Kế hoạch bài dạy Tiếng Anh Lớp 4 - Tuần 27 - Năm học 2022-2023 - Cao Văn Hùng

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 4 - Tuần 27 - Năm học 2022-2023 - Cao Văn Hùng

1. WEEK 27 Date of teaching: 21/3/2023 REVIEW 3 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Perform their abilities in listening, speaking to the topics from units 11-15, using the phonics, vocabulary and sentence patterns they have learnt. 2. listen and identify specific information related to theme Me and my family. 3. read and identify specific information related to theme Me and my family. 4. write about their parents. B. LANGUAGE FOCUS. Vocabulary : Revision Key grammatical structure: Revision C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4, Sach mem.vn Student’s book page 36,37 - Flashcards - A computer and a projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment products tools Observation 1. Listen and number Students' answers Key Observation 2. Read and complete Students' answers Key Observation 3. Read and match Students' answers Key Student’s aswers Observation 4 . Look and write and performance Observation 5. Write about your father/ mother. Students' answers Key STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warm up: Greeting and Role- play - Call two pairs of pupils to ask and answer the question about holidays, - Lead into new lesson. Activity 1: Listen and number Tell the class that they are going to listen to a text and number the items in the picture. • Give them a few seconds to look at the picture. Check comprehension by pointing to the items and asking questions: Are there any fl owers in the room? What are they like? What time is it now? What are the parents doing? What are they giving
2. to the children? What can you see on the table? What are the food and drinks? (a. There are red and yellow flowers in the living room. b. It’s 8 o’clock now. c. The parents are giving the children lucky money. d. & e. There is banh chung, fish, meat, water, milk and orange juice on the table.) • Play the recording three times: the first time for pupils to listen; the second time for them to do the task and the last time for them to check the answers. Pause after each time. • Get pupils to swap their answers before checking as a class. Give further support to pupils who got more than half of the answers wrong. Key: a 2 b 1 c 5 d 3 e 4 Activity 2: Read and complete Tell pupils that they are going to complete a text about Hoa’s family. • Ask pupils to guess what Hoa’s family does in the morning and read the text to check their answers. Give a few seconds for them to read the text in silence. Check comprehension by asking: What time is it? Is Hoa’s family still sleeping? What is the family doing? What kinds of food do Hoa and her father like eating? What time does the family leave for work? • Set a time limit for the task. • Have pupils swap and check their answers before checking as a class. Key: 1 thirty 2 family 3 drinking 4 orange juice 5 seven Activity 3: . Read and match Tell pupils that they are going to read and match each question with its answer by drawing a line between them. Give them a few seconds to read the questions and answers in silence. • Set a time limit for the task. • Get pupils to swap and check their answers before checking as a class. • If time allows, ask them more questions. They may use the given answers or facts about themselves. Key: 1 e 2 c 3 d 4 b 5 a Activity 4: Look and write Tell pupils that they are going to look at the pictures and complete the sentences. Check comprehension by asking: What can you see in this picture? What time is it? Can you guess what is behind this man? What does he do/What is his job? Can you guess what kind of festival it is? What fruit is it? What kind of drink is it? • Set a time limit for the task. Remind pupils to write the words for the time in Question 1, rather than numbers. • Get pupils to swap and check their answers before checking as a class. • Invite one or two pupils to read the sentences aloud. • If time allows, ask them more questions (e.g. When do you usually get up in the morning? What does your father do? Do you like Children’s Day? Which is your favourite festival? Do you like juice?) Key: 1 seven thirty 2 factory worker
3. 3 Children’s Day 4 Orange juice Activity 5: Write about your father or mother. Tell pupils that they are going to complete the paragraph about their father or mother. Give them a few seconds to read the paragraph in silence and check their understanding. • Set a time limit for the task. • Get pupils to read their partners’ paragraphs. Then invite a few of them to tell the class about their partners’ father/mother. Key: Pupils’ own answers Activity 6: Wrap-up & Assignments - Ask students to answer the following questions: 1.What have you learnt from the lesson today? (Ask and answer questions about holidays, jobs ) 2. What’re the core values of the lesson? - Show loving people, family and jobs. Using appropriate gestures and intonation to talk about about holidays, jobs ) - Prepare for the next lesson Short story Cat and Mouse D. ADJUSTMENT ..................................................................................................................................... ..................................................................................................................................... ..................................................................................................................................... ****************************************************************** WEEK 27 Date of teaching: 21/3/2023 SHORT STORY STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of this period, students will be able to: - Read and listen to the story. - Develop Ss reading and listening skills. - Read and listen to the short story. - complete the cónversation B. LANGUAGE FOCUS. 1. Key terms: review 2. Key grammatical structure Review C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 38,39 - A computer and a TV STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools
4. 1. Read and listen to the story. Observation Then fill the gaps Students’ answers Questions & answers Key Observation 2. number the sentences. Students’ answers Questions & answers Key Observation 3. Work in pairs. Complete the Students’ answers Questions & answers conversation Key 4. Find words in the story to Observation Students’ answers complete the sentences. Questions & answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting,chatting and play the game. Review vocabulary from U11-U15 2. Activity 1: Read and listen to the story. Then fill the gaps Tell the class that they are going to read and listen to the story, and then fill the gaps. • Before pupils listen, ask them to look at the pictures and ask them some questions (e.g. What are Mimi, Chit and Mary doing in the fi rst picture? Who is Mary thinking of in the third picture? Who is she thinking of in the fourth picture? What day is it today?). • Then ask pupils to read the story, and guess the words to fill the gaps. Then play the recording for them to listen to the story and fill the gaps. • Play the recording again and let pupils check their answers. Key: 1 works 2 plays 3 taller 4 do 5 beach Activity 2: number the sentences. Tell the class that they are going to put the sentences in the correct order and write the numbers in the boxes. • Give pupils time to do the task. Ask them to try ordering the sentences without looking at the story. • Ask them to swap and check their answers before checking as a class. • Ask a few pairs to role-play the dialogue. • If time allows, write the eight sentences on large pieces of paper and invite eight pupils to go to the front to play Physical line-up, following the procedure in Games in Introduction. Key: 1, 6, 3, 2, 8, 7, 4, 5 Activity 3: 3. Work in pairs. Complete the conversation Tell pupils that they are going to look at the questions and write the answers. Give them a few seconds to read the questions and check comprehension. • Put them in pairs and give them time to do the task.
5. • Ask pupils to swap and check their answers before checking as a class. • Ask a few pairs to read aloud the dialogue. Activity 4. Find words in the story to complete the sentences. Tell the class that they are going to read the sentences and finds words in the story to complete them. • Give pupils a few seconds to read the sentences in silence. Check comprehension and elicit the words to fill the gaps. • Give them time to do the task. • Get them to swap and check their answers before checking as a class. • If time allows, ask pupils to make more sentences with the words cook, beach, taller and musician. Key: 1 cook 2 beach 3 taller 4 musician Activity 5: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (Review vocabulary and grammar structures related to the theme Me and my familyl.) 2. What’re the core values of the lesson? (Love family, love jobs and love people) - Remind students to do exercises in the workbook. - Prepare for the next lesson D. ADJUSTMENT ___________________________________ WEEK 27 Date of teaching: 23/3/2023 UNIT 16. LET’S GO TO THE BOOKSHOP Lesson 1. Part 1,2 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 and phrases related to the topic The neighbourhood. 2. make and respond to suggestions to go somewhere, using Let’s go to the ... and Great idea!/ Sorry, I’m busy. 3.Use positive attitudes and appropriate gestures for Sts to make and respond to suggestions to go somewhere B. LANGUAGE FOCUS.
6. 1. Key terms: bakery, buy some bread, pharmacy, buy some medicine, supermarket, buy some food, sweet shop, buy some chocolate, zoo, see the animals, swimming pool, swim, cinema, see a film 2. Key grammatical structure The sentence patterns: Let’s go to the ... and Great idea!/ Sorry, I’m busy. C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 4 - Student’s book, page 40 Sachmem.vn, Teacher’s guide. - Flashcards STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools 1. Answer the questions about the Observation situation for the conversation between Students’ answers Questions & Mai and Phong such as setting, answersKey participant, topics. 2. Practice a role-play conversation Students' talks and with classmates, using the picture Observation interaction prompts. 3. make and respond to suggestions to Observation Student’s talks, and go somewhere using the sentence Questions & interaction patterns. answers 4. Use positive attitudes and Observation appropriate gestures for Sts to make Student’s interaction Questions & and respond to suggestions to go and performance answers somewhere STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and talking - Prepare pupils for the unit by asking them to say the names of some places in the neigbourhood in Vietnamese. Then teach them the English words (e.g. bookshop, supermarket, bakery). - Introduce the new topic Activity 1: Language input (Activity 1: Look, listen and repeat.) Tell the class that they are going to learn about making suggestions to go somewhere and responding to the suggestions. • Have pupils read the story to understand how the language is used. Ask questions such as Who are they? Where are they going? What are they talking about? (In Picture a, Mai asks Phong where he is going and he answers he is going to the bookshop. In Picture b, Phong makes a suggestion to go to the bookshop, using Let’s go to the bookshop together. In Pictures c and d, Phong and Mai go to the bookshop together.) Check comprehension. • Play the recording again so they can listen and repeat. Do choral and individual
7. repetition, pointing to the characters speaking. • Play the recording again for pupils to listen and repeat Activity 2: full controlled & less controlled Task 1: Controlled practice (Activity 2: Point and say.) Tell pupils that they are going to practise making suggestions to go somewhere and responding to suggestions. • Have them look at the pictures and the words and phrases under them. Point to the first picture and ask them to say bakery and buy some bread. Then have them put the word and phrase into the blanks in the bubble and say Let’s go to the bakery. I want to buy some bread. Great idea!/Sorry, I'm busy. Have them repeat the sentences chorally and individually. • Ask pupils to work in pairs and do the task. They should respond with Great idea! or Sorry, I'm busy, depending on whether they want to go to the place. • Call a few pairs to act out the dialogue in front of the class. Check as a class or correct pronunciation, if necessary. Task 2: Guided practice.( Activity 3:Work in pairs.) Tell pupils that they are going to practise making and responding to suggestions to go somewhere. • Ask them to work in pairs: one pupil makes a suggestion to go somewhere and the other responds to the suggestion. Then they swap roles and continue Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (make and respond to suggestions to go somewhere.) 2. What’re the core values of the lesson? (Use positive attitudes and appropriate gestures for Sts to make and respond to suggestions to go somewhere. - Remind students to do exercises in the workbook. - Prepare for the next lesson unit 16. Lesson 1.3-5 on page 41. D.FEEDBACK ..................... ****************************************************************** WEEK 27 Date of teaching: 23/3/2023 UNIT 16. LET’S GO TO THE BOOKSHOP Lesson 1. Part 3, 4, 5 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: (Cognition, Skill, Attitude, and Competence)
8. 1. use the words and phrases related to the topic The neighbourhood. 2. make and respond to suggestions to go somewhere, using Let’s go to the ... and Great idea!/ Sorry, I’m busy. 3.Use positive attitudes and appropriate gestures for Sts to make and respond to suggestions to go somewhere B. LANGUAGE FOCUS. 1. Key terms: bakery, buy some bread, pharmacy, buy some medicine, supermarket, buy some food, sweet shop, buy some chocolate, zoo, see the animals, swimming pool, swim, cinema, see a film 2. Key grammatical structure The sentence patterns: Let’s go to the ... and Great idea!/ Sorry, I’m busy. 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 and play game Spend a few minutes revising the previous lesson. Get pupils to play Bingo, using the places in the neighbourhood they have learnt (e.g. bookshop, sweet shop, supermarket, bakery, pharmacy, school, park, zoo, cinema) Activity 1: Language input (Activity 1: Listen and tick.) Tell the class that they are going to listen to two dialogues and tick the correct pictures. • Have pupils look at the pictures to identify the shops and objects. (1a. A sweet shop. 1b. A bookshop. 2a. Some books. 2b. Some pens. 3a. A supermarket. 3b. A bakery. 4a. Some vegetables. 4b. Some drinks.) Check understanding. Then ask them to read the questions and guess the answers. • Play the recording more than once, if necessary. Ask pupils to listen to the recording and tick the pictures. Tell them that they should focus on the places the characters go and why they want to go there. • Get pupils to swap their answers before you check as a class. Monitor the activity and offer help, if necessary. Key: 1 b 2 a 3 a 4 b
9. Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Look and write..) Tell pupils that they are going to complete the sentences, using the picture cues. • Give them a few seconds to look at the first picture and the worked example. Have them look at the pictures and think about the appropriate places and suitable reasons to complete the sentences. Check comprehension. If necessary, get pupils to work in pairs. • Give pupils time to do the task independently. Go around and offer help, if necessary. • Get them to swap their answers before checking as a class. If there is enough time, invite some of them to read aloud the complete sentences. Key: to the bakery, buy some cakes/bread to the sweet shop, buy some sweets to the pharmacy, buy some medicine Task 2: Let’s sing. Tell pupils that they are going to sing the song Let’s go ... Teach the song, following the procedure in Teaching the unit components in Introduction. • Have them read each line of the lyrics. Check comprehension. • Play the recording all the way through. Ask pupils to do choral and individual repetition of the song line by line. • When pupils are familiar with the tune, ask a group to go to the front of the class to sing the song and clap hands or do actions. • Have the class sing the song again and clap their hands or do actions to reinforce learning Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (make and respond to suggestions to go somewhere.) 2. What’re the core values of the lesson? (Use positive attitudes and appropriate gestures for Sts to make and respond to suggestions to go somewhere. - Remind students to do exercises in the workbook. - Prepare for the next lesson (Unit 16. Lesson 2. 1-3 on pages 42). D.FEEDBACK