pupils to look at the pictures to identify the context in which the language is used. Ask them questions such as Who are the boys? What are they doing? (In Picture a, Nam is showing a picture of his father to Peter and Peter says He’s tall. In Picture b, Nam is showing a picture of his brother and Peter says He’s tall, too. In Picture c, Nam is making a comparison between his father and brother, saying My brother’s taller than my father.) Check comprehension. • 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. Activity 2: Task 1: Controlled practice (Activity 2: Point and say.) Tell pupils that they are going to practise asking and answering questions to compare people’s appearance. • Have them look at the bubbles and the three pictures to identify how the language is used. Teach the form and the meaning of the pairs of adjectives under the pictures. • Point to the first picture and model the task with one pupil, using the sentences in the bubbles and the first pair of adjectives under Picture a. (Teacher: Who’s taller? Pupil: The girl is taller.) Ask pupils to say the question and answer chorally and individually. Repeat the same procedure with the rest of the pictures. • Ask pupils to practise in pairs: one asks the question and the other gives the answer, using the prompts in the bubbles and words under the pictures. • Select some pairs to demonstrate the task in front of the class. Monitor the activity and offer help, if necessary. Task 2: Guided practice.( Activity 3: Let’s talk) Tell pupils that they are going to practise asking and answering questions about their classmates’ appearance and making comparisons, using What does he/she look like? Who’s + (comparative)? • Do the task with one pupil as a model (e.g. Teacher: What does Hang look like? Pupil: She’s thin.) Put the sentences on the board and do choral and individual repetition. • Ask pupils to work in pairs, one pupil asking the questions and the other giving the answers. Monitor the activity and offer help, if necessary. • Select some pairs to role-play the dialogue in front of the class. Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: What have you learnt from the lesson today? (make comparisons, using Who is + (comparative)? ... is + (comparative). 2. What’re the core values of the lesson? () - Remind students to do exercises in the workbook.
6. - Prepare for the next lesson unit 14. Lesson 2. 4 -5- 6 on page 27. D. ADJUSTMENT. ***************************************************************** WEEK 24 Date of teaching: 2/3/2023 UNIT 14: WHAT DOES HE LOOK LIKE? Lesson 2: P 4-5-6 STAGE 1: DESIRED OBJECTIVES A.OBJECTIVES By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and Competence) 1. Use the words & phrases related to the topics Physical appearance 2. listen and circle 3. Look and write 4. Let’s sing: What do they look like? B. LANGUAGE FOCUS Vocabulary : Revision Key grammatical structure: Revision C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 4- Student’s book, page 27, Sachmem.vn, Teacher’s guide. - Posters - A computer, a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment products tools Observation 1. Listen and circle Students' asnwers Key Student’s aswers and Observation 2.Look and write performance Student’s Observation 3.Let’s sing: What do they look like? performance Key Student’s Observation 4. Use positive attitudes and appropriate gestures interactionand Questions& to talk about food and drink. performance answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm up:Greeting and chatting Spend a few minutes revising the previous lesson. Ask some pairs of pupils to ask and answer questions to compare the appearance of their classmates - Lead into new lesson Activity 1: Listen and circle. Tell the class that they are going to listen to Nam’s description of his family and circle the correct answers. • Ask pupils to look at the four incomplete sentences and guess the possible answers for each sentence. Check understanding. • Play the recording for them to listen and circle the answers.
7. • Play the recording again so that they can check their answers. • Get pupils to swap their answers before you check as a class. Monitor the activity and offer help, if necessary. Key: 1 a 2 a 3 b 4 b Activity 2: Look and write . Tell pupils that they are going to write the answers to the questions to make comparisons of people’s appearance, using the picture cues. • Ask them to look at the four pictures to identify the difference in appearance between the family members in each picture. Explain the meaning of the new word strong. Remind pupils that we use than when making comparisons. Then ask them to read the questions and write the answers. If necessary, get pupils to work in pairs. • Give pupils time to do the task independently. Go around offering help, if necessary. • Get them to swap their answers before checking as a class. If there is enough time, invite some pairs to act out the completed dialogues. Key: 1 The brother is slimmer than the father. 2 The mother is shorter than the father. 3 The sister is older than the brother. 4 The brother is stronger than the father Activity 3: Let’s sing Tell the class that they are going to sing the song What do they look like? Teach the song, following the procedure in Teaching the unit components in Introduction. • Have pupils read each line of the lyrics aloud. Check comprehension. • Play the recording all the way through. Ask pupils to do choral and individual repetition of the song line by line until they get familiarized with the pronunciation, the stress, the rhythm and the tune of the song. • Play the recording again and get pupils to sing along with the recording. • Divide the class into two groups: one sings the questions and the other sings the answers. Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1.What have you learnt from the lesson today? (Listen, write and play about Physical appearance.) 2. What’re the core values of the lesson? (Love people.) - Remind students to do exercises in the workbook. - Prepare for the next lesson unit 14. Lesson 3. 1-2-3 on page 28. D. ADJUSTMENT.