Kế hoạch bài dạy Tiếng Anh Lớp 4 - Tuần 7 - Năm học 2022-2023 - Cao Văn Hùng

Nội dung text: Kế hoạch bài dạy Tiếng Anh Lớp 4 - Tuần 7 - Năm học 2022-2023 - Cao Văn Hùng

1. UNIT 5: CAN YOU SWIM? Lesson 1: 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 Things we can do.. 2. ask and answer questions about what someone can/cannot do, using What can you do?I can ... B. LANGUAGE FOCUS. 1. Key terms: read, cycle, skip, skate, cook, swim, play football, play volleyball 2. Key grammatical structure The sentence patterns: What can you do? I can___________ C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 30 - Audios (Unit 5-page 30), - 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: Greeting and chatting. Revise the verbs/verb phrases to talk about activities pupils learnt in Tieng Anh 3 (e.g. read, cycle, skip, skate, cook, swim, play football, play volleyball). - Teacher tells the class the objects of the lesson. Activity 1: Language input (Activity 1: Look, listen and repeat.) Tell pupils that they are going to read a story in which pupils ask and answer questions about what they can or cannot do. • Ask them to look at the four pictures to identify the characters (Mai, Nam 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, Mai is holding a picture to show that she can draw a cat. In Pictures b and c, Mai is asking Nam and Phong about what they can do. Explain the meaning of the phrases can dance, can sing and can’t dance. 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
2. Task 1: Controlled practice (Activity 2: Point and say.) Tell pupils that they are going to practise asking and answering questions about what someone can do. • Have them look at the bubbles to understand how to use the language. Ask pupils to look at the four pictures to identify what the girl can do in each picture. Revise the words skip, skate, cook and swim. • 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 can you do? Pupil: I can skip.) Ask pupils to say the phrases chorally and individually. Repeat the same procedure with the rest of the pictures. • Ask pupils to practise in pairs, using the prompts in the bubbles and the 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 practise using What can you do? and I can ... • Ask them to work in pairs: one pupil asks the question and the other answers with facts about themselves. • Monitor the activity and offer help, if necessary. • Select some pairs of pupils to role-play in front of the class. • To extend this activity, ask them to say something they cannot do (e.g. I can’t skate.) 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 what someone can/cannot do, using What can you do? I can ...” 2. What’re the core values of the lesson? (Use positive attitudes and appropriate gestures to ask and answer what someone’s can do..) - Remind students to do exercises in the workbook. - Prepare for the next lesson (Unit 5. Lesson1. 3-5 on pages 31). D.FEEDBACK ................................ ******************************************************************** UNIT 5: WHAT CAN YOU DO? Lesson 1: 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 Things we can do. 2.Look and write about what someone can do. 3.Let’s play “ Guesing game”.
3. B. LANGUAGE FOCUS. 1. Key terms:review 2. Key grammatical structure The sentence patterns: What can you do? I can___________ C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 4: Sachmem.vn, student’s book page 31 - Audios (Unit 4-page 31), - Pictures, posters of activities (Activity 2 – page 31) - A computer and a TV 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 play, 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 can you do? and the answer I can ... Get pairs to act out the questions and the answers in front of the class. Activity 1: Language input (Activity 1: Listen and tick.) Tell pupils that they are going to listen to three dialogues about someone’s abilities and tick the correct pictures. • Ask them to look at the pictures to identify the similarities and differences among them (In Picture 1a, Tony is drawing a picture. In Picture 1b, Tony is singing. In Picture 1c, Tony is dancing. In Picture 2a, Nam is cooking. In Picture 2b, Nam is skipping. In Picture 2c, Nam is cycling. In Picture 3a, Akiko is skating. In Picture 3b, Akiko is singing. In Picture 3c, Akiko is reading.) Check understanding. • Play the recording more than once, if necessary, for pupils to listen and tick the correct pictures. • Get pupils to swap their answers before you check as a class. Key: 1 a 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 sentences to express ability, using the picture cues. • Ask them to look at the four pictures to identify what the character in each picture can do. Then have them find appropriate words to complete the sentences. Get pupils to work in pairs, if necessary. • Give pupils time to do the task independently. Go around offering help, if necessary.
4. • 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. Key: 1 dance 2 skate 3 swim 4 cycle Task 2: Let’s play. Tell pupils that they are going to play a Guessing game. Follow the procedure in Games in Introduction. • Stick pictures of a dog, a fish and a parrot on the board. Check if pupils can recognize the animals. Point to a picture and ask some questions about the animal (e.g. What’s this animal? What can it do? Can it swim?). • Divide pupils into groups of five. A pupil in one group says two sentences about one of the animals, using can and can’t, and then asks what it is (e.g. It can swim, but it can’t walk. What is it?) The pupils of the other groups guess (e.g. It’s a fi sh.) The group that gives the right answer the quickest gets one point. • The groups take turns asking and answering questions. The one that gets most points wins. 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 what someone can/cannot do, using What can you do? I can ...” 2. What’re the core values of the lesson? (Use positive attitudes and appropriate gestures to ask and answer what someone’s can do..) - Remind students to do exercises in the workbook. - Prepare for the next lesson (Unit 5. Lesson2. 1-3 on pages 32). D.FEEDBACK ......................................................................................................................................... ......................................................................................................................................... ******************************************************************** UNIT 5: WHAT CAN YOU DO? Lesson 2 : Part 1-2-3 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 Tom and Peter (Setting, participants, topics). 2. use the words and phrases related to the topics Things we can do 3 ask and answer questions about whether someone can do something, using Can you ...? Yes, I can./No, I can’t.
5. 4. Use positive attitudes and appropriate gestures to ask and answer questions about whether someone can do something B. LANGUAGE FOCUS Key terms/ Vocabulary Review Key grammatical structure Can you ? Yes, I can./ No, I can’t. C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 4- Student’s book, page 32, Sachmem.vn, Teacher’s guide. - Flashcards for Unit 5 - 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 Tom and Peter 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 whether someone can do something, Student’s talks, and Questions & using Can you ...?Yes, I can./No, I interaction answers can’t. 4. Use positive attitudes and Observation Student’s interaction appropriate gestures to ask about Questions & and performance whether someone can do something answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and singing Spend a few minutes revising the previous lesson by calling some pupils to the front of the class to talk about what they can or cannot do. - Lead into the new lesson. Activity 1: Language input (Activity 1: Look, listen and repeat) Tell pupils that they are going to read a story in which pupils express their ability. • Tell them that they are going to look at, listen to and repeat the dialogue between characters in the three pictures. • Ask pupils to look at the pictures to identify the characters (Tom and Peter) and the context in which the language is used. Ask them questions such as Who are the boys? Where are they? What are they doing? (In Picture a, Tom and Peter are talking in the street. In Picture b, Tom suggests they play football together. In Picture c, Peter kicks the ball and breaks the window.) Check comprehension. • Play the recording more than once, if necessary, for pupils to listen and repeat. Do
6. 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 pupils that they are going to practise asking and answering questions about someone’s ability. • Have them look at the bubbles to understand how to ask and answer questions about someone’s ability, using Can you ...? Yes, I can./No, I can’t. Ask pupils to look at the four pictures to identify what the boy can do in each picture. Teach the phrases play table tennis, play volleyball, play the piano and play the guitar. • Point to the first picture and model the task with one pupil, using the sentences in the bubbles and the phrases under the picture. (Teacher: Can you play table tennis? Pupil: Yes, I can.) 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 asking the question and the other giving the answer, using the prompts in the bubbles and 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 (Let’s talk) Tell pupils that they are going to practise asking and answering about ability, using What can you do? I can ... and Can you ...? Yes, I can./No, I can’t. • Do the task with one pupil as a model. Put the sentences on the board and do choral and individual repetition. • Ask them to work in pairs, one pupil asking the questions and the other giving the answers to talk about their abilities. Monitor the activity and offer help, if necessary. • Select some pairs of pupils to role-play in front of 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 whether someone can do something, using Can you ...?Yes, I can./No, I can’t.) 2. What’re the core values of the lesson? (Use positive attitudes and appropriate gestures to ask about whether someone can do something) - Remind students to learn by heart vocabulary, sentence patterns. - Prepare: Lesson 2 (4-6). * FEEDBACK . . . ****************************************************************** UNIT 4: WHEN’S YOUR BIRTHDAY? Lesson 2 : Part 4-5-6 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. Objectives:
7. 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 sing “ Can you swim?” 4. Use positive attitudes and appropriate gestures to ask about whether someone can do something. B. LANGUAGE FOCUS Key terms/ Vocabulary Revision. Key grammatical structure Revision. C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 4- Student’s book, page 33, Sachmem.vn, Teacher’s guide. - Flashcards for Unit 5 - 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 sing Student’s answers Questions & answers Key 4. Use positive attitudes and Student’s Observation appropriate gestures to ask about interaction and Questions & answers whether someone can do something. performance STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting and playing - Spend a few minutes revising the previous lesson by asking some pairs to ask and answer about ability, using Can you ...? Yes, I can./No, I can’t. - Lead into the new lesson. Activity 1: Listening practice (Activity 1: Listen and number.) Tell pupils that they are going to listen to four dialogues about what the four characters can do and number the pictures. • Ask them to look at the pictures and identify what the character in each picture can do (In Picture a, Tom can play the piano. In Picture b, Phong can sing. In Picture c, Peter can play football. In Picture d, Nam can play table tennis.) Check understanding.
8. • Play the recording for pupils to listen and number the pictures. • Play the recording again for them to check their answers. • Get pupils to swap their answers before you check as a class. Monitor the activity and offer help, if necessary. Key: a 2 b 4 c 3 d 1 Activity 2: Controlled & guided practice Task 1: Writing practice (Activity 2: Look and write) Tell pupils that they are going to write the answers to the questions about what the children can do, using picture cues. • Ask them to look at the four pictures to identify what the character in each picture can/ cannot do. (In Picture 1, Akiko can’t dance. In Picture 2, Adam can play the piano. In Picture 3, Tony can’t play the guitar. In Picture 4, Linda can’t play chess.) Then ask them to read the questions and think of possible answers, using the picture cues. After that, have them write the appropriate 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, call some pairs to act out the complete dialogues. Key: 1 No, I can’t. 2 Yes, I can. 3 No, I can’t. 4 No, I can’t. Task 2: Guided practice (Activity 3. Let’s chant) Tell pupils that they are going to sing the song Can you swim? Teach the song, following the procedure in Teaching the unit components in Introduction. • Have them 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 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? (Use positive attitudes and appropriate gestures to ask about whether someone can do something). - Remind students to learn by heart vocabulary, sentence patterns, revise. - Prepare Unit 5: Lesson 3 * FEEDBACK . ......................................................................................................................................... ......................................................................................................................................... .........................................................................................................................................